BibSonomy ::  author :: Luckin ::

bookmarks

publications

• Tangibles in the balance: a discovery learning task with physical or graphical materials.
  Paul Marshall and Peter C.-H. Cheng and Rosemary Luckin Tangible and Embedded Interaction, page 153-160. ACM, (2010)
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• Semantic Web Technology to Support Learning about the Semantic Web.
  Martin Dzbor and Enrico Motta AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 25-32. IOS Press, (2007)
  to dblp learning semantic semanticweb by neon_project_027595 and 1 other person on Jan 22, 2010, 3:16 PM
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• Classroom e-Science: Exposing the Work to Make it Work.
  Hilary Smith and Joshua Underwood and Geraldine Fitzpatrick and Rosemary Luckin Educational Technology & Society12(3):289-308(2007)
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• Affect and Usage Choices in Simulation Problem-Solving Environments.
  Ma. Mercedes T. Rodrigo and Ryan Shaun Joazeiro de Baker and Maria C. V. Lagud and Sheryl Ann L. Lim and Alexis F. Macapanpan and Sheila A. M. S. Pascua and Jerry Q. Santillano and Leima R. S. Sevilla and Jessica O. Sugay and Sinath Tep and Norma J. B. Viehland AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 145-152. IOS Press, (2007)
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• Lowering the Bar for Creating Model-Tracing Intelligent Tutoring Systems.
  Stephen Blessing and Stephen B. Gilbert and Steven Ourada and Steven Ritter AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 443-450. IOS Press, (2007)
  to dblp by dblp on Nov 25, 2009, 12:00 AM
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• Reflections on Participatory Science for TELSci2.0
  Joshua Underwood and Rosemary Luckin and Hilary Smith and Kevin Walker and Duncan Rowland and Geraldine Fitzpatrick and Judith Good and Steve Benford Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009, volume 5794 of Lecture Notes in Computer Science, Berlin/Heidelberg, Springer, October 2009.
  to Science2.0ForTel ectel2009 ws10 by ectel09 on Sep 25, 2009, 10:36 AM
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• Developing Seamless Learning Environment for Primary Science Education.
  Peter Sen Kee Seow and Chee-Kit Looi and Baohui Zhang AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 641-643. IOS Press, (2007)
  to dblp by dblp on Sep 24, 2009, 12:00 AM
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• Further Evidence for the Deep-Level Reasoning Question Effect.
  Brent Morgan and Roby Coles and Joshua K. Brittingham and Barry Gholson AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 620-622. IOS Press, (2007)
  to dblp by dblp on Sep 16, 2009, 12:00 AM
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• Scaffolding effective help-seeking behaviour in mastery and performance oriented learners.
  Amanda Harris and Victoria Bonnett and Rosemary Luckin and Nicola Yuill and Katerina Avramides AIED, volume 200 of Frontiers in Artificial Intelligence and Applications, page 425-432. IOS Press, (2009)
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• Modelling Achievement Goal Orientation in the Ecolab: A Simulated Science Environment for Primary-aged Children.
  Amanda Harris and Katerina Avramides and Rosemary Luckin and Nicola Yuill and Victoria Bonnett AIED, volume 200 of Frontiers in Artificial Intelligence and Applications, page 797. IOS Press, (2009)
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• Between the lines: documenting the multiple dimensions of computer-supported collaborations.
  Rosemary Luckin Computers & Education41(4):379-396(2003)
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• Documenting collaborative learning: what should be measured and how?
  Sadhana Puntambekar and Rosemary Luckin Computers & Education41(4):309-311(2003)
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• Empowering researchers to detect interaction patterns in e-collaboration
  Andreas Harrer and Rakheli Hever and Sabrina Ziebarth Artificial Intelligence in Education - Building Technology Rich Learning Contexts that Work, 158, page 503-510. Amsterdam, IOS Press, (2007)
  to analysis collaboration learning patterns by ziebarth and 3 other people on Sep 1, 2009, 2:55 PM
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• SWEL'07: International Workshop on Ontologies and Semantic Web Services for Intelligent Distributed Educational Systems
  Nicola Capuano and Darina Dicheva and Andreas Harrer and Riichiro Mizoguchi Artificial Intelligence in Education - Building Technology Rich Learning Contexts that Work, volume 158 of Frontiers in Artificial Intelligence and Applications, page 721. Amsterdam, IOS Press, (2007)
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• The Design of AIED Systems: Learner-Centred and Design Pattern Approaches
  Vladan Devedzic and Judith Good and Andreas Harrer and Rose Luckin and Darren Pearce and Symeon Retalis and Judy Robertson Artificial Intelligence in Education - Building Technology Rich Learning Contexts that Work, volume 158 of Frontiers in Artificial Intelligence and Applications, page 715. Amsterdam, IOS Press, (2007)
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• Empowering researchers to detect interaction patterns in e-collaboration
  Andreas Harrer and Rakheli Hever and Sabrina Ziebarth Artificial Intelligence in Education - Building Technology Rich Learning Contexts that Work, 158, page 503-510. Amsterdam, IOS Press, (2007)
  to 2007 imported by collide and 3 other people on Sep 1, 2009, 10:42 AM
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• "I'm keeping those there, are you?" The role of a new user interface paradigm - Separate Control of Shared Space SCOSS - in the collaborative decision-making process.
  Lucinda Kerawalla and Darren Pearce and Nicola Yuill and Rosemary Luckin and Amanda Harris Computers & Education50(1):193-206(2008)
  to dblp by dblp on Aug 17, 2009, 12:00 AM
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• The learner centric ecology of resources: A framework for using technology to scaffold learning.
  Rosemary Luckin Computers & Education50(2):449-462(2008)
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• E-Science in the classroom - Towards viability.
  Joshua Underwood and Hilary Smith and Rosemary Luckin and Geraldine Fitzpatrick Computers & Education50(2):535-546(2008)
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• Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16-year-old students
  Rosemary Luckin and Wilma Clark and Rebecca Graber and Kit Logan and Adrian Mee and Martin Oliver Learning, Media and Technology(2009)
  to education learning polonsky social socialnetworks socialsoftware software survey web2.0 by yish on Jul 9, 2009, 11:45 AM
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• Designing Educational Systems Fit for Use: A Case Study in the Application of Human Centred Design for AIED.
  Rosemary Luckin and Joshua Underwood and Benedict du Boulay and Joe Holmberg and Lucinda Kerawalla and Jeanette O'Connor and Hilary Smith and Hilary Tunley I. J. Artificial Intelligence in Education16(4):353-380(2006)
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• Learning contexts as ecologies of resources: Issues for the design of educational technology
  Rose Luckin Cognitive Science Research Papers(2005)
  to design ecologyofresources learner-centered learnergeneratedcontexts learningdesign by yish on Jun 16, 2009, 2:44 AM
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• The learner centric ecology of resources: A framework for using technology to scaffold learning
  Rose Luckin Computers & Education50(2):449-462(2008)
  to design ecologyofresources education learner-centered learning learningdesign by yish and 1 other person on Jun 15, 2009, 4:22 PM
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• Using Mobile Technology to Create Flexible Learning Contexts
  Rosemary Luckin and Benedict du Boulay and Hilary Smith and Joshua Underwood and Geraldine Fitzpatrick and Joseph Holmberg and Lucinda Kerawalla and Hilary Tunley and Diane Brewster and Darren Pearce Journal of Interactive Media in Education(2005)
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• Understanding learning contexts as ecologies of resources: from the zone of proximal development to learner generated contexts
  Rose Luckin (2006)
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• Workshop on Metacognition and Self-Regulated Learning in ITSs.
  Ido Roll and Vincent Aleven and Roger Azevedo and Ryan Shaun Joazeiro de Baker and Gautam Biswas and Cristina Conati and Amanda Harris and Rosemary Luckin and Antonija Mitrovic and Tom Murray and Barbara White and Philip H. Winne AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 722. IOS Press, (2007)
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• English ABLE.
  Juan-Diego Zapata-Rivera and Waverely Vanwinkle and Valerie J. Shute and Jody S. Underwood and Malcolm Bauer AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 323-330. IOS Press, (2007)
  to dblp by dblp on May 14, 2009, 12:00 AM
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• Comparing Linguistic Features for Modeling Learning in Computer Tutoring.
  Katherine Forbes-Riley and Diane J. Litman and Amruta Purandare and Mihai Rotaru and Joel R. Tetreault AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 270-277. IOS Press, (2007)
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• Bootstrapping Accurate Learner Models from Electronic Portfolios.
  Zinan Guo and Jim E. Greer AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 297-304. IOS Press, (2007)
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• Assessment of Group and Individual Learning through Intelligent Visualization AGILeViz.
  Eric Hamilton and Amy L. Baylor and Mark Chavez and Ronald Cole and Chris DiGiano and Andy Hurford and Michael J. Jacobson and Manu Kapur and Leo Lee and Richard Lesh and Manuel Lima and Philip Vahey AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 714. IOS Press, (2007)
  to dblp by dblp on Mar 25, 2009, 12:00 AM
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• Assessing Learning in a Peer-Driven Tutoring System.
  Ari Bader-Natal and Jordan B. Pollack AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 530-532. IOS Press, (2007)
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• Situation Creator: A Pedagogical Agent Creating Learning Opportunities.
  Yongwu Miao and Heinz Ulrich Hoppe and Niels Pinkwart AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 614-616. IOS Press, (2007)
  to dblp by dblp on Feb 13, 2009, 12:00 AM
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• The Task Sharing Framework for Collaboration and Meta-Collaboration.
  Darren Pearce and Lucinda Kerawalla and Rosemary Luckin and Nicola Yuill and Amanda Harris AIED, volume 125 of Frontiers in Artificial Intelligence and Applications, page 914-916. IOS Press, (2005)
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• Setting the Stage for Collaborative Interactions: Exploration of Separate Control of Shared Space.
  Lucinda Kerawalla and Darren Pearce and Jeanette O'Connor and Rosemary Luckin and Nicola Yuill and Amanda Harris AIED, volume 125 of Frontiers in Artificial Intelligence and Applications, page 842-844. IOS Press, (2005)
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• Technology at work to mediate collaborative scientific enquiry in the field.
  Hilary Smith and Rosemary Luckin and Geraldine Fitzpatrick and Katerina Avramides and Joshua Underwood AIED, volume 125 of Frontiers in Artificial Intelligence and Applications, page 603-610. IOS Press, (2005)
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• Motivation and Affect in Educational Software.
  Cristina Conati and Benedict du Boulay and Claude Frasson and Lewis Johnson and Rosemary Luckin and Erika Martínez-Mirón and Helen Pain and Kaska Porayska-Pomsta and Genaro Rebolledo-Mendez AIED, volume 125 of Frontiers in Artificial Intelligence and Applications, page 1002-1003. IOS Press, (2005)
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• What Did You Do At School Today? Using Tablet Technology to Link Parents to their Children and Teachers.
  Joshua Underwood and Rosemary Luckin and Lucinda Kerawalla and Benedict du Boulay and Joe Holmberg and Hilary Tunley and Jeanette O'Connor AIED, volume 125 of Frontiers in Artificial Intelligence and Applications, page 932-934. IOS Press, (2005)
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• "Be bold and take a challenge": Could motivational strategies improve help-seeking?
  Genaro Rebolledo-Mendez and Benedict du Boulay and Rosemary Luckin AIED, volume 125 of Frontiers in Artificial Intelligence and Applications, page 459-466. IOS Press, (2005)
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• Using Discussion Prompts to Scaffold Parent-Child Collaboration Around a Computer-Based Activity.
  Jeanette O'Connor and Lucinda Kerawalla and Rosemary Luckin AIED, volume 125 of Frontiers in Artificial Intelligence and Applications, page 176-183. IOS Press, (2005)
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• The role of learning goals in the design of ILEs: Some issues to consider.
  Erika Martínez-Mirón and Amanda Harris and Benedict du Boulay and Rosemary Luckin and Nicola Yuill AIED, volume 125 of Frontiers in Artificial Intelligence and Applications, page 427-434. IOS Press, (2005)
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• Scaffolding the Process of Collaboration: Exploration of Separate Control of Shared Space.
  Lucinda Kerawalla and Darren Pearce and Jeanette O'Connor and Rosemary Luckin and Nicola Yuill and Amanda Harris ICCE, volume 133 of Frontiers in Artificial Intelligence and Applications, page 187-194. IOS Press, (2005)
  to dblp by dblp on Feb 12, 2009, 12:00 AM
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• The Task Sharing Framework: A Generic Approach to Scaffolding Collaboration and Meta-Collaboration in Educational Software.
  Darren Pearce and Lucinda Kerawalla and Rosemary Luckin and Nicola Yuill and Amanda Harris ICCE, volume 133 of Frontiers in Artificial Intelligence and Applications, page 338-345. IOS Press, (2005)
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• What Level of Tutor Interaction is Best?
  Leena M. Razzaq and Neil T. Heffernan and Robert W. Lindeman AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 222-229. IOS Press, (2007)
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• Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes?
  Roger Azevedo and Amy M. Witherspoon and Shanna Baker and Jeffrey Greene and Daniel Moos and Jeremiah Sullins and Andrew Trousdale and Jennifer Scott AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 527-529. IOS Press, (2007)
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• The Influence of External-Regulation on Student Generated Questions during Hypermedia Learning.
  Jeremiah Sullins and Roger Azevedo and Andrew Trousdale and Jennifer Scott AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 187-194. IOS Press, (2007)
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• Learning by Problem-Posing as Sentence-Integration and Experimental Use.
  Tsukasa Hirashima and Takuro Yokoyama and Masahiko Okamoto and Akira Takeuchi AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 254-261. IOS Press, (2007)
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• Emerging Technologies for Inquiry-Based Learning in Science.
  Dawn Woodgate and Danae Stanton Fraser AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 717. IOS Press, (2007)
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• TagHelper Tools: Tools for Supporting the Analysis of Verbal Data.
  Carolyn Penstein Rosé AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 729. IOS Press, (2007)
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• Dialog Convergence and Learning.
  Arthur Ward and Diane J. Litman AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 262-269. IOS Press, (2007)
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• Accelerated Future Learning via Explicit Instruction of a Problem Solving Strategy.
  Min Chi and Kurt VanLehn AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 409-416. IOS Press, (2007)
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• Tutorial Dialogue as Adaptive Collaborative Learning Support.
  Rohit Kumar and Carolyn Penstein Rosé and Yi-Chia Wang and Mahesh Joshi and Allen Robinson AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 383-390. IOS Press, (2007)
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• Mind and Body: Dialogue and Posture for Affect Detection in Learning Environments.
  Sidney K. D'Mello and Arthur C. Graesser AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 161-168. IOS Press, (2007)
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• Optimizing Student Models for Causality.
  Benjamin Shih and Kenneth R. Koedinger and Richard Scheines AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 644-646. IOS Press, (2007)
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• Using Ontologies for an Effective Design of Collaborative Learning Activities.
  Seiji Isotani and Riichiro Mizoguchi AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 578-580. IOS Press, (2007)
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• Fitting Spatial Ability into Intelligent Tutoring Systems Development.
  Nancy Milik and Antonija Mitrovic and Michael Grimley AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 617-619. IOS Press, (2007)
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• Coping with Frustration: Self-efficacy Modelling and Empathetic Companion Agents.
  Scott W. McQuiggan AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 693-694. IOS Press, (2007)
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• Can Help Seeking Be Tutored? Searching for the Secret Sauce of Metacognitive Tutoring.
  Ido Roll and Vincent Aleven and Bruce M. McLaren and Kenneth R. Koedinger AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 203-210. IOS Press, (2007)
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• 'Tis Better to Construct than to Receive? The Effects of Diagram Tools on Causal Reasoning.
  Matthew W. Easterday and Vincent Aleven and Richard Scheines AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 93-100. IOS Press, (2007)
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• Taking advantage of the Semantics of a Lesson Graph based on Learning Objects.
  Olivier Motelet and Nelson Baloian and Benjamin Piwowarski and José A. Pino AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 459-466. IOS Press, (2007)
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• Mirroring of Group Activity to Support Learning as Participation.
  Judy Kay and Peter Reimann and Kalina Yacef AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 584-586. IOS Press, (2007)
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• Emotions and Learning with AutoTutor.
  Arthur C. Graesser and Patrick Chipman and Brandon King and Bethany McDaniel and Sidney K. D'Mello AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 569-571. IOS Press, (2007)
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• Towards a General Model for Supporting Explanations to Enhance Learning.
  Amali Weerasinghe and Antonija Mitrovic and Brent Martin AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 665-667. IOS Press, (2007)
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• Modeling learning patterns of students with a tutoring system using Hidden Markov Models.
  Carole R. Beal and Sinjini Mitra and Paul R. Cohen AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 238-245. IOS Press, (2007)
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• Pedagogical Agents Trying on a Caring Mentor Role.
  Konstantin Zakharov and Antonija Mitrovic and Lucy Johnston AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 59-66. IOS Press, (2007)
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• Out of the Lab and into the Classroom: An Evaluation of Reflective Dialogue in Andes.
  Sandra Katz and John Connelly and Christine Wilson AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 425-432. IOS Press, (2007)
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• Can a Computer Listen for Fluctuations in Reading Comprehension?
  Xiaonan Zhang and Jack Mostow and Joseph E. Beck AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 495-502. IOS Press, (2007)
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• Tactical Language and Culture Training System: Learn and Author.
  W. Lewis Johnson AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 734. IOS Press, (2007)
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• Novel Tools for Assessing Student Discussions: Modeling threads and participant roles using speech act and course topic analysis.
  Jihie Kim and Erin Shaw and Grace Chern and Roshan Herbert AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 590-592. IOS Press, (2007)
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• Developing Agent-Based Aied Systems under the Perspective of the Semantic Web.
  Evandro Costa and Ig Ibert Bittencourt AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 726. IOS Press, (2007)
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• Towards A Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science.
  Cecily Heiner AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 689-690. IOS Press, (2007)
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• The Effect of Open Student Model on Learning: A Study.
  Amruth Kumar and Adrian Maries AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 596-598. IOS Press, (2007)
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• Using Item Response Theory IRT to select hints in an ITS.
  Michael J. Timms AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 213-221. IOS Press, (2007)
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• Sun Seeking: Interactive Story-Reading Through Different Media.
  Hilary Smith and Rosemary Luckin and Danae Stanton Fraser and Lisa Williams and Andreas Dünser and Eva Hornecker and Adrian Woolard and Brendan Lancaster AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 647-649. IOS Press, (2007)
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• Choosing Reading Passages for Vocabulary Learning by Topic to Increase Intrinsic Motivation.
  Michael Heilman and Alan Juffs and Maxine Eskenazi AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 566-568. IOS Press, (2007)
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• Topic Initiative in a Simulated Peer Dialogue Agent.
  Pamela W. Jordan AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 581-583. IOS Press, (2007)
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• Intelligent Tutoring and Human Tutoring in Small Groups: An Empirical Comparison.
  Carole R. Beal and Erin Shaw and Mike Birch AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 536-538. IOS Press, (2007)
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• In-game help in the Tactical Language Training System.
  Prasan Samtani and W. Lewis Johnson AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 635-637. IOS Press, (2007)
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• Towards promoting meta-cognition using emotive interface personas within Open-Learner Modelling Environments.
  Sylvie Girard AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 687-688. IOS Press, (2007)
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• The Effects of Error-Flagging in a Tutor on Expression Evaluation.
  Amruth Kumar and Peter Rutigliano AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 599-601. IOS Press, (2007)
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• Mediating Conceptual Knowledge with Qualitative Reasoning Technology.
  Bert Bredeweg and Paulo Salles AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 727. IOS Press, (2007)
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• VL-PATSy: Facilitating vicarious learning via intelligent resource provision.
  Richard Cox and Jianxiong Pang AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 85-92. IOS Press, (2007)
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• Relating Machine Estimates of Students' Learning Goals to Learning Outcomes: A DBN Approach.
  Carole R. Beal and Lei Qu AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 111-118. IOS Press, (2007)
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• Verification of Proof Steps for Tutoring Mathematical Proofs.
  Dominik Dietrich and Mark Buckley AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 560-562. IOS Press, (2007)
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• The Principle of State Expansion in Task State-Space Navigation.
  Darren Pearce and Rosemary Luckin AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 9-16. IOS Press, (2007)
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• Learning Engagement: What Actions of Learners Could Best Predict It?
  Mihaela Cocea AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 683-684. IOS Press, (2007)
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• Beyond the code-and-count analysis of tutoring dialogues.
  Stellan Ohlsson and Barbara Di Eugenio and Bettina Chow and Davide Fossati and Xin Lu and Trina C. Kershaw AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 349-356. IOS Press, (2007)
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• Investigating Generative Factors of Score Matrices.
  Titus Winters and Christian R. Shelton and Tom Payne AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 479-486. IOS Press, (2007)
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• Student Motivation and Performance in Scientific Problem Solving Simulations.
  Carole R. Beal and Ronald H. Stevens AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 539-541. IOS Press, (2007)
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• Supporting Learning in Games with an Open Learner Model.
  David Storey AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 703-704. IOS Press, (2007)
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• Semantic Web Technology to Support Learning about the Semantic Web.
  Martin Dzbor and Enrico Motta AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 25-32. IOS Press, (2007)
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• Who Says Three's a Crowd? Using a Cognitive Tutor to Support Peer Tutoring.
  Erin Walker and Bruce M. McLaren and Nikol Rummel and Kenneth R. Koedinger AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 399-406. IOS Press, (2007)
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• Adaptive Generation of Feedback in a Learning Environment with Smart Objects.
  Björn Eisen AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 685-686. IOS Press, (2007)
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• Applying Learning Factors Analysis to Build Stereotypic Student Models.
  Anna N. Rafferty and Michael Yudelson AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 697-698. IOS Press, (2007)
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• Repairing Disengagement With Non-Invasive Interventions.
  Ivon Arroyo and Kimberly Ferguson and Jeffrey Johns and Toby Dragon and Hasmik Meheranian and Don Fisher and Andrew G. Barto and Sridhar Mahadevan and Beverly Park Woolf AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 195-202. IOS Press, (2007)
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• Changing Attitudes and Performance with Computer-generated Social Models.
  Rinat B. Rosenberg-Kima and E. Ashby Plant and Amy L. Baylor and Celeste E. Doerr AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 51-58. IOS Press, (2007)
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• Students' Conception of Knowledge and Its Link to Knowledge Monitoring in Ill-Structured Subjects: The Potential of Representational Tools to Support Learning.
  Katerina Avramides AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 681-682. IOS Press, (2007)
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• Developing a General Model for Supporting Explanations.
  Amali Weerasinghe AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 705-706. IOS Press, (2007)
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• Learners' Self-Organization as a First-Class Concern for CSCL Macro-Scripts.
  Pierre Tchounikine AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 656-658. IOS Press, (2007)
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• Tools for Authoring a Dialogue Agent that Participates in Learning Studies.
  Pamela W. Jordan and Brian Hall and Michael A. Ringenberg and Yui Cue and Carolyn Penstein Rosé AIED, volume 158 of Frontiers in Artificial Intelligence and Applications, page 43-50. IOS Press, (2007)
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• Extraction and analysis of tripartite relationships from Wikipedia
  Yusuke Hayashi and Jacqueline Bourdeau and Riichiro Mizoguchi Takeda, volume 158 of Frontiers in Artificial Intelligence and Applications, page 572-574. IOS Press, (2007)
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