10. ITS 2010: Pittsburgh, PA, USA

Invited Talks

• Chee-Kit Looi:
  Can Research-Based Technology Change School-Based Learning? Perspectives from Singapore. 1
  
• Stacy Marsella:
  Modeling Emotion and Its Expression. 2
  
• Alexander Renkl:
  Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of "Active" and Their Instructional Consequences. 3
  
• Steve Ritter:
  Riding the Third Wave. 4
  
• Beverly Park Woolf:
  Social and Caring Tutors. 5-14
  

Educational Data Mining 1

• Suleyman Cetintas, Luo Si, Yan Ping Xin, Casey Hord:
  Predicting Correctness of Problem Solving in ITS with a Temporal Collaborative Filtering Approach. 15-24
  
• Ryan Shaun Joazeiro de Baker, Adam B. Goldstein, Neil T. Heffernan:
  Detecting the Moment of Learning. 25-34
  
• Yue Gong, Joseph E. Beck, Neil T. Heffernan:
  Comparing Knowledge Tracing and Performance Factor Analysis by Using Multiple Model Fitting Procedures. 35-44
  

Natural Language Interaction 1

• Ming Liu, Rafael A. Calvo, Vasile Rus:
  Automatic Question Generation for Literature Review Writing Support. 45-54
  
• Kristy Elizabeth Boyer, Robert Phillips, Amy Ingram, Eunyoung Ha, Michael D. Wallis, Mladen A. Vouk, James C. Lester:
  Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models. 55-64
  
• Wei Chen, Jack Mostow, Gregory Aist:
  Exploiting Predictable Response Training to Improve Automatic Recognition of Children's Spoken Responses. 65-74
  

ITS in Ill-Defined Domains

• Hameedullah Kazi, Peter Haddawy, Siriwan Suebnukarn:
  Leveraging a Domain Ontology to Increase the Quality of Feedback in an Intelligent Tutoring System. 75-84
  
• Richard Gluga, Judy Kay, Tim Lever:
  Modeling Long Term Learning of Generic Skills. 85-94
  
• Ilya M. Goldin, Kevin D. Ashley:
  Eliciting Informative Feedback in Peer Review: Importance of Problem-Specific Scaffolding. 95-104
  

Inquiry Learning

• Sergio Gutiérrez Santos, Manolis Mavrikis, George D. Magoulas:
  Layered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of Microworlds. 105-114
  
• Ido Roll, Vincent Aleven, Kenneth R. Koedinger:
  The Invention Lab: Using a Hybrid of Model Tracing and Constraint-Based Modeling to Offer Intelligent Support in Inquiry Environments. 115-124
  
• Andrea Bernardini, Cristina Conati:
  Discovering and Recognizing Student Interaction Patterns in Exploratory Learning Environments. 125-134
  

Collaborative and Group Learning 1

• Yukari Kato, Masatoshi Ishikawa:
  Lesson Study Communities on Web to Support Teacher Collaboration for Professional Development. 135-144
  
• Erin Walker, Sean Walker, Nikol Rummel, Kenneth R. Koedinger:
  Using Problem-Solving Context to Assess Help Quality in Computer-Mediated Peer Tutoring. 145-155
  
• Rohit Kumar, Hua Ai, Jack L. Beuth, Carolyn Penstein Rosé:
  Socially Capable Conversational Tutors Can Be Effective in Collaborative Learning Situations. 156-164
  

Intelligent Games 1

• Ning Wang, W. Lewis Johnson, Jonathan Gratch:
  Facial Expressions and Politeness Effect in Foreign Language Training System. 165-173
  
• Amy Ogan, Vincent Aleven, Julia Kim, Christopher Jones:
  Intercultural Negotiation with Virtual Humans: The Effect of Social Goals on Gameplay and Learning. 174-183
  

Gaming the System

• Kasia Muldner, Winslow Burleson, Brett van de Sande, Kurt VanLehn:
  An Analysis of Gaming Behaviors in an Intelligent Tutoring System. 184-193
  
• Yue Gong, Joseph E. Beck, Neil T. Heffernan, Elijah Forbes-Summers:
  The Fine-Grained Impact of Gaming (?) on Learning. 194-203
  
• Peter M. Hastings, Elizabeth Arnott-Hill, David Allbritton:
  Squeezing Out Gaming Behavior in a Dialog-Based ITS. 204-213
  

Pedagogical Strategies 1

• Ruth Wylie, Kenneth R. Koedinger, Teruko Mitamura:
  Analogies, Explanations, and Practice: Examining How Task Types Affect Second Language Grammar Learning. 214-223
  
• Min Chi, Kurt VanLehn, Diane J. Litman:
  Do Micro-Level Tutorial Decisions Matter: Applying Reinforcement Learning to Induce Pedagogical Tutorial Tactics. 224-234
  
• Betsy Williams, Claire Williams, Nick Volgas, Brian Yuan, Natalie K. Person:
  Examining the Role of Gestures in Expert Tutoring. 235-244
  

Affect 1

• Sidney K. D'Mello, Blair Lehman, Jeremiah Sullins, Rosaire Daigle, Rebekah Combs, Kimberly Vogt, Lydia Perkins, Arthur C. Graesser:
  A Time for Emoting: When Affect-Sensitivity Is and Isn't Effective at Promoting Deep Learning. 245-254
  
• Maria Carminda V. Lagud, Ma. Mercedes T. Rodrigo:
  The Affective and Learning Profiles of Students Using an Intelligent Tutoring System for Algebra. 255-263
  
• Payam Aghaei Pour, M. Sazzad Hussain, Omar AlZoubi, Sidney K. D'Mello, Rafael A. Calvo:
  The Impact of System Feedback on Learners' Affective and Physiological States. 264-273
  

Games and Augmented Reality

• H. Chad Lane, Matthew J. Hays, Daniel Auerbach, Mark G. Core:
  Investigating the Relationship between Presence and Learning in a Serious Game. 274-284
  
• Jennifer L. Robison, Scott W. McQuiggan, James C. Lester:
  Developing Empirically Based Student Personality Profiles for Affective Feedback Models. 285-295
  
• Jorge Martín-Gutiérrez, Manuel Contero, Mariano Alcañiz Raya:
  Evaluating the Usability of an Augmented Reality Based Educational Application. 296-306
  

Pedagogical Agents, Learning Companions, and Teachable Agents

• Sylvie Girard, Hilary Johnson:
  What Do Children Favor as Embodied Pedagogical Agents? 307-316
  
• Noboru Matsuda, Victoria Keiser, Rohan Raizada, Arthur Tu, Gabriel Stylianides, William W. Cohen, Kenneth R. Koedinger:
  Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students. 317-326
  
• Beverly Park Woolf, Ivon Arroyo, Kasia Muldner, Winslow Burleson, David G. Cooper, Robert Dolan, Robert Christopherson:
  The Effect of Motivational Learning Companions on Low Achieving Students and Students with Disabilities. 327-337
  

Intelligent Tutoring and Scaffolding 1

• Rebecca S. Crowley, Dana Grzybicki, Elizabeth Legowski, Lynn Wagner, Melissa Castine, Olga Medvedeva, Eugene Tseytlin, Drazen Jukic, Stephen Raab:
  Use of a Medical ITS Improves Reporting Performance among Community Pathologists. 338-348
  
• Leena M. Razzaq, Neil T. Heffernan:
  Hints: Is It Better to Give or Wait to Be Asked? 349-358
  
• Amruth N. Kumar:
  Error-Flagging Support for Testing and Its Effect on Adaptation. 359-368
  

Metacognition

• Amber Chauncey, Roger Azevedo:
  Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care? 369-378
  
• Katherine Forbes-Riley, Diane J. Litman:
  Metacognition and Learning in Spoken Dialogue Computer Tutoring. 379-388
  
• Akihiro Kashihara, Ryoya Kawai:
  A Self-regulator for Navigational Learning in Hyperspace. 389-400
  

Pedagogical Strategies 2

• Michelene T. H. Chi, Marguerite Roy:
  How Adaptive Is an Expert Human Tutor? 401-412
  
• Martina A. Rau, Vincent Aleven, Nikol Rummel:
  Blocked versus Interleaved Practice with Multiple Representations in an Intelligent Tutoring System for Fractions. 413-422
  
• Ivon Arroyo, Beverly Park Woolf, James M. Royer, Minghui Tai, Sara English:
  Improving Math Learning through Intelligent Tutoring and Basic Skills Training. 423-432
  

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