| Monday, June 14, 2010 |
Rangos 1 |
Rangos 2 |
McKenna-Peter-Wright |
| BREAKFAST |
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7:00 AM |
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8:30 AM |
Tutorial: |
Tutorial: |
Workshop: |
| COFFEE BREAK |
9:45 AM |
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10:15 AM |
How to Apply Software Architecture and Patterns to Tutoring System Development? |
Seven deadly sins: avoiding several common statistical pitfalls |
Computer-Supported Peer Review in Education: Synergies with Intelligent Tutoring Systems |
| LUNCH BREAK |
12:30 PM |
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ITS2010 conference and program chairs meet |
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2:00 PM |
Tutorial: |
Workshop: |
(continued) |
| COFFEE BREAK |
3:45 PM |
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4:15 PM |
Using DataShop to analyze educational data |
Opportunities for intelligent and adaptive behavior in collaborative learning systems |
Computer-Supported Peer Review in Education: Synergies with Intelligent Tutoring Systems |
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6:00 PM |
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| Tuesday, June 15, 2010 |
Rangos 1 |
Rangos 2 |
McKenna-Peter-Wright |
| BREAKFAST |
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7:00 AM |
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| McConomy Auditorium |
8:30 AM |
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Welcome + Young Researchers Track / Doctoral Consortium 1-minute talks |
| 9:00 AM |
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Invited talk by Beverly Park Woolf: Social and Caring Tutors |
| COFFEE BREAK |
10:15 AM |
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Educational Data Mining 1 (Ken Koedinger) |
Natural Language Interaction 1 (Peter Hastings) |
ITS in Ill-Defined Domains (Niels Pinkwart) |
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10:45 AM |
I.15: Predicting Correctness of Problem Solving in ITS with a Temporal Collaborative Filtering Approach (Cetintas, Si, Xin, Hord) |
I.45: Automatic Question Generation for Literature Review Writing Support (Liu, Calvo, Rus) |
I.75: Leveraging a Domain Ontology to Increase the Quality of Feedback in an Intelligent Tutoring System (Kazi, Haddawy, Suebnukarn) |
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11:10 AM |
I.25: Detecting the Moment of Learning (Baker, Goldstein, Heffernan) |
I.55: Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models (Boyer, Phillips, Ingram, Ha, Wallis, Vouk, Lester) |
I.85: Modeling Long Term Learning of Generic Skills (Gluga, Kay, Lever) |
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11:35 AM |
I.35: Comparing Knowledge Tracing and Performance Factor Analysis by Using Multiple Model Fitting Procedures (Gong, Beck, Heffernan) |
I.65: Exploiting Predictable Response Training to Improve Automatic Recognition of Children's Spoken Responses (Chen, Mostow, Aist) |
I.95: Eliciting Informative Feedback in Peer Review: Importance of Problem-Specific Scaffolding (Goldin and Ashley) |
| BUFFET LUNCH |
12:00 PM |
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Posters II.209-259: Young Researchers Track |
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II.209: Moodle Discussion Forum Analyzer Tool (DFAT) (Palak Baid, Hui Soo Chae, Faisal Anwar, and Gary Natriello) |
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II.212: Peer-Based Intelligent Tutoring Systems: A Corpus-Oriented Approach (John Champaign and Robin Cohen) |
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II.215: Intelligent Tutoring Systems, Educational Data Mining, and the Design and Evaluation of Video Games (Michael Eagle and Tiffany Barnes) |
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II.218: An Intelligent Debater for Teaching Argumentation (Matthew W. Easterday) |
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II.221: Multiple Interactive Representations for Fractions Learning (Laurens Feenstra, Vincent Aleven, Nikol Rummel, and Niels Taatgen) |
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II.224: An Interactive Educational Diagrammatic System for Assessing and Remediating the Graph-as-Picture Misconception (Grecia Garcia Garcia and Richard Cox) |
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II.227: Long Term Student Learner Modeling and Curriculum Mapping (Richard Gluga) |
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II.230: Student Dispositions and Help-Seeking in Collaborative Learning (Iris K. Howley and Carolyn Penstein Rosé) |
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II.233: Visualizing Educational Data from Logic Tutors (Matthew Johnson and Tiffany Barnes) |
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II.236: An Authoring Language as a Key to Usability in a Problem-Solving ITS Framework (Jean-François Lebeau, Luc Paquette, Mikaël Fortin, and André Mayers) |
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II.239: Towards the Creation of a Data-Driven Programming Tutor (Behrooz Mostafavi and Tiffany Barnes) |
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II.242: Using Expert Models to Provide Feedback on Clinical Reasoning Skills (Laura Naismith and Susanne P. Lajoie) |
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II.245: Algorithms for Robust Knowledge Extraction in Learning Environments (Ifeyinwa Okoye, Keith Maull, and Tamara Sumner) |
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II.248: Integrating Sophisticated Domain-Independent Pedagogical Behaviors in an ITS Framework (Luc Paquette, Jean-François Lebeau, and André Mayers) |
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II.251: Delivering Tutoring Feedback Using Persuasive Dialogues (Amin Rahati and Froduald Kabanza) |
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II.254: Coordinate Geometry Learning Environment with Game-Like Properties(Dovan Rai, Joseph E. Beck, and Neil T. Heffernan) |
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II.257: Long-Term Benefits of Direct Instruction with Reification for Learning the Control of Variables Strategy (Michael A. Sao Pedro, Janice D. Gobert, and Juelaila J. Raziuddin) |
| Tuesday, June 15, 2010 |
Rangos 1 |
Rangos 2 |
McKenna-Peter-Wright |
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Inquiry Learning (Bert Bredeweg) |
Collaborative and Group Learning 1 (Riichiro Mizoguchi) |
Intelligent Games 1 (James Lester) |
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1:30 PM |
I.105: Layered Development and Evaluation of Intelligent Support in Exploratory Environments: The Case of Microworlds (Gutierrez-Santos, Mavrikis, Magoulas) |
I.135: Lesson Study Communities on Web to Support Teacher Collaboration for Professional Development (Kato and Ishikawa) |
II.155: Optimizing Story-Based Learning: An Investigation of Student Narrative Profiles (Lee, Mott, Lester) |
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1:55 PM |
I.115: The Invention Lab: Using a hybrid of model tracing and constraint-based tutoring to offer intelligent support in inquiry environments (Roll, Koedinger, Aleven) |
I.145: Using Problem-Solving Context to Assess Help Quality in Computer-Mediated Peer Tutoring (Walker, Walker, Rummel, Koedinger) |
I.174: Intercultural Negotiation with Virtual Humans: The Effect of Social Goals on Gameplay and Learning (Ogan, Aleven, Kim, Jones) |
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2:20 PM |
I.125: Discovering and Recognizing Student Interaction Patterns in Exploratory Learning Environments (Bernardini and Conati) |
I.156: Socially Capable Conversational Tutors Can Be Effective in Collaborative Learning Situations (Kumar, Ai, Beuth, Rosé) |
II.82: Transforming a Linear Module into an Adaptive One: Tackling the Challenge (Foss and Cristea) |
| COFFEE BREAK |
2:45 PM |
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Gaming the System (Ryan Baker) |
Pedagogical Strategies 1 (Chas Murray) |
Affect 1 (Art Graesser) |
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3:15 PM |
I.184: An Analysis of Gaming Behaviors in an Intelligent Tutoring System (Muldner, Burleson, Van de Sande, VanLehn) |
I.214: Analogies, Explanations, Practice: Examining How Task Types Affect Second Language Grammar Learning (Wylie, Koedinger, Mitamura) |
I.245: A Time for Emoting: When Affect-Sensitivity Is and Isn't Effective at Promoting Deep Learning (D'Mello, Lehman, Sullins, Daigle, Combs, Vogt, Perkins, Graesser) |
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3:40 PM |
I.194: The Impact of Gaming (?) on Learning (Gong, Beck, Heffernan, Forbes-Summers) |
I.224: Do Micro-Level Tutorial Decisions Matter: Applying Reinforcement Learning to Induce Pedagogical Tutorial Tactics (Chi, VanLehn, Litman) |
I.255: The Affective and Learning Profiles of Students Using an Intelligent Tutoring System for Algebra (Lagud, Rodrigo) |
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4:05 PM |
I.204: Squeezing out Gaming Behavior in a Dialog-Based ITS (Hastings, Arnott-Hill, Allbritton) |
I.235: Examining the Role of Gestures in Expert Tutoring (Williams, Williams, Volgas, Yuan, Person) |
I.264: The Impact of System Feedback on Learners' Affective and Physiological States (Pour, Hussein, AlZoubi, D'Mello, Calvo) |
| BREAK |
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4:30 PM |
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| NSH Atrium |
5:00 PM |
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Opening Reception and Interactive Events |
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| Cancelled |
II.454: Multiplayer Language and Culture Training in ISLET (Kevin Saunders and W. Lewis Johnson) |
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| NSH 3001 |
II.444: Collaboration and Content Recognition Features in an Inquiry Tutor (Mark Floryan, Toby Dragon, Beverly Woolf, and Tom Murray) |
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| II.451: A Better Reading Tutor That Listens (Mostow, Aist, Bey, Chen, Corbett, Duan, Duke, Duong, Gates, González, Juarez, Kantorzyk, Li, Liu, McKeown, Trotochaud, Valeri, Weinstein, Yen) |
| NSH 3002 |
II.446: Incorporating Interactive Examples into the Cognitive Tutor (Robert G.M. Hausmann, Steven Ritter, Brendon Towle, R. Charles Murray, and John Connelly) |
| II.452: Research-Based Improvements in Cognitive Tutor Geometry (Steven Ritter, Brendon Towle, R. Charles Murray, Robert G.M. Hausmann, and John Connelly) |
| II.453: A Cognitive Tutor for Geometric Proof (Steven Ritter, Brendon Towle, R. Charles Murray, Robert G.M. Hausmann, and John Connelly) |
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| NSH 3305 |
II.438: ITS Authoring through Programming-by-Demonstration (Vincent Aleven, Brett Leber, and Jonathan Sewall) |
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| II.439: A Coordinate Geometry Learning Environment with Game-Like Properties (Dovan Rai, Joseph E. Beck, and Neil T. Heffernan) |
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| II.445: The Science Assistments Project: Scaffolding Scientific Inquiry Skills (Janice D. Gobert, Orlando Montalvo, Ermal Toto, Michael A. Sao Pedro, Ryan S.J.d. Baker) |
| II.448: Acquiring Conceptual Knowledge about How Systems Behave (Jochem Liem, Bert Bredeweg, Floris Linnebank, Bühling, Wißner, del Río, Beek, Gómez Pérez) |
| II.449: Learning by Teaching SimStudent (Noboru Matsuda, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, William W. Cohen, and Ken Koedinger) |
| II.450: Authoring Problem-Solving ITS with ASTUS (Jean-François Lebeau, Luc Paquette, and André Mayers) |
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| II.456: A DIY Pressure Sensitive Chair for Intelligent Tutoring Systems (Andrew M. Olney and Sidney D’Mello) |
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| NSH Atrium |
II.440: Adaptive Tutorials and the Adaptive eLearning Platform (Dror Ben-Naim) |
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| II.441: DomainBuilder – An Authoring System for Visual Classification Tutoring Systems (Eugene Tseytlin, Melissa Castine, and Rebecca Crowley) |
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| II.443: AWESOME Computing: Using Corpus Data to Tailor a Community Environment for Dissertation Writing (Vania Dimitriva, Royce Neagle, Bajanki, Lau, Boyle) |
| II.447: iGeom: Towards an Interactive Geometry Software with Intelligent Guidance Capabilities (Leônidas O. Brandão, Seiji Isotani, and Danilo L. Dalmon) |
| II.455: PSLC DataShop: A Data Analysis Service for the Learning Science Community (John Stamper, Ken Koedinger, Ryan Baker, Alida Skogsholm, Leber, Rankin, Demi) |
| NSH 3001 |
7:00 PM |
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AIED Exec Committee Meeting |
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| Wednesday, June 16, 2010 |
Rangos 1 |
Rangos 2 |
McKenna-Peter-Wright |
| BREAKFAST |
7:00 AM |
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(private) ITS Steering Committee meeting |
| McConomy Auditorium |
8:30 AM |
Invited talk by Alexander Renkl: Active Learning in Technology-Enhanced Environments |
| COFFEE BREAK |
9:45 AM |
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Games and Augmented Reality (Cristina Conati) |
Pedagogical Agents, Learning Companions, and Teachable Agents (Roger Nkambou) |
Intelligent Tutoring and Scaffolding 1 (Diane Litman) |
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10:15 AM |
I.274: Investigating the Relationship between Presence and Learning in a Serious Game (Lane, Hays, Auerbach, Core) |
I.307: What Do Children Favor as Embodied Pedagogical Agents? (Girard and Johnson) |
I.338: Use of a Medical ITS Improves Reporting Performance among Community Pathologists (Crowley, Grzybicki, Legowski, Wagner, Castine, Medvedeva, Tseytlin, Jukic, Raab) |
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10:40 AM |
I.285: Developing Empirically Based Student Personality Profiles for Affective Feedback Models (Robison, McQuiggan, Lester) |
I.317: Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students (Matsuda, Keiser, Raizada, Tu, Stylianides, Cohen, Koedinger) |
I.349: Hints: Is it Better to Give or Wait to be Asked? (Razzaq and Heffernan) |
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11:05 AM |
I.296: Evaluating the Usability of an Augmented Reality Based Educational Application (Martín-Gutiérrez, Contero, Alcañíz) |
I.327: The Effect of Motivational Learning Companions on Low Achieving Students and Students with Disabilities (Woolf, Arroyo, Muldner, Burleson, Cooper, Cooper, Dolan, Christopherson) |
I.359: Error-Flagging Support for Testing and Its Effect on Adaptation (Kumar) |
| BUFFET LUNCH |
11:30 AM |
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Posters II.260-348 |
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II.260: Can Affect Be Detected from Intelligent Tutoring System Interaction Data? – A Preliminary Study (Elizabeth A. Anglo and Ma. Mercedes T. Rodrigo) |
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II.263: Comparing Disengaged Behavior within a Cognitive Tutor in the USA and Philippines (Ma. Mercedes T. Rodrigo, Ryan S.J.d. Baker, Jenilyn Agapito, Julieta Nabos, Ma. Concepcion Repalam, Salvador Reyes Jr.) |
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II.266: Adaptive Tutorials for Virtual Microscopy: A Design Paradigm to Promote Pedagogical Ownership (Dror Ben-Naim, Gary Velan, Nadine Marcus, and Michael Bain) |
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II.269: The Online Deteriorating Patient: An Adaptive Simulation to Foster Expertise in Emergency Decision-Making (Emmanuel G. Blanchard, Jeffrey Wiseman, Laura Naismith,Yuan-Jin Hong, and Susanne P. Lajoie) |
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II.272: DynaLearn: Architecture and Approach for Investigating Conceptual System Knowledge Acquisition (Bert Bredeweg, Jochem Liem, Floris Linnebank, René Bühling, Michael Wißner, del Río, Salles, Beek, Pérez) |
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II.275: Interfaces for Inspectable Learner Models (Susan Bull, Andrew Mabbott, Rasyidi Johan, Matthew Johnson, Kris Lee-Shim, and Tim Lloyd) |
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II.278: Conceptual Personalization Technology: Promoting Effective Self-directed, Online Learning (Kirsten R. Butcher, Tamara Sumner, Keith Maull, and Ifeyinwa Okoye) |
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II.281: Learning to Identify Students’ Relevant and Irrelevant Questions in a Micro-blogging Supported Classroom (Suleyman Cetintas, Luo Si, Sugato Chakravarty, Hans Aagard, and Kyle Bowen) |
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II.285: Using Emotional Coping Strategies in Intelligent Tutoring Systems (Soumaya Chaffar and Claude Frasson) |
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II.288: Showing the Positive Influence of Subliminal Cues on Learner’s Performance and Intuition: An ERP Study (Pierre Chalfoun and Claude Frasson) |
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II.291: Exploring the Relationship between Learner EEG Mental Engagement and Affect (Maher Chaouachi and Claude Frasson) |
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II.294: MiBoard: Creating a Virtual Environment from a Physical Environment (Kyle Dempsey, G. Tanner Jackson, and Danielle S. McNamara) |
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II.297: Players’ Motivation and EEG Waves Patterns in a Serious Game Environment (Lotfi Derbali and Claude Frasson) |
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II.300: Predicting the Effects of Skill Model Changes on Student Progress (Daniel Dickison, Steven Ritter, Tristan Nixon, Thomas K. Harris, Brendon Towle, R. Charles Murray, and Robert G.M. Hausmann) |
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II.303: Data Mining to Generate Individualised Feedback (Anna Katrina Dominguez, Kalina Yacef, and James R. Curran) |
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II.306: In the Zone: Towards Detecting Student Zoning Out Using Supervised Machine Learning (Joanna Drummond and Diane Litman) |
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II.309: Can We Get Better Assessment from a Tutoring System Compared to Traditional Paper Testing? Can We Have Our Cake (Better Assessment) and Eat It too (Student Learning during the Test)? (Feng, Heffernan) |
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II.312: Using Data Mining Findings to Aid Searching for Better Cognitive Models (Mingyu Feng, Neil T. Heffernan, and Kenneth Koedinger) |
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II.315: Generating Proactive Feedback to Help Students Stay on Track (Davide Fossati, Barbara Di Eugenio, Stellan Ohlsson, Christopher Brown, and Lin Chen) |
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II.318: ITS in Ill-Defined Domains: Toward Hybrid Approaches (Philippe Fournier-Viger, Roger Nkambou, Engelbert Mephu Nguifo, and André Mayers) |
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II.321: Analyzing Student Gaming with Bayesian Networks (Stephen Giguere, Joseph Beck, and Ryan Baker) |
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II.324: EdiScenE: A System to Help the Design of Online Learning Activities (Patricia Gounon and Pascal Leroux) |
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II.327: Critiquing Media Reports with Flawed Scientific Findings: Operation ARIES! A Game with Animated Agents and Natural Language Trialogues (Graesser, Britt, Millis, Wallace, Halpern, Cai, Kopp, and Forsyth) |
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II.330: A Case-Based Reasoning Approach to Provide Adaptive Feedback in Microworlds (Sergio Gutierrez-Santos, Mihaela Cocea, and George Magoulas) |
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II.334: Real-Time Control of a Remote Virtual Tutor Using Minimal Pen-Gestures (Yonca Haciahmetoglu and Francis Quek) |
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II.337: Theoretical Model for Interplay between Some Learning Situations and Brainwaves (Alicia Heraz and Claude Frasson) |
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II.340: Cultural Adaptation of Pedagogical Resources within Intelligent Tutorial Systems (Franck Hervé Mpondo Eboa, François Courtemanche, and Esma Aïmeur) |
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II.343: An Interactive Learning Environment for Problem-Changing Exercise (Tsukasa Hirashima, Sho Yamamoto, and Hiromi Waki) |
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II.346: Towards Intelligent Tutoring with Erroneous Examples: A Taxonomy of Decimal Misconceptions (Seiji Isotani, Bruce M. McLaren, and Max Altman) |
| McConomy Auditorium |
1:00 PM |
Invited talk by Chee-Kit Looi: Can research-based technology change school-based learning? Perspectives from Singapore |
| FREE TIME |
2:15 PM |
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Conference Outings |
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| Thursday, June 17, 2010 |
Rangos 1 |
Rangos 2 |
McKenna-Peter-Wright |
| BREAKFAST |
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7:00 AM |
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| McConomy Auditorium |
8:30 AM |
Invited talk by Stacy Marsella: Modeling Emotion and its Expression |
| COFFEE BREAK |
9:45 AM |
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Metacognition (Carolyn Rosé) |
Pedagogical Strategies 2 (H. Chad Lane) |
Affect 2 (Sidney D'Mello) |
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10:15 AM |
I.369: Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why do I Care? (Chauncey and Azevedo) |
I.401: How Adaptive Is an Expert Human Tutor? (Chi and Roy |
II.1: The Intricate Dance between Cognition and Emotion during Expert Tutoring (Lehman, D'Mello, Person) |
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10:40 AM |
I.379: Metacognition and Learning in Spoken Dialogue Computer Tutoring (Forbes-Riley and Litman) |
I.413: Blocked versus Interleaved Practice With Multiple Representations in an Intelligent Tutoring System for Fractions (Rau, Aleven, Rummel) |
II.11: Subliminally Enhancing Self-esteem: Impact on Learner Performance and Affective State (Jraidi and Frasson) |
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11:05 AM |
I.389: A Self-regulator for Navigational Learning in Hyperspace (Kashihara and Kawai) |
I.423: Improving Learning through Intelligent Tutoring and Basic Skills Training (Arroyo, Woolf, Royer, Tai, English) |
II.21: Detecting Learner Frustration: Towards Mainstream Use Cases (McCuaig, Pearlstein, Judd) |
| BUFFET LUNCH |
11:30 AM |
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Posters II.349-437 |
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II.349: The Efficacy of iSTART Extended Practice: Low Ability Students Catch Up (G. Tanner Jackson, Chutima Boonthum, and Danielle S. McNamara) |
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II.352: Expecting the Unexpected: Warehousing and Analyzing Data from ITS Field Use (W. Lewis Johnson, Naveen Ashish, Stephen Bodnar, and Alicia Sagae) |
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II.355: Developing an Intelligent Tutoring System Using Natural Language for Knowledge Representation (Sung-Young Jung and Kurt VanLehn) |
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II.359: A Network Analysis of Student Groups in Threaded Discussions (Jeon-Hyung Kang, Jihie Kim, and Erin Shaw) |
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II.362: A New Framework of Metacognition with Abstraction/Instantiation Operations (Michiko Kayashima and Riichiro Mizoguchi) |
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II.365: Expansion of the xPST Framework to Enable Non-programmers to Create Intelligent Tutoring Systems in 3D Game Environments (Sateesh Kumar Kodavali, Stephen Gilbert, and Stephen B. Blessing) |
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II.368: A Computational Model of Accelerated Future Learning through Feature Recognition (Nan Li, William W. Cohen, and Kenneth R. Koedinger) |
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II.371: Automated and Flexible Comparison of Course Sequencing Algorithms in the LS-Lab Framework (Carla Limongelli, Filippo Sciarrone, Marco Temperini, and Giulia Vaste) |
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II.374: Correcting Scientific Knowledge in a General-Purpose Ontology (Michael Lipschultz and Diane Litman) |
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II.377: Learning to Argue Using Computers – A View from Teachers, Researchers, and System Developers (Frank Loll, Oliver Scheuer, Bruce M. McLaren, and Niels Pinkwart) |
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II.380: How to Take into Account Different Problem Solving Modalities for Doing a Diagnosis? Experiment and Results (Sandra Michelet, Vanda Luengo, Jean-Michel Adam, and Nadine Madran) |
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II.384: Behavior Effect of Hint Selection Penalties and Availability in an Intelligent Tutoring System (Pedro J. Muñoz-Merino, Carlos Delgado Kloos, and Mario Muñoz-Organero) |
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II.387: DesignWebs: A Tool for Automatic Construction of Interactive Conceptual Maps from Document Collections (Sharad V. Oberoi, Dong Nguyen, Gahgene Gweon, Susan Finger, and Carolyn Penstein Rosé) |
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II.390: Extraction of Concept Maps from Textbooks for Domain Modeling (Andrew M. Olney) |
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II.393: Levels of Interaction (LoI): A Model for Scaffolding Learner Engagement in an Immersive Environment (David Panzoli, Adam Qureshi, Ian Dunwell, Panagiotis Petridis, Sara de Freitas, Rebolledo-Mendez) |
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II.396: Tools for Acquiring Data about Student Work in Interactive Learning Environment T-Algebra (Rein Prank and Dmitri Lepp) |
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II.399: Mily’s World: A Coordinate Geometry Learning Environment with Game-Like Properties (Dovan Rai, Joseph E. Beck, and Neil T. Heffernan) |
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II.402: An Intelligent Tutoring System Supporting Metacognition and Sharing Learners’ Experiences (Triomphe Ramandalahy, Philippe Vidal, and Julien Broisin) |
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II.405: Are ILEs Ready for the Classroom? Bringing Teachers into the Feedback Loop (James Segedy, Brian Sulcer, and Gautam Biswas) |
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II.408: Comparison of a Computer-Based to Hands-On Lesson in Experimental Design (Stephanie Siler, Dana Mowery, Cressida Magaro, Kevin Willows, and David Klahr) |
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II.411: Toward the Development of an Intelligent Tutoring System for Distributed Team Training through Passive Sensing (Robert A. Sottilare) |
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II.414: Open Educational Resource Assessments (OPERA) (Tamara Sumner, Kirsten Butcher, and Philipp Wetzler) |
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II.417: Annie: A Tutor That Works in Digital Games (James M. Thomas and R. Michael Young) |
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II.420: Learning from Erroneous Examples (Dimitra Tsovaltzi, Bruce M. McLaren, Erica Melis, Ann-Kristin Meyer, Michael Dietrich, and George Goguadze) |
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II.423: Feasibility of a Socially Intelligent Tutor (Jozef Tvarožek and Mária Bieliková) |
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II.426: Agent Prompts: Scaffolding Students for Productive Reflection in an Intelligent Learning Environment (Longkai Wu and Chee-Kit Looi) |
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II.429: Identifying Problem Localization in Peer-Review Feedback (Wenting Xiong and Diane Litman) |
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II.432: AlgoTutor: From Algorithm Design to Coding (Sung Yoo and Jungsoon Yoo) |
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II.435: Adaptive, Assessment-Based Educational Games (Diego Zapata-Rivera) |
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| Thursday, June 17, 2010 |
Rangos 1 |
Rangos 2 |
McKenna-Peter-Wright |
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Educational Data Mining 2 (Kalina Yacef) |
Natural Language Interaction 2 (Carolyn Rosé) |
Authoring Tools and Theoretical Synthesis (Stephen Blessing) |
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1:00 PM |
II.31: Enhancing the Automatic Generation of Hints with Expert Seeding (Stamper, Barnes, Croy) |
II.51: Persuasive Dialogues in an Intelligent Tutoring System for Medical Diagnosis (Rahati and Kabanza) |
II.92: An Authoring Tool to Support the Design and Use of Theory-Based Collaborative Learning Activities (Isotani, Mizoguchi, Isotani, Capeli, Isotani, de Albuquerque) |
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1:25 PM |
II.41: Learning What Works in ITS from Non-traditional Randomized Controlled Trial Data (Pardos, Dailey, Heffernan) |
II.62: Predicting Student Knowledge Level from Domain-Independent Function and Content Words (Williams and D'Mello) |
II.103: How to Build Bridges between Intelligent Tutoring System Subfields of Research (Pavlik and Toth) |
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1:50 PM |
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II.72: KSC-PaL: A Peer Learning Agent (Kersey, Di Eugenio, Jordan, Katz) |
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| COFFEE BREAK |
2:15 PM |
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Collaborative and Group Learning 2 (Chee-Kit Looi) |
Intelligent Games 2 (Kurt VanLehn) |
Intelligent Tutoring and Scaffolding 2 (Joseph Beck) |
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2:45 PM |
II.113: Recognizing Dialogue Content in Student Collaborative Conversation (Dragon, Floryan, Woolf, Murray) |
II.144: Virtual Humans with Secrets: Learning to Detect Verbal Cues to Deception (Lane, Schneider, Michael, Albrechtsen, Meissner) |
II.178: Collaborative Lecturing by Human and Computer Tutors (D'Mello, Hays, Williams, Cade, Brown, Olney) |
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3:10 PM |
II.123: Supporting Learners' Self-organization: An Exploratory Study (Moguel, Tchounikine, Tricot) |
I.165: Facial Expressions and Politeness Effect in Foreign Language Training System (Wang, Johnson, Gratch) |
II.188: Computational Workflows for Assessing Student Learning (Ma, Shaw, Kim) |
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3:35 PM |
II.134: Exploring the Effectiveness of Social Capabilities and Goal Alignment in Computer Supported Collaborative Learning (Ai, Kumar, Nguyen, Nagasunder, Rosé) |
II.166: Integrating Learning and Engagement in Narrative-Centered Learning Environments (Rowe, Shores, Mott, Lester) |
II.198: Predictors of Transfer of Experimental Design Skills in Elementary and Middle School Children (Siler, Klahr, Magaro, Willows, Mowery) |
| BREAK |
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4:00 PM |
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| McConomy Auditorium |
4:30 PM |
Panel on |
ITS research, achievements and challenges: an international perspective |
| 5:45 PM |
|
Awards and Closing |
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| BREAK |
|
6:00 PM |
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| Phipps Conservatory |
6:30 PM |
Conference Banquet + |
Invited Talk by Stephen Ritter: Riding the Third Wave |
| |
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10:30 PM |
|
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|
| Friday, June 18, 2010 |
Rangos 1 |
Rangos 2 |
McKenna-Peter-Wright |
| BREAKFAST |
|
7:00 AM |
|
|
|
| |
|
8:30 AM |
Workshop: |
Workshop: |
Workshop: |
| COFFEE BREAK |
9:45 AM |
|
|
|
| |
|
10:15 AM |
Intelligent Tutoring Technologies for Ill-Defined Problems and Ill-Defined Domains |
Question Generation |
Culturally-Aware Tutoring Systems |
| LUNCH BREAK |
12:30 PM |
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| |
|
2:00 PM |
(continued) |
(continued) |
Workshop CANCELLED: |
| COFFEE BREAK |
3:45 PM |
|
|
|
| |
|
4:15 PM |
Intelligent Tutoring Technologies for Ill-Defined Problems and Ill-Defined Domains |
Question Generation |
Supporting the Social Inclusion of Communities with Adaptive Learning Media |
|
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6:00 PM |
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