Book Volume 9684 2016

Intelligent Tutoring Systems

13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016. Proceedings

Editors:

ISBN: 978-3-319-39582-1 (Print) 978-3-319-39583-8 (Online)

Table of contents (52 chapters)

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  1. Front Matter

    Pages I-XXI

  2. Full Papers

    1. Front Matter

      Pages 1-1

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      Chapter

      Pages 3-12

      Understanding Procedural Knowledge for Solving Arithmetic Task by Externalization

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      Chapter

      Pages 13-22

      Do Erroneous Examples Improve Learning in Addition to Problem Solving and Worked Examples?

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      Chapter

      Pages 23-33

      Automatic Question Generation: From NLU to NLG

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      Chapter

      Pages 34-47

      Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaptive Hypermedia-Learning Environment

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      Chapter

      Pages 48-58

      Informing Authoring Best Practices Through an Analysis of Pedagogical Content and Student Behavior

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      Chapter

      Pages 59-68

      Timing Game-Based Practice in a Reading Comprehension Strategy Tutor

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      Chapter

      Pages 69-78

      Evaluation of the Formal Models for the Socratic Method

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      Chapter

      Pages 79-89

      Stealth Assessment in ITS - A Study for Developmental Dyscalculia

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      Chapter

      Pages 90-100

      Mastery-Oriented Shared Student/System Control Over Problem Selection in a Linear Equation Tutor

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      Chapter

      Pages 101-110

      Providing the Option to Skip Feedback in a Worked Example Tutor

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      Chapter

      Pages 111-121

      Tell Me How to Teach, I’ll Learn How to Solve Problems

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      Chapter

      Pages 122-132

      Scale-Driven Automatic Hint Generation for Coding Style

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      Chapter

      Pages 133-143

      Estimating Individual Differences for Student Modeling in Intelligent Tutors from Reading and Pretest Data

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      Chapter

      Pages 144-153

      Building Pedagogical Models by Formal Concept Analysis

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      Chapter

      Pages 154-164

      Predicting Learning from Student Affective Response to Tutor Questions

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      Chapter

      Pages 165-175

      Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment

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      Chapter

      Pages 176-186

      The Bright and Dark Sides of Gamification

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      Chapter

      Pages 187-196

      Behavior Changes Across Time and Between Populations in Open-Ended Learning Environments

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      Chapter

      Pages 197-207

      Are Pedagogical Agents’ External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems?

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      Chapter

      Pages 208-218

      Intervention-BKT: Incorporating Instructional Interventions into Bayesian Knowledge Tracing

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