9. ITS 2008: Montreal, Canada

Keynote Speaker Abstracts

• Allan M. Collins:
  Rethinking Education in the Age of Technology. 1-2
  
• Judy Kay:
  Life-Long Learning, Learner Models and Augmented Cognition. 3-5
  
• Alan M. Lesgold:
  Intelligent Training Systems: Lessons Learned from Building Before It Is Time. 6
  
• Kurt VanLehn:
  The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural Tutoring. 7
  
• Julita Vassileva:
  Social Learning Environments: New Challenges for AI in Education. 8
  

Emotion and Affect

• Sidney K. D'Mello, Roger Taylor, Kelly Davidson, Arthur C. Graesser:
  Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutor. 9-18
  
• Konstantin Zakharov, Antonija Mitrovic, Lucy Johnston:
  Towards Emotionally-Intelligent Pedagogical Agents. 19-28
  
• Toby Dragon, Ivon Arroyo, Beverly Park Woolf, Winslow Burleson, Rana El Kaliouby, Hoda Eydgahi:
  Viewing Student Affect and Learning through Classroom Observation and Physical Sensors. 29-39
  
• Ma. Mercedes T. Rodrigo, Ryan Shaun Joazeiro de Baker, Sidney K. D'Mello, Ma. Celeste T. Gonzalez, Maria C. V. Lagud, Sheryl Ann L. Lim, Alexis F. Macapanpan, Sheila A. M. S. Pascua, Jerry Q. Santillano, Jessica O. Sugay, Sinath Tep, Norma J. B. Viehland:
  Comparing Learners' Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game. 40-49
  
• Blair Lehman, Melanie Matthews, Sidney K. D'Mello, Natalie K. Person:
  What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions. 50-59
  
• Katherine Forbes-Riley, Diane J. Litman, Mihai Rotaru:
  Responding to Student Uncertainty During Computer Tutoring: An Experimental Evaluation. 60-69
  

Tutor Evaluation

• Marina Lepp:
  How Does an Intelligent Learning Environment with Novel Design Affect the Students' Learning Results?. 70-79
  
• Davide Fossati, Barbara Di Eugenio, Christopher W. Brown, Stellan Ohlsson:
  Learning Linked Lists: Experiments with the iList System. 80-89
  
• Niels Pinkwart, Collin Lynch, Kevin D. Ashley, Vincent Aleven:
  Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?. 90-100
  
• Élisabeth Delozanne, Dominique Prévit, Brigitte Grugeon, Françoise Chenevotot:
  Automatic Multi-criteria Assessment of Open-Ended Questions: A Case Study in School Algebra. 101-110
  
• Noboru Matsuda, William W. Cohen, Jonathan Sewall, Gustavo Lacerda, Kenneth R. Koedinger:
  Why Tutored Problem Solving May be Better Than Example Study: Theoretical Implications from a Simulated-Student Study. 111-121
  
• Xiaonan Zhang, Jack Mostow, Joseph E. Beck:
  A Case Study Empirical Comparison of Three Methods to Evaluate Tutorial Behaviors. 122-131
  

Student Modeling

• Alice Kerly, Susan Bull:
  Children's Interactions with Inspectable and Negotiated Learner Models. 132-141
  
• Nicolas van Labeke, Alexandra Poulovassilis, George D. Magoulas:
  Using Similarity Metrics for Matching Lifelong Learners. 142-151
  
• Chi-Jen Lin, Chih-Yueh Chou, Tak-Wai Chan:
  Developing a Computer-Supported Tutoring Interaction Component with Interaction Data Reuse. 152-161
  

Machine Learning

• Ya'akov Gal, Elif Yamangil, Stuart M. Shieber, Andee Rubin, Barbara J. Grosz:
  Towards Collaborative Intelligent Tutors: Automated Recognition of Users' Strategies. 162-172
  
• Rodney D. Nielsen, Wayne Ward, James H. Martin:
  Automatic Generation of Fine-Grained Representations of Learner Response Semantics. 173-183
  
• Merlin Suarez, Raymund Sison:
  Automatic Construction of a Bug Library for Object-Oriented Novice Java Programmer Errors. 184-193
  

Authoring Tools

• Brent Martin, Antonija Mitrovic:
  Helping Teachers Build ITS with Domain Schema. 194-203
  
• Stephen Blessing, Stephen B. Gilbert:
  Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring Systems. 204-215
  
• Turadg Aleahmad, Vincent Aleven, Robert Kraut:
  Open Community Authoring of Targeted Worked Example Problems. 216-227
  
• Vu Le, Gheorghe Tecuci, Mihai Boicu:
  Agent Shell for the Development of Tutoring Systems for Expert Problem Solving Knowledge. 228-238
  

Tutor Feedback and Intervention

• Kristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester:
  Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue. 239-249
  
• Devon K. Barrow, Antonija Mitrovic, Stellan Ohlsson, Michael Grimley:
  Assessing the Impact of Positive Feedback in Constraint-Based Tutors. 250-259
  
• Amy M. Witherspoon, Roger Azevedo, Sidney K. D'Mello:
  The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia. 260-269
  
• Ning Wang, W. Lewis Johnson:
  The Politeness Effect in an Intelligent Foreign Language Tutoring System. 270-280
  
• Nancy Milik, Antonija Mitrovic, Michael Grimley:
  Investigating the Relationship between Spatial Ability and Feedback Style in ITSs. 281-290
  
• Shahida M. Parvez, Glenn D. Blank:
  Individualizing Tutoring with Learning Style Based Feedback. 291-301
  
• Longkai Wu, Chee-Kit Looi:
  Use of Agent Prompts to Support Reflective Interaction in a Learning-by-Teaching Environment. 302-311
  
• Mikaël Fortin, Jean-François Lebeau, Amir Abdessemed, François Courtemanche, André Mayers:
  A Standard Method of Developing User Interfaces for a Generic ITS Framework. 312-322
  

Data Mining

• Oliver Scheuer, Bruce M. McLaren:
  Helping Teachers Handle the Flood of Data in Online Student Discussions. 323-332
  
• Jan Miksatko, Bruce M. McLaren:
  What's in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions. 333-342
  
• Jihie Kim, Erin Shaw, Sujith Ravi, Erin Tavano, Aniwat Arromratana, Pankaj Sarda:
  Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBot. 343-352
  
• Joseph E. Beck, Jack Mostow:
  How Who Should Practice: Using Learning Decomposition to Evaluate the Efficacy of Different Types of Practice for Different Types of Students. 353-362
  
• Moffat Mathews, Tanja Mitrovic:
  How Does Students' Help-Seeking Behaviour Affect Learning?. 363-372
  
• Tiffany Barnes, John C. Stamper:
  Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data. 373-382
  
• Joseph E. Beck, Kai-min Chang, Jack Mostow, Albert T. Corbett:
  Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology. 383-394
  
• Roger Nkambou, Engelbert Mephu Nguifo, Philippe Fournier-Viger:
  Using Knowledge Discovery Techniques to Support Tutoring in an Ill-Defined Domain. 395-405
  
• Ryan Shaun Joazeiro de Baker, Albert T. Corbett, Vincent Aleven:
  More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing. 406-415
  

E-Learning and Web-Based ITS

• Erica Melis, Arndt Faulhaber, Anja Eichelmann, Susanne Narciss:
  Interoperable Competencies Characterizing Learning Objects in Mathematics. 416-425
  
• Leena M. Razzaq, Michael Mendicino, Neil T. Heffernan:
  Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework Assistance. 426-437
  
• Hicham Hage, Esma Aïmeur:
  Harnessing Learner's Collective Intelligence: A Web2.0 Approach to E-Learning. 438-447
  
• Amal Zouaq, Roger Nkambou, Claude Frasson:
  Bridging the Gap between ITS and eLearning: Towards Learning Knowledge Objects. 448-458
  

Natural Language Techniques and Dialogue

• Arthur Ward, Diane J. Litman:
  Semantic Cohesion and Learning. 459-469
  
• Whitney L. Cade, Jessica L. Copeland, Natalie K. Person, Sidney K. D'Mello:
  Dialogue Modes in Expert Tutoring. 470-479
  
• Federico Tajariol, Jean-Michel Adam, Michel Dubois:
  Seeing the Face and Observing the Actions: The Effects of Nonverbal Cues on Mediated Tutoring Dialogue. 480-489
  
• Scott W. McQuiggan, Jennifer L. Robison, James C. Lester:
  Affective Transitions in Narrative-Centered Learning Environments. 490-499
  
• Anagha Kulkarni, Michael Heilman, Maxine Eskenazi, Jamie Callan:
  Word Sense Disambiguation for Vocabulary Learning. 500-509
  

Narrative Tutors and Games

• Scott W. McQuiggan, Julius Goth, Eunyoung Ha, Jonathan P. Rowe, James C. Lester:
  Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects. 510-519
  
• W. Lewis Johnson, Shumin Wu:
  Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture. 520-529
  
• Scott W. McQuiggan, Jonathan P. Rowe, Sunyoung Lee, James C. Lester:
  Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes. 530-539
  

Semantic Web and Ontology

• Pedro J. Muñoz Merino, Carlos Delgado Kloos:
  An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring Systems. 540-550
  
• Aude Dufresne, Mohamed Rouatbi, Fethi Guerdelli:
  The Use of Ontologies to Structure and Support Interactions in LOR. 551-562
  
• Jelena Jovanovic, Carlo Torniai, Dragan Gasevic, Scott Bateman, Marek Hatala:
  Leveraging the Social Semantic Web in Intelligent Tutoring Systems. 563-572
  
• Yusuke Hayashi, Jacqueline Bourdeau, Riichiro Mizoguchi:
  Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems. 573-582
  
• Hameedullah Kazi, Peter Haddawy, Siriwan Suebnukarn:
  Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring System. 583-592
  

Cognitive Models

• Philip I. Pavlik, Thomas Bolster, Sue-mei Wu, Kenneth R. Koedinger, Brian MacWhinney:
  Using Optimally Selected Drill Practice to Train Basic Facts. 593-602
  
• Min Chi, Kurt VanLehn:
  Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy Instruction. 603-613
  
• Hogyeong Jeong, Amit Gupta, Rod D. Roscoe, John Wagster, Gautam Biswas, Daniel Schwartz:
  Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments. 614-625
  
• Erin Walker, Nikol Rummel, Kenneth R. Koedinger:
  To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring. 626-635
  

Collaboration

• Robert G. M. Hausmann, Brett van de Sande, Kurt VanLehn:
  Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration. 636-645
  
• Seiji Isotani, Riichiro Mizoguchi:
  Theory-Driven Group Formation through Ontologies. 646-655
  

Poster Papers

• Michael Heilman, Maxine Eskenazi:
  Self-assessment in Vocabulary Tutoring. 656-658
  
• Christine M. Feeney, Michael Heilman:
  Automatically Generating and Validating Reading-Check Questions. 659-661
  
• Stephan Repp, Andreas Groß, Christoph Meinel:
  Dynamic Browsing of Audiovisual Lecture Recordings Based on Automated Speech Recognition. 662-664
  
• Mahmoud Neji, Mohamed Ben Ammar, Adel M. Alimi, Guy Gouardères:
  Agent-Based Framework for Affective Intelligent Tutoring Systems. 665-667
  
• Jacob Whitehill, Marian Stewart Bartlett, Javier R. Movellan:
  Measuring the Perceived Difficulty of a Lecture Using Automatic Facial Expression Recognition. 668-670
  
• Pamela W. Jordan, Diane J. Litman:
  Minimal Feedback During Tutorial Dialogue. 671-673
  
• Susan Bull, Xiaoxi Dong, Mark Britland, Yu Guo:
  Can Students Edit Their Learner Model Appropriately?. 674-676
  
• Bruce M. McLaren, Sung-Joo Lim, Kenneth R. Koedinger:
  When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring. 677-680
  
• Mohd M. Anwar, Jim E. Greer:
  Enabling Reputation-Based Trust in Privacy-Enhanced Learning Systems. 681-683
  
• Brent Martin:
  Authoring Educational Games with Greenmind. 684-686
  
• Tsukasa Hirashima, Takuro Yokoyama, Masahiko Okamoto, Akira Takeuchi:
  An Experimental Use of Learning Environment for Problem-Posing as Sentence-Integration in Arithmetical Word Problems. 687-689
  
• Moongee Jeon, Roger Azevedo:
  Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model Jumpers. 690-692
  
• Quincy Brown, Frank J. Lee, Dario D. Salvucci, Vincent Aleven:
  Interface Challenges for Mobile Tutoring Systems. 693-695
  
• Pascal Dugenie, Stefano A. Cerri, Philippe Lemoisson, Abdelkader Gouaich:
  Agora UCS Ubiquitous Collaborative Space. 696-698
  
• Marie Lefevre, Nathalie Guin, Stéphanie Jean-Daubias:
  Adapte, a Tool for the Teacher to Personalize Activities. 699-701
  
• Lucie Moulet, Olga Marino, Richard Hotte, Jean-Marc Labat:
  Framework for a Competency-Driven, Multi-viewpoint, and Evolving Learner Model. 702-705
  
• Jiyou Jia, Meixian Ruan:
  Use Chatbot CSIEC to Facilitate the Individual Learning in English Instruction: A Case Study. 706-708
  
• Dimitra Tsovaltzi, Bruce M. McLaren, Nikol Rummel, Oliver Scheuer, Andreas Harrer, Niels Pinkwart, Isabel Braun:
  Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning. 709-711
  
• Iness Nedji Milat, Hassina Seridi, Mokhtar Sellami:
  Towards an Intelligent Emotional Detection in an E-Learning Environment. 712-714
  
• Andreas Harrer, Niels Pinkwart, Bruce M. McLaren, Oliver Scheuer:
  How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational Tools. 715-718
  
• François Courtemanche, Mehdi Najjar, André Mayers:
  Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring Systems. 719-721
  
• Alice Kerly, Norasnita Ahmad, Susan Bull:
  Investigating Learner Trust in Open Learner Models Using a 'Wizard of Oz' Approach. 722-724
  
• Hend Madhour, Maia Wentland Forte:
  Personalized Learning Path Delivery: Models and Example of Application. 725-727
  
• Mikel Larrañaga, Jon A. Elorriaga, Ana Arruarte Lasa:
  Semi Automatic Generation of Didactic Resources from Existing Documents. 728-730
  
• Sowmya Ramachandran, Robert Atkinson:
  An Evaluation of Intelligent Reading Tutors. 731-733
  
• Henri Eberspächer, Michelle Joab:
  An Intelligent Web-Based Learning System for Group Collaboration Using Contracts. 734-736
  
• Maite Lopez-Garate, Alberto Lozano-Rodero, Luis M. Matey:
  An Adaptive and Customizable Feedback System for Intelligent Interactive Learning Systems. 737-739
  
• Nabila Bousbia, Jean-Marc Labat, Amar Balla:
  Detection of Learning Styles from Learner's Browsing Behavior During E-Learning Activities. 740-742
  
• Patrice Moguel, Pierre Tchounikine, André Tricot:
  Analyzing Learners' Self-organization in Terms of Co-construction, Co-operation and Co-ordination. 743-745
  
• Ramon Zatarain-Cabada, Maria Lucia Barrón-Estrada, Guillermo A. Sandoval-Sánchez, Carlos A. Reyes García:
  Authoring Mobile Intelligent Tutoring Systems. 746-748
  
• Roxana Gheorghiu, Kurt VanLehn:
  XTutor: An Intelligent Tutor System for Science and Math Based on Excel. 749-751
  
• Seiji Isotani, Riichiro Mizoguchi:
  Tying Ontologies to Domain Contents for CSCL. 752-754
  
• Georgi Goguadze, Erica Melis:
  One Exercise - Various Tutorial Strategies. 755-757
  
• Sung-Young Jung, Kurt VanLehn:
  Bi-directional Search for Bugs: A Tool for Accelerating Knowledge Acquisition for Equation-Based Tutoring Systems. 758-762
  
• Ildikó Pelczer, Fernando Gamboa Rodríguez:
  Design of a System for Automated Generation of Problem Fields. 763-765
  
• Jozsef Patvarczki, Shane F. Almeida, Joseph E. Beck, Neil T. Heffernan:
  Lessons Learned from Scaling Up a Web-Based Intelligent Tutoring System. 766-770
  
• Ekaterina Vasilyeva, Mykola Pechenizkiy, Paul De Bra:
  Tailoring of Feedback in Web-Based Learning: The Role of Response Certitude in the Assessment. 771-773
  
• Yu Guo, Joseph E. Beck, Neil T. Heffernan:
  Trying to Reduce Bottom-Out Hinting: Will Telling Student How Many Hints They Have Left Help?. 774-778
  
• Jana Z. Sukkarieh, Eleanor Bolge:
  Leveraging C-Rater's Automated Scoring Capability for Providing Instructional Feedback for Short Constructed Responses. 779-783
  
• Yue Cui, Carolyn Penstein Rosé:
  An Authoring Tool That Facilitates the Rapid Development of Dialogue Agents for Intelligent Tutoring Systems. 784-786
  
• Ilusca Lima Lopes de Menezes, Claude Frasson:
  Using an Emotional Intelligent Agent to Reduce Resistance to Change. 787-789
  
• Yue Cui, Rohit Kumar, Carolyn Penstein Rosé, Kenneth R. Koedinger:
  Story Generation to Accelerate Math Problem Authoring for Practice and Assessment. 790-792
  
• Moonyoung Kang, Sourish Chaudhuri, Rohit Kumar, Yi-Chia Wang, Eric R. Rosé, Carolyn Penstein Rosé, Yue Cui:
  Supporting the Guide on the SIDE. 793-795
  
• Hao Cen, Kenneth R. Koedinger, Brian Junker:
  Comparing Two IRT Models for Conjunctive Skills. 796-798
  
• Amruth Kumar:
  The Effect of Providing Error-Flagging Support During Testing. 799-802
  
• Daniel Dubois, Mohamed Gaha, Roger Nkambou, Pierre Poirier:
  Cognitive Tutoring System with "Consciousness". 803-806
  
• Sourish Chaudhuri, Rohit Kumar, Mahesh Joshi, Elon Terrell, Fred Higgs, Vincent Aleven, Carolyn Penstein Rosé:
  It's Not Easy Being Green: Supporting Collaborative "Green Design" Learning. 807-809
  
• Emmanuelle Villiot-Leclercq, Aude Dufresne:
  Cognitive and Technical Artefacts for Supporting Reusing Learning Scenario Patterns. 810-812
  
• Françoise Le Calvez, Hélène Giroire:
  Integration of a Complex Learning Object in a Web-Based Interactive Learning System. 813-815
  
• Christiana Panayiotou, Brandon Bennett:
  Semantic Web Reasoning Tutoring Agent. 816-818
  
• Yasmín Hernández, Luis Enrique Sucar, Cristina Conati:
  An Affective Behavior Model for Intelligent Tutors. 819-821
  
• Alicia Heraz, Tariq Daouda, Claude Frasson:
  Decision Tree for Tracking Learner's Emotional State Predicted from His Electrical Brain Activity. 822-824
  
• Amy Ogan, Erin Walker, Vincent Aleven, Christopher Jones:
  Toward Supporting Collaborative Discussion in an Ill-Defined Domain. 825-827
  

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