11. ITS 2012: Chania, Crete, Greece

Affect: Emotions

• Imene Jraidi, Pierre Chalfoun, Claude Frasson:
  Implicit Strategies for Intelligent Tutoring Systems. 1-10
  
• Amy Ogan, Samantha L. Finkelstein, Erin Walker, Ryan Carlson, Justine Cassell:
  Rudeness and Rapport: Insults and Learning Gains in Peer Tutoring. 11-21
  
• Yugo Hayashi:
  On Pedagogical Effects of Learner-Support Agents in Collaborative Interaction. 22-32
  
• Li Zhang:
  Exploration of Affect Detection Using Semantic Cues in Virtual Improvisation. 33-39
  
• Jason M. Harley, François Bouchet, Roger Azevedo:
  Measuring Learners' Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor. 40-45
  
• David H. Shanabrook, Ivon Arroyo, Beverly Park Woolf, Winslow Burleson:
  Visualization of Student Activity Patterns within Intelligent Tutoring Systems. 46-51
  
• Joseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester:
  Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction. 52-58
  
• Amber Chauncey Strain, Roger Azevedo, Sidney K. D'Mello:
  Exploring Relationships between Learners' Affective States, Metacognitive Processes, and Learning Outcomes. 59-64
  
• Maher Chaouachi, Claude Frasson:
  Mental Workload, Engagement and Emotions: An Exploratory Study for Intelligent Tutoring Systems. 65-71
  

Affect: Signals

• Keith W. Brawner, Benjamin S. Goldberg:
  Real-Time Monitoring of ECG and GSR Signals during Computer-Based Training. 72-77
  
• M. Sazzad Hussain, Hamed Monkaresi, Rafael A. Calvo:
  Categorical vs. Dimensional Representations in Multimodal Affect Detection during Learning. 78-83
  
• Pierre Chalfoun, Claude Frasson:
  Cognitive Priming: Assessing the Use of Non-conscious Perception to Enhance Learner's Reasoning Ability. 84-89
  

Games: Motivation and Design

• Dovan Rai, Joseph E. Beck:
  Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning Effectiveness. 90-100
  
• Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, Kenneth R. Koedinger:
  Motivational Factors for Learning by Teaching - The Effect of a Competitive Game Show in a Virtual peer-Learning Environment. 101-111
  
• Mary Muir, Cristina Conati:
  An Analysis of Attention to Student - Adaptive Hints in an Educational Game. 112-122
  
• Mathieu Muratet, Élisabeth Delozanne, Patrice Torguet, Fabienne Viallet:
  Serious Game and Students' Learning Motivation: Effect of Context Using Prog&Play. 123-128
  
• Lotfi Derbali, Claude Frasson:
  Exploring the Effects of Prior Video-Game Experience on Learner's Motivation during Interactions with HeapMotiv. 129-134
  
• Bertrand Marne, John Wisdom, Benjamin Huynh-Kim-Bang, Jean-Marc Labat:
  A Design Pattern Library for Mutual Understanding and Cooperation in Serious Game Design. 135-140
  

Games: Empirical Studies

• Jennifer Sabourin, Lucy R. Shores, Bradford W. Mott, James C. Lester:
  Predicting Student Self-regulation Strategies in Game-Based Learning Environments. 141-150
  
• Ning Wang, David V. Pynadath, Stacy C. Marsella:
  Toward Automatic Verification of Multiagent Systems for Training Simulations. 151-161
  
• Brent Morgan, Fazel Keshtkar, Ying Duan, Padraig Nash, Arthur C. Graesser:
  Using State Transition Networks to Analyze Multi-party Conversations in a Serious Game. 162-167
  
• Pradeepa Thomas, Jean-Marc Labat, Mathieu Muratet, Amel Yessad:
  How to Evaluate Competencies in Game-Based Learning Systems Automatically? 168-173
  

Content Representation: Empirical Studies

• Martina A. Rau, Vincent Aleven, Nikol Rummel, Stacie Rohrbach:
  Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations. 174-184
  
• Nan Li, William W. Cohen, Kenneth R. Koedinger:
  Problem Order Implications for Learning Transfer. 185-194
  
• Mario Karlovcec, Mariheida Cordova-Sanchez, Zachary A. Pardos:
  Knowledge Component Suggestion for Untagged Content in an Intelligent Tutoring System. 195-200
  

Feedback: Empirical Studies

• Luc Paquette, Jean-François Lebeau, Gabriel Beaulieu, André Mayers:
  Automating Next-Step Hints Generation Using ASTUS. 201-211
  
• Roger Azevedo, Ronald S. Landis, Reza Feyzi-Behnagh, Melissa Duffy, Gregory Trevors, Jason M. Harley, François Bouchet, Jonathan Burlison, Michelle Taub, Nicole Pacampara, Mohammed Yeasin, A. K. M. Mahbubur Rahman, Md. Iftekhar Tanveer, Gahangir Hossain:
  The Effectiveness of Pedagogical Agents' Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor. 212-221
  
• Erin Walker, Nikol Rummel, Sean Walker, Kenneth R. Koedinger:
  Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer Tutoring. 222-232
  

ITS in Special Domains

• Philippe Fournier-Viger, Roger Nkambou, André Mayers, Engelbert Mephu Nguifo, Usef Faghihi:
  Multi-paradigm Generation of Tutoring Feedback in Robotic Arm Manipulation Training. 233-242
  
• Erin Walker, Winslow Burleson:
  User-Centered Design of a Teachable Robot. 243-249
  
• Lakshman Myneni, N. Hari Narayanan:
  An Intelligent Tutoring and Interactive Simulation Environment for Physics Learning. 250-255
  
• Andrew Olney, Sidney K. D'Mello, Natalie K. Person, Whitney L. Cade, Patrick Hays, Claire Williams, Blair Lehman, Arthur C. Graesser:
  Guru: A Computer Tutor That Models Expert Human Tutors. 256-261
  
• Beate Grawemeyer, Hilary Johnson, Mark Brosnan, Emma Ashwin, Laura Benton:
  Developing an Embodied Pedagogical Agent with and for Young People with Autism Spectrum Disorder. 262-267
  

Non Conventional Approaches

• Yue Gong, Joseph E. Beck, Neil T. Heffernan:
  WEBsistments: Enabling an Intelligent Tutoring System to Excel at Explaining Rather Than Coaching. 268-273
  
• Simon Hughes, Peter Hastings, Joseph Magliano, Susan Goldman, Kimberly A. Lawless:
  Automated Approaches for Detecting Integration in Student Essays. 274-279
  
• Emmanuel G. Blanchard:
  On the WEIRD Nature of ITS/AIED Conferences - A 10 Year Longitudinal Study Analyzing Potential Cultural Biases. 280-285
  

Content Representation: Conceptual

• Martin Mozina, Matej Guid, Aleksander Sadikov, Vida Groznik, Ivan Bratko:
  Goal-Oriented Conceptualization of Procedural Knowledge. 286-291
  
• Wouter Beek, Bert Bredeweg:
  Context-Dependent Help for Novices Acquiring Conceptual Systems Knowledge in DynaLearn. 292-297
  
• Endhe Elias, Dalgoberto Miquilino, Ig Ibert Bittencourt, Thyago Tenório, Rafael Ferreira, Alan Silva, Seiji Isotani, Patrícia Jaques:
  Towards an Ontology-Based System to Improve Usability in Collaborative Learning Environments. 298-303
  
• Wei Jin, Tiffany Barnes, John C. Stamper, Michael John Eagle, Matt Johnson, Lorrie Lehmann:
  Program Representation for Automatic Hint Generation for a Data-Driven Novice Programming Tutor. 304-309
  

Assessment: Constraints

• Jaime Galvez Cordero, Eduardo Guzman De Los Riscos, Ricardo Conejo Muñoz:
  Exploring Quality of Constraints for Assessment in Problem Solving Environments. 310-319
  
• Nguyen-Thinh Le, Niels Pinkwart:
  Can Soft Computing Techniques Enhance the Error Diagnosis Accuracy for Intelligent Tutors? 320-329
  

Dialogue: Conceptual

• Costin-Gabriel Chiru, Stefan Trausan-Matu:
  Identification and Classification of the Most Important Moments from Students' Collaborative Discourses. 330-339
  
• Mark Floryan, Toby Dragon, Beverly Park Woolf:
  When Less Is More: Focused Pruning of Knowledge Bases to Improve Recognition of Student Conversation. 340-345
  
• David Adamson, Carolyn Penstein Rosé:
  Coordinating Multi-dimensional Support in Collaborative Conversational Agents. 346-351
  
• Stefan Trausan-Matu, Mihai Dascalu, Philippe Dessus:
  Textual Complexity and Discourse Structure in Computer-Supported Collaborative Learning. 352-357
  

Dialogue: Questions

• Ming Liu, Rafael A. Calvo:
  Using Information Extraction to Generate Trigger Questions for Academic Writing Support. 358-367
  
• Lee Becker, Martha Palmer, Sarel van Vuuren, Wayne Ward:
  Learning to Tutor Like a Tutor: Ranking Questions in Context. 368-378
  

Learner Modeling

• Petr Jarusek, Radek Pelánek:
  Analysis of a Simple Model of Problem Solving Times. 379-388
  
• Tanja Käser, Alberto Giovanni Busetto, Gian-Marco Baschera, Juliane Kohn, Karin Kucian, Michael von Aster, Markus H. Gross:
  Modelling and Optimizing the Process of Learning Mathematics. 389-398
  
• Yutao Wang, Neil T. Heffernan:
  The Student Skill Model. 399-404
  
• Zachary A. Pardos, Shubhendu Trivedi, Neil T. Heffernan, Gábor N. Sárközy:
  Clustered Knowledge Tracing. 405-410
  
• Susan Bull:
  Preferred Features of Open Learner Models for University Students. 411-421
  
• Moffat Mathews, Antonija Mitrovic, Bin Lin, Jay Holland, Neville Churcher:
  Do Your Eyes Give It Away? Using Eye Tracking Data to Understand Students' Attitudes towards Open Student Model Representations. 422-427
  
• Gagan Goel, Sébastien Lallé, Vanda Luengo:
  Fuzzy Logic Representation for Student Modelling - Case Study on Geometry. 428-433
  

Learning Detection

• Sujith M. Gowda, Zachary A. Pardos, Ryan Shaun Joazeiro de Baker:
  Content Learning Analysis Using the Moment-by-Moment Learning Detector. 434-443
  
• Ryan Shaun Joazeiro de Baker, Sujith M. Gowda, Albert T. Corbett, Jaclyn Ocumpaugh:
  Towards Automatically Detecting Whether Student Learning Is Shallow. 444-453
  
• Michel C. Desmarais, Behzad Beheshti, Rhouma Naceur:
  Item to Skills Mapping: Deriving a Conjunctive Q-matrix from Data. 454-463
  

Interaction Strategies: Games

• Lucy R. Shores, Kristin F. Hoffmann, John L. Nietfeld, James C. Lester:
  The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments. 464-469
  
• Jennifer Sabourin, Jonathan P. Rowe, Bradford W. Mott, James C. Lester:
  Exploring Inquiry-Based Problem-Solving Strategies in Game-Based Learning Environments. 470-475
  
• Seung Y. Lee, Bradford W. Mott, James C. Lester:
  Real-Time Narrative-Centered Tutorial Planning for Story-Based Learning. 476-481
  

Interaction Strategies: Empirical Studies

• Roberto Martínez Maldonado, Judy Kay, Kalina Yacef, Beat Schwendimann:
  An Interactive Teacher's Dashboard for Monitoring Groups in a Multi-tabletop Learning Environment. 482-492
  
• Nan Li, William W. Cohen, Kenneth R. Koedinger:
  Efficient Cross-Domain Learning of Complex Skills. 493-498
  
• Antonija Mitrovic, Moffat Mathews, Jay Holland:
  Exploring Two Strategies for Teaching Procedures. 499-504
  
• James Segedy, John S. Kinnebrew, Gautam Biswas:
  Relating Student Performance to Action Outcomes and Context in a Choice-Rich Learning Environment. 505-510
  
• Eric Poitras, Susanne P. Lajoie, Yuan-Jin Hong:
  Using the MetaHistoReasoning Tool Training Module to Facilitate the Acquisition of Domain-Specific Metacognitive Strategies. 511-516
  
• Aina Lekira, Christophe Després, Pierre Jacoboni, Dominique Py:
  An Indicator-Based Approach to Promote the Effectiveness of Teachers' Interventions. 517-523
  
• Amruth N. Kumar:
  Limiting the Number of Revisions while Providing Error-Flagging Support during Tests. 524-530
  

Dialogue: Empirical Studies

• Gregory Dyke, David Adamson, Iris K. Howley, Carolyn Penstein Rosé:
  Towards Academically Productive Talk Supported by Conversational Agents. 531-540
  
• Blair Lehman, Caitlin Mills, Sidney K. D'Mello, Arthur C. Graesser:
  Automatic Evaluation of Learner Self-Explanations and Erroneous Responses for Dialogue-Based ITSs. 541-550
  
• Iris K. Howley, David Adamson, Gregory Dyke, Elijah Mayfield, Jack L. Beuth, Carolyn Penstein Rosé:
  Group Composition and Intelligent Dialogue Tutors for Impacting Students' Academic Self-efficacy. 551-556
  
• Blair Lehman, Sidney K. D'Mello, Whitney L. Cade, Natalie K. Person:
  How Do They Do It? Investigating Dialogue Moves within Dialogue Modes in Expert Human Tutoring. 557-562
  
• Ryan Carlson, Victoria Keiser, Noboru Matsuda, Kenneth R. Koedinger, Carolyn Penstein Rosé:
  Building a Conversational SimStudent. 563-569
  
• Jae-Bong Yoo, Jihie Kim:
  Predicting Learner's Project Performance with Dialogue Features in Online Q&A Discussions. 570-575
  

Young Researchers Track

• Blair Lehman, Sidney K. D'Mello, Arthur C. Graesser:
  Interventions to Regulate Confusion during Learning. 576-578
  
• Amir Shareghi Najar, Antonija Mitrovic:
  Using Examples in Intelligent Tutoring Systems. 579-581
  
• Keith W. Brawner, Robert A. Sottilare, Avelino Gonzalez:
  Semi-Supervised Classification of Realtime Physiological Sensor Datastreams for Student Affect Assessment in Intelligent Tutoring. 582-584
  
• Terry Peckham:
  Detection of Cognitive Strategies in Reading Comprehension Tasks. 585-587
  
• Derek Lomas, John C. Stamper, Ryan Muller, Kishan Patel, Kenneth R. Koedinger:
  The Effects of Adaptive Sequencing Algorithms on Player Engagement within an Online Game. 588-590
  
• Kelly Rivers, Kenneth R. Koedinger:
  A Canonicalizing Model for Building Programming Tutors. 591-593
  
• Melissa A. Wiederrecht, Amy Catherine Ulinski:
  Developmentally Appropriate Intelligent Spatial Tutoring for Mobile Devices. 594-596
  
• Matt Johnson, Tomoko Okimoto, Tiffany Barnes:
  Leveraging Game Design to Promote Effective User Behavior of Intelligent Tutoring Systems. 597-599
  
• Dinesha Weragama, Jim Reye:
  Design of a Knowledge Base to Teach Programming. 600-602
  
• Atefeh Ahmadi Olounabadi, Antonija Mitrovic:
  Towards an ITS for Improving Social Problem Solving Skills of ADHD Children. 603-605
  
• Raoudha Chebil, Wided Lejouad Chaari, Stefano A. Cerri:
  A Scenario Based Analysis of E-Collaboration Environments. 606-608
  
• Mayya Sharipova:
  Supporting Students in the Analysis of Case Studies for Ill-Defined Domains. 609-611
  
• Lorrie Lehmann, Dale-Marie Wilson, Tiffany Barnes:
  Using Individualized Feedback and Guided Instruction via a Virtual Human Agent in an Introductory Computer Programming Course. 612-614
  
• Michael John Eagle, Tiffany Barnes:
  Data-Driven Method for Assessing Skill-Opportunity Recognition in Open Procedural Problem Solving Environments. 615-617
  

Posters

• Amber Chauncey Strain, Sidney K. D'Mello, Melissa Gross:
  How Do Learners Regulate Their Emotions? 618-619
  
• Tomoya Horiguchi, Tsukasa Hirashima, Kenneth D. Forbus:
  A Model-Building Learning Environment with Explanatory Feedback to Erroneous Models. 620-621
  
• Sébastien Lallé, Vanda Luengo, Nathalie Guin:
  An Automatic Comparison between Knowledge Diagnostic Techniques. 622-623
  
• Heather K. Holden:
  The Interaction Behavior of Agents' Emotional Support and Competency on Learner Outcomes and Perceptions. 624-625
  
• Zhiqiang Cai, Carol Forsyth, Mae-Lynn Germany, Arthur C. Graesser, Keith K. Millis:
  Accuracy of Tracking Student's Natural Language in Operation ARIES!, A Serious Game for Scientific Methods. 626-627
  
• Dinesha Weragama, Jim Reye:
  Designing the Knowledge Base for a PHP Tutor. 628-629
  
• Miguel Arevalillo-Herráez, David Arnau, José Antonio González-Calero, Aladdin Ayesh:
  Domain Specific Knowledge Representation for an Intelligent Tutoring System to Teach Algebraic Reasoning. 630-631
  
• Michael Schubert, Sébastien George, Audrey Serna:
  Exploring the Potential of Tabletops for Collaborative Learning. 632-633
  
• Thea Faye G. Guia, Ma. Mercedes T. Rodrigo, Michelle Marie C. Dagami, Jessica O. Sugay, Francis Jan P. Macam, Antonija Mitrovic:
  Modeling the Affective States of Students Using SQL-Tutor. 634-635
  
• Jose Carlo A. Soriano, Ma. Mercedes T. Rodrigo, Ryan Shaun Joazeiro de Baker, Amy Ogan, Erin Walker, Maynor Jimenez Castro, Ryan Genato, Samantha Fontaine, Ricardo Belmontez:
  A Cross-Cultural Comparison of Effective Help-Seeking Behavior among Students Using an ITS for Math. 636-637
  
• Caitlin Mills, Sidney K. D'Mello:
  Emotions during Writing on Topics That Align or Misalign with Personal Beliefs. 638-639
  
• Evandro de Barros Costa, Priscylla Silva, Marlos Silva, Emanuele Silva, Anderson Santos:
  A Multiagent-Based ITS Using Multiple Viewpoints for Propositional Logic. 640-641
  
• Benjamin Nye, Gnana Bharathy, Barry G. Silverman, Ceyhun Eksin:
  Simulation-Based Training of Ill-Defined Social Domains: The Complex Environment Assessment and Tutoring System (CEATS). 642-644
  
• Kazuhisa Miwa, Hitoshi Terai, Nana Kanzaki, Ryuichi Nakaike:
  Empirical Investigation on Self Fading as Adaptive Behavior of Hint Seeking. 645-646
  
• Oliver Scheuer, Bruce M. McLaren, Armin Weinberger, Sabine Niebuhr:
  Scripting Discussions for Elaborative, Critical Interactions. 647-648
  
• Nikos Barbalios, Irene A. Ioannidou, Panagiotis Tzionas, Stefanos Paraskeuopoulos:
  Design Requirements of a Virtual Learning Environment for Resource Sharing. 649-650
  
• Reza Feyzi-Behnagh, Roger Azevedo:
  The Effectiveness of a Pedagogical Agent's Immediate Feedback on Learners' Metacognitive Judgments during Learning with MetaTutor. 651-652
  
• Mayya Sharipova, Gordon I. McCalla:
  Supporting Students in the Analysis of Case Studies for Professional Ethics Education. 653-654
  
• Mikel Larrañaga, Angel Conde, Inaki Calvo, Ana Arruarte Lasa, Jon A. Elorriaga:
  Evaluating the Automatic Extraction of Learning Objects from Electronic Textbooks Using ErauzOnt. 655-656
  
• Chao-Lin Liu, Chia-Ying Lee, Wei-Jie Huang, Yu-Lin Tzeng, Chia-Ru Chou:
  A Cognition-Based Game Platform and its Authoring Environment for Learning Chinese Characters. 657-659
  
• Robert P. Dolan, Sonya Powers:
  Effects of Text and Visual Element Integration Schemes on Online Reading Behaviors of Typical and Struggling Readers. 660-661
  
• Akihiro Kashihara, Makoto Ito:
  Fadable Scaffolding with Cognitive Tool. 662-663
  
• Meurig Beynon, Will Beynon:
  Mediating Intelligence through Observation, Dependency and Agency in Making Construals of Malaria. 664-665
  
• Tom Murray, Beverly Park Woolf, Xiaoxi Xu, Stefanie Shipe, Scott Howard, Leah Wing:
  Supporting Social Deliberative Skills in Online Classroom Dialogues: Preliminary Results Using Automated Text Analysis. 666-668
  
• Steven Ritter, Tristan Nixon, Derek Lomas, John C. Stamper, Dixie Ching:
  Using Time Pressure to Promote Mathematical Fluency. 669-670
  
• Judi McCuaig, Robert Gauthier:
  Interoperability for ITS: An Ontology of Learning Style Models. 671-672
  
• Yanjin Long, Vincent Aleven:
  Skill Diaries: Can Periodic Self-assessment Improve Students' Learning with an Intelligent Tutoring System? 673-674
  
• Vasile Rus, Mihai C. Lintean:
  An Optimal Assessment of Natural Language Student Input Using Word-to-Word Similarity Metrics. 675-676
  
• Philip I. Pavlik Jr., Jaclyn Maass, Vasile Rus, Andrew Olney:
  Facilitating Co-adaptation of Technology and Education through the Creation of an Open-Source Repository of Interoperable Code. 677-678
  
• Po-Ming Lee, Wei-Hsuan Tsui, Tzu-Chien Hsiao:
  A Low-Cost Scalable Solution for Monitoring Affective State of Students in E-learning Environment Using Mouse and Keystroke Data. 679-680
  
• Fethi A. Inan, Fatih Ari, Raymond Flores, Amani Zaier, Ismahan Arslan-Ari:
  Impact of an Adaptive Tutorial on Student Learning. 681-682
  
• Kazuhisa Seta, Liang Cui, Mitsuru Ikeda, Noriyuki Matsuda:
  Technology Enhanced Learning Program That Makes Thinking the Outside to Train Meta-cognitive Skill through Knowledge Co-creation Discussion. 683-684
  
• Maite Martín, Ainhoa Alvarez, David Reina, Isabel Fernández-Castro, Maite Urretavizcaya, Susan Bull:
  Open Student Models to Enhance Blended-Learning. 685-686
  
• Gerard Veenhof, Jacobijn Sandberg, Marinus Maris:
  ZooQuest: A Mobile Game-Based Learning Application for Fifth Graders. 687-688
  
• Wouter R. van Joolingen, Lars Bollen, Frank Leenaars, Hannie Gijlers:
  Drawing-Based Modeling for Early Science Education. 689-690
  
• João Carlos Gluz, Rosa Maria Vicari:
  An OWL Ontology for IEEE-LOM and OBAA Metadata. 691-693
  
• Jun Park, Jihie Kim:
  Classifying Topics of Video Lecture Contents Using Speech Recognition Technology. 694-695
  
• João Carlos Gluz, Rosa Maria Vicari, Liliana Maria Passerino:
  An Agent-Based Infrastructure for the Support of Learning Objects Life-Cycle. 696-698
  
• Sebastian Gross, Xibin Zhu, Barbara Hammer, Niels Pinkwart:
  Cluster Based Feedback Provision Strategies in Intelligent Tutoring Systems. 699-700
  
• Fotis Lazarinis, Elaine Pearson:
  A Web Comic Strip Creator for Educational Comics with Assessable Learning Objectives. 701-702
  
• Mohamed El Amine Bouabid, Philippe Vidal, Julien Broisin:
  A Layered Architecture for Online Lab-works: Experimentation in the Computer Science Education. 703-704
  
• Joana Campos, Henrique Campos, Carlos Martinho, Ana Paiva:
  A Serious Game for Teaching Conflict Resolution to Children. 705-706
  
• Amr Abozeid, Mohammed Abdel Razek, Claude Frasson:
  Towards Social Mobile Blended Learning. 707-709
  
• Leigh Ann Sudol-DeLyser, Mark Stehlik, Sharon Carver:
  Learning Looping: From Natural Language to Worked Examples. 710-711
  
• Alejandro Peña Ayala, Rafael Dominguez de Leon, Riichiro Mizoguchi:
  A Basic Model of Metacognition: A Repository to Trigger Reflection. 712-713
  
• Ivon Arroyo, David H. Shanabrook, Winslow Burleson, Beverly Park Woolf:
  Analyzing Affective Constructs: Emotions 'n Attitudes. 714-715
  
• Maria Mendiburo, Brian Sulcer, Gautam Biswas, Ted S. Hasselbring:
  Interactive Virtual Representations, Fractions, and Formative Feedback. 716-717
  
• Miltiades Papadopoulos, Elaine Pearson:
  An Intelligent System to Support Accurate Transcription of University Lectures. 718-719
  
• Majda Maâtallah, Hassina Seridi-Bouchelaghem:
  Multi-context Recommendation in Technology Enhanced Learning. 720-721
  

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