| Automated expert modeling for automated student evaluation | p. 1 |
| Multicriteria automatic essay assessor generation by using TOPSIS model and genetic algorithm | p. 11 |
| Better student assessing by finding difficulty factors in a fully automated comprehension measure | p. 21 |
| Predicting state test scores better with intelligent tutoring systems : developing metrics to measure assistance required | p. 31 |
| Authoring constraint-based tutors in ASPIRE | p. 41 |
| A teaching strategies engine using translation from SWRL to Jess | p. 51 |
| The cognitive tutor authoring tools (CTAT) : preliminary evaluation of efficiency gains | p. 61 |
| A Bayesian network approach for modeling the influence of contextual variables on scientific problem solving | p. 71 |
| A decision-theoretic approach to scientific inquiry exploratory learning environment | p. 85 |
| Conceptual change modeling using dynamic Bayesian network | p. 95 |
| A Bayes net toolkit for student modeling in intelligent tutoring systems | p. 104 |
| A comparison of decision-theoretic, fixed-policy and random tutorial action selection | p. 114 |
| Evaluation of a system that generates word problems through interactions with a user | p. 124 |
| Time in the adaptive tutoring process model | p. 134 |
| Coaching within a domain independent inquiry environment | p. 144 |
| How "consciousness" allows a cognitive tutoring agent make good diagnosis during astronauts' training | p. 154 |
| Learning factors analysis - a general method for cognitive model evaluation and improvement | p. 164 |
| A constraint-based collaborative environment for learning UML class diagrams | p. 176 |
| A collaborative learning design environment to integrate practice and learning based on collaborative space ontology and patterns | p. 187 |
| The big five and visualisations of team work activity | p. 197 |
| Cognitive tutors as research platforms : extending an established tutoring system for collaborative and metacognitive experimentation | p. 207 |
| Forming heterogeneous groups for intelligent collaborative learning systems with ant colony optimization | p. 217 |
| Toward legal argument instruction with graph grammars and collaborative filtering techniques | p. 227 |
| SPRITS : secure pedagogical resources in intelligent tutoring systems | p. 237 |
| The pyramid collaborative filtering method : toward an efficient e-course | p. 248 |
| From black-box learning objects to glass-box learning objects | p. 258 |
| Adaptation in educational hypermedia based on the classification of the user profile | p. 268 |
| Combining ITS and eLearning technologies : opportunities and challenges | p. 278 |
| From learner information packages to student models : which continuum? | p. 288 |
| Towards a pattern language for intelligent teaching and training systems | p. 298 |
| Semantic Web technologies applied to interoperability on an educational portal | p. 308 |
| Studying the effects of personalized language and worked examples in the context of a Web-based intelligent tutor | p. 318 |
| A plan recognition process, based on a task model, for detecting learner's erroneous actions | p. 329 |
| Handling errors in mathematical formulas | p. 339 |
| Supporting tutorial feedback to student help requests and errors in symbolic differentiation | p. 349 |
| The help tutor : does metacognitive feedback improve students' help-seeking actions, skills and learning? | p. 360 |
| The role of feedback in preparation for future learning : a case study in learning by teaching environments | p. 370 |
| Detection and analysis of off-task gaming behavior in intelligent tutoring systems | p. 382 |
| Adapting to when students game an intelligent tutoring system | p. 392 |
| Generalizing detection of gaming the system across a tutoring curriculum | p. 402 |
| Using multiple intelligence informed resources in an adaptive system | p. 412 |
| 20000 inspections of a domain-independent open learner model with individual and comparison views | p. 422 |
| Automatic calculation of students' conceptions in elementary algebra from Aplusix log files | p. 433 |
| The potential for chatbots in negotiated learner modelling : a Wizard-of-Oz study | p. 443 |
| Improving intelligent tutoring systems : using expectation maximization to learn student skill levels | p. 453 |
| Automatic recognition of learner groups in exploratory learning environments | p. 463 |
| Estimating student proficiency using an item response theory model | p. 473 |
| Student preferences for editing, persuading, and negotiating the open learner model | p. 481 |
| Student modeling with atomic Bayesian networks | p. 491 |
| A ubiquitous agent for unrestricted vocabulary learning in noisy digital environments | p. 503 |
| Learning styles diagnosis based on user interface behaviors for the customization of learning interfaces in an intelligent tutoring system | p. 513 |
| Comparison of machine learning methods for intelligent tutoring systems | p. 525 |
| Raising confidence levels using motivational contingency design techniques | p. 535 |
| Motivating the learner : an empirical evaluation | p. 545 |
| Approximate modelling of the multi-dimensional learner | p. 555 |
| Diagnosing self-efficacy in intelligent tutoring systems : an empirical study | p. 565 |
| Using instant messaging to provide an intelligent learning environment | p. 575 |
| ArikIturri : an automatic question generator based on corpora and NLP techniques | p. 584 |
| Observing lemmatization effect in LSA coherence and comprehension grading of learner summaries | p. 595 |
| Adaptable scaffolding - a fuzzy approach | p. 604 |
| P.A.C.T. - scaffolding best practice in home tutoring | p. 615 |
| Scaffolding problem solving with annotated, worked-out examples to promote deep learning | p. 625 |
| Scaffolding vs. hints in the assistment system | p. 635 |
| An approach to intelligent training on a robotic simulator using an innovative path-planner | p. 645 |
| Robust simulator : a method of simulating learners' erroneous equations for making error-based simulation | p. 655 |
| Evaluating the effectiveness of tutorial dialogue instruction in an exploratory learning context | p. 666 |
| Narrative-centered tutorial planning for inquiry-based learning environments | p. 675 |
| Using simulated students for the assessment of authentic document retrieval | p. 685 |
| Designing a tutoring agent for facilitating collaborative learning with instant messaging | p. 689 |
| An approach of learning by demonstrating and tutoring a virtual character | p. 692 |
| e-Learning system to provide optimum questions based on item response theory | p. 695 |
| BEEweb : a multi-domain platform for reciprocal peer-driven tutoring systems | p. 698 |
| A multimedia tool for English learning using text retrieval techniques on DVD subtitles | p. 701 |
| A profiling system and mobile middleware framework for U-learning | p. 704 |
| Responding to free-form student questions in ERM-tutor | p. 707 |
| Behaviors analysis with a game-like learning system for pre-school children | p. 710 |
| Studying human tutors to facilitate self-explanation | p. 713 |
| An ontology-based solution for knowledge management and eLearning integration | p. 716 |
| Computer-mediated collaborative visual learning system to generate evidence-based nursing care plans | p. 719 |
| Prevention of off-task gaming behavior in intelligent tutoring systems | p. 722 |
| Learning linear equation solving algorithm and its steps in intelligent learning environment | p. 725 |
| The design of a tutoring system with learner-initiating instruction strategy for digital logic problems | p. 728 |
| Reflective tutoring for immersive simulation | p. 732 |
| Knowledge engineering for intelligent tutoring systems : assessing semi-automatic skill encoding methods | p. 735 |
| Towards teaching metacognition : supporting spontaneous self-assessment | p. 738 |
| Automated vocabulary instruction in a reading tutor | p. 741 |
| Visualizing errors and its evaluation | p. 744 |
| Applying an assessment agent to evaluate the learning effectiveness | p. 747 |
| TELAT : an educational authoring tool | p. 750 |
| A modular architecture for intelligent Web resource based tutoring systems | p. 753 |
| The design of an intelligent software architecture based on a generic eLearning environment | p. 756 |
| The remote control approach - an architecture for tutoring in pre-existing collaborative applications | p. 760 |
| Scrutable learner modelling and learner reflection in student self-assessment | p. 763 |
| Using learning objects features to promote reusability of pedagogical agents | p. 766 |
| Error diagnosis in problem solving environment using action-object-input scheme | p. 769 |
| Learning how students learn with Bayes nets | p. 772 |
| AlgoLC : a learning companion system for teaching and learning algorithms | p. 775 |
| An intelligent tutoring system based on a multi-modal environment for the 300-certification program of English conversation | p. 778 |
| Adaptive peer review based on student profiles | p. 781 |
| Correction marks and comments on Web pages | p. 784 |
| VIBRANT : a brainstorming agent for computer supported creative problem solving | p. 787 |
| Iterative and participative building of the learning unit according to the IMS-consortium specifications | p. 790 |
| Ontology mapping for learning objects repositories interoperability | p. 794 |
| Using agents to create learning opportunities in a collaborative learning environment | p. 798 |
| Context-aware annotation patterns for teachers | p. 801 |
| On the definition and management of cultural groups of e-Learners | p. 804 |
| Applying the agent metaphor to learning content management systems and learning object repositories | p. 808 |
| Building an affective learning companion | p. 811 |
| Integrating learning processes across boundaries of media, time and group scale | p. 812 |
| Improving adaptivity in learning through cognitive modeling | p. 813 |
| Embodiment, embeddedness, and experience : foundations of game play for identity construction | p. 814 |
| Learner support : convergence of technology and divergence of thinking | p. 815 |
| Affect in one-to-one tutoring | p. 817 |
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