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Modeling the Interplay Between Knowledge and Affective Engagement in Students., and . IJPOP, 3 (2): 56-74 (2014)Promoting Growth Mindset Within Intelligent Tutoring Systems., , and . EDM (Workshops), volume 1183 of CEUR Workshop Proceedings, CEUR-WS.org, (2014)Tracing Knowledge and Engagement in Parallel in an Intelligent Tutoring System., and . EDM, page 312-315. International Educational Data Mining Society (IEDMS), (2014)Expanding Knowledge Tracing to Prediction of Gaming Behaviors., and . EDM (Workshops), volume 1183 of CEUR Workshop Proceedings, CEUR-WS.org, (2014)Addressing Affective States with Empathy and Growth Mindset., , , , , and . UMAP (Extended Proceedings), volume 1618 of CEUR Workshop Proceedings, CEUR-WS.org, (2016)Internal & External Attributions for Emotions Within an ITS., , , , , , and . UMAP, page 311-312. ACM, (2016)Revisiting and Extending the Item Difficulty Effect Model., and . AIED Workshops, volume 1009 of CEUR Workshop Proceedings, CEUR-WS.org, (2013)Blinded by Science?: Exploring Affective Meaning in Students' Own Words., , , , , , and . ITS, volume 9684 of Lecture Notes in Computer Science, page 314-319. Springer, (2016)Microscope or Telescope: Whether to Dissect Epistemic Emotions., , , , and . AIED (2), volume 10948 of Lecture Notes in Computer Science, page 384-388. Springer, (2018)