AIED
2009
Springer
13 years 8 months ago
2009
Springer
In previous works, we showed how sequential pattern mining can be used to extract a partial problem space from logged user interactions for a procedural and ill-defined domain wher...
AIED
2009
Springer
13 years 8 months ago
2009
Springer
Educational games may be particularly suited to teaching social learning skills with virtual humans. We investigate the importance of social goals and engaging social interactions ...
AIED
2009
Springer
13 years 12 months ago
2009
Springer
AIED
2009
Springer
14 years 2 months ago
2009
Springer
Giving effective help is an important collaborative skill that leads to improved learning for both the help-giver and help-receiver. Adding intelligent tutoring to student interact...
AIED
2009
Springer
14 years 2 months ago
2009
Springer
Research show that teacher's nonverbal immediacy can have a positive impact on student's cognitive learning and affect [31]. This paper investigates the effectiveness of ...
AIED
2009
Springer
14 years 2 months ago
2009
Springer
We explored the complex interplay between students' affective states and problem solving outcomes. We conducted a study where 41 students solved 28 analytical reasoning proble...
AIED
2009
Springer
14 years 3 months ago
2009
Springer
Project course instructors routinely perform their formal assessments based on impressions formed from their mostly indirect experience with the groups they oversee. Nevertheless, ...
AIED
2009
Springer
14 years 3 months ago
2009
Springer
In order to facilitate efficient creation of instructional content for high proficiency language learning systems, we investigate the use of utterance templates through an intuitiv...
AIED
2009
Springer
14 years 3 months ago
2009
Springer
The SIETTE collaborative environment allows students to take tests together in small groups. Individuals can communicate and hold discussions to solve test questions. This paper de...
AIED
2009
Springer
14 years 3 months ago
2009
Springer
We explored the possibility of predicting learners’ affective states (boredom, flow/engagement, confusion, and frustration) by monitoring variations in the cohesiveness of tutori...