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Rethinking Education in the Age of Technology | p. 1 |
Life-Long Learning, Learner Models and Augmented Cognition | p. 3 |
Intelligent Training Systems: Lessons Learned from Building Before It Is Time | p. 6 |
The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural Tutoring | p. 7 |
Social Learning Environments: New Challenges for AI in Education | p. 8 |
Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutor | p. 9 |
Towards Emotionally-Intelligent Pedagogical Agents | p. 19 |
Viewing Student Affect and Learning through Classroom Observation and Physical Sensors | p. 29 |
Comparing Learners' Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game | p. 40 |
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions | p. 50 |
Responding to Student Uncertainty During Computer Tutoring: An Experimental Evaluation | p. 60 |
How Does an Intelligent Learning Environment with Novel Design Affect the Students' Learning Results? | p. 70 |
Learning Linked Lists: Experiments with the iList System | p. 80 |
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills? | p. 90 |
Automatic Multi-criteria Assessment of Open-Ended Questions: A Case Study in School Algebra | p. 101 |
Why Tutored Problem Solving May be Better Than Example Study: Theoretical Implications from a Simulated-Student Study | p. 111 |
A Case Study Empirical Comparison of Three Methods to Evaluate Tutorial Behaviors | p. 122 |
Children's Interactions with Inspectable and Negotiated Learner Models | p. 132 |
Using Similarity Metrics for Matching Lifelong Learners | p. 142 |
Developing a Computer-Supported Tutoring Interaction Component with Interaction Data Reuse | p. 152 |
Towards Collaborative Intelligent Tutors: Automated Recognition of Users' Strategies | p. 162 |
Automatic Generation of Fine-Grained Representations of Learner Response Semantics | p. 173 |
Automatic Construction of a Bug Library for Object-Oriented Novice Java Programmer Errors | p. 184 |
Helping Teachers Build ITS with Domain Schema | p. 194 |
Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring Systems | p. 204 |
Open Community Authoring of Targeted Worked Example Problems | p. 216 |
Agent Shell for the Development of Tutoring Systems for Expert Problem Solving Knowledge | p. 228 |
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue | p. 239 |
Assessing the Impact of Positive Feedback in Constraint-Based Tutors | p. 250 |
The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia | p. 260 |
The Politeness Effect in an Intelligent Foreign Language Tutoring System | p. 270 |
Investigating the Relationship between Spatial Ability and Feedback Style in ITSs | p. 281 |
Individualizing Tutoring with Learning Style Based Feedback | p. 291 |
Use of Agent Prompts to Support Reflective Interaction in a Learning-by-Teaching Environment | p. 302 |
A Standard Method of Developing User Interfaces for a Generic ITS Framework | p. 312 |
Helping Teachers Handle the Flood of Data in Online Student Discussions | p. 323 |
What's in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions | p. 333 |
Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBot | p. 343 |
How Who Should Practice: Using Learning Decomposition to Evaluate the Efficacy of Different Types of Practice for Different Types of Students | p. 353 |
How Does Students' Help-Seeking Behaviour Affect Learning? | p. 363 |
Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data | p. 373 |
Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology | p. 383 |
Using Knowledge Discovery Techniques to Support Tutoring in an Ill-Defined Domain | p. 395 |
More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing | p. 406 |
Interoperable Competencies Characterizing Learning Objects in Mathematics | p. 416 |
Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework Assistance | p. 426 |
Harnessing Learner's Collective Intelligence: A Web2.0 Approach to E-Learning | p. 438 |
Bridging the Gap between ITS and eLearning: Towards Learning Knowledge Objects | p. 448 |
Semantic Cohesion and Learning | p. 459 |
Dialogue Modes in Expert Tutoring | p. 470 |
Seeing the Face and Observing the Actions: The Effects of Nonverbal Cues on Mediated Tutoring Dialogue | p. 480 |
Affective Transitions in Narrative-Centered Learning Environments | p. 490 |
Word Sense Disambiguation for Vocabulary Learning | p. 500 |
Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects | p. 510 |
Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture | p. 520 |
Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes | p. 530 |
An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring Systems | p. 540 |
The Use of Ontologies to Structure and Support Interactions in LOR | p. 551 |
Leveraging the Social Semantic Web in Intelligent Tutoring Systems | p. 563 |
Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems | p. 573 |
Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring System | p. 583 |
Using Optimally Selected Drill Practice to Train Basic Facts | p. 593 |
Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy Instruction | p. 603 |
Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments | p. 614 |
To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring | p. 626 |
Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration | p. 636 |
Theory-Driven Group Formation through Ontologies | p. 646 |
Self-assessment in Vocabulary Tutoring | p. 656 |
Automatically Generating and Validating Reading-Check Questions | p. 659 |
Dynamic Browsing of Audiovisual Lecture Recordings Based on Automated Speech Recognition | p. 662 |
Agent-Based Framework for Affective Intelligent Tutoring Systems | p. 665 |
Measuring the Perceived Difficulty of a Lecture Using Automatic Facial Expression Recognition | p. 668 |
Minimal Feedback During Tutorial Dialogue | p. 671 |
Can Students Edit Their Learner Model Appropriately? | p. 674 |
When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring | p. 677 |
Enabling Reputation-Based Trust in Privacy-Enhanced Learning Systems | p. 681 |
Authoring Educational Games with Greenmind | p. 684 |
An Experimental Use of Learning Environment for Problem-Posing as Sentence-Integration in Arithmetical Word Problems | p. 687 |
Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia; A Comparison among Mental Model Jumpers | p. 690 |
Interface Challenges for Mobile Tutoring Systems | p. 693 |
Agora UCS Ubiquitous Collaborative Space | p. 696 |
Adapte, a Tool for the Teacher to Personalize Activities | p. 699 |
Framework for a Competency-Driven, Multi-viewpoint, and Evolving Learner Model | p. 702 |
Use Chatbot CSIEC to Facilitate the Individual Learning in English Instruction: A Case Study | p. 706 |
Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning | p. 709 |
Towards an Intelligent Emotional Detection in an E-Learning Environment | p. 712 |
How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational Tools | p. 715 |
Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring Systems | p. 719 |
Investigating Learner Trust in Open Learner Models Using a 'Wizard of Oz' Approach | p. 722 |
Personalized Learning Path Delivery: Models and Example of Application | p. 725 |
Semi Automatic Generation of Didactic Resources from Existing Documents | p. 728 |
An Evaluation of Intelligent Reading Tutors | p. 731 |
An Intelligent Web-Based Learning System for Group Collaboration Using Contracts | p. 734 |
An Adaptive and Customizable Feedback System for Intelligent Interactive Learning Systems | p. 737 |
Detection of Learning Styles from Learner's Browsing Behavior During E-Learning Activities | p. 740 |
Analyzing Learners' Self-organization in Terms of Co-construction, Co-operation and Co-ordination | p. 743 |
Authoring Mobile Intelligent Tutoring Systems | p. 746 |
XTutor: An Intelligent Tutor System for Science and Math Based on Excel | p. 749 |
Tying Ontologies to Domain Contents for CSCL | p. 752 |
One Exercise - Various Tutorial Strategies | p. 755 |
Bi-directional Search for Bugs: A Tool for Accelerating Knowledge Acquisition for Equation-Based Tutoring Systems | p. 758 |
Design of a System for Automated Generation of Problem Fields | p. 763 |
Lessons Learned from Scaling Up a Web-Based Intelligent Tutoring System | p. 766 |
Tailoring of Feedback in Web-Based Learning: The Role of Response Certitude in the Assessment | p. 771 |
Trying to Reduce Bottom-Out Hinting: Will Telling Student How Many Hints They Have Left Help? | p. 774 |
Leveraging G-Rater's Automated Scoring Capability for Providing Instructional Feedback for Short Constructed Responses | p. 779 |
An Authoring Tool That Facilitates the Rapid Development of Dialogue Agents for Intelligent Tutoring Systems | p. 784 |
Using an Emotional Intelligent Agent to Reduce Resistance to Change | p. 787 |
Story Generation to Accelerate Math Problem Authoring for Practice and Assessment | p. 790 |
Supporting the Guide on the SIDE | p. 793 |
Comparing Two IRT Models for Conjunctive Skills | p. 796 |
The Effect of Providing Error-Flagging Support During Testing | p. 799 |
Cognitive Tutoring System with "Consciousness" | p. 803 |
It's Not Easy Being Green: Supporting Collaborative "Green Design" Learning | p. 807 |
Cognitive and Technical Artefacts for Supporting Reusing Learning Scenario Patterns | p. 810 |
Integration of a Complex Learning Object in a Web-Based Interactive Learning System | p. 813 |
Semantic Web Reasoning Tutoring Agent | p. 816 |
An Affective Behavior Model for Intelligent Tutors | p. 819 |
Decision Tree for Tracking Learner's Emotional State Predicted from His Electrical Brain Activity | p. 822 |
Toward Supporting Collaborative Discussion in an Ill-Defined Domain | p. 825 |
Author Index | p. 829 |
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