Links to:

Accepted Papers & Posters

Awards

  • Best Paper
    Emotion Sensors Go To School
    Ivon Arroyo, David Cooper, Winslow Burleson, Beverly ParkWoolf, Kasia Muldner and Robert Christopherson.
  • Best Poster
    Incorporating Vicarious Learning Environments with Discourse Scaffolds into Physics Classrooms
    Scotty Craig, Joshua Brittingham, Joah Williams, Kyle Cheney and Barry Gholson.
  • Best Student Paper
    Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions
    Martina Rau, Aleven Vincent and Nikol Rummel

Honourable Mentions

  • Best Paper
    Error-Based Simulation to Promote Awareness of Errors in Elementary Mechanics and Its Evaluation
    Tsukasa Hirashima, Isao Imai, Tomoya Horiguchi and Takahito Toumoto
    Educational Software Features that Encourage and Discourage 'Gaming the System'
    Ryan Baker, Adriana de Carvalho, Jay Raspat, Vincent Aleven, Albert Corbett and Ken Koedinger
  • Best Student Paper
    To Tutor or Not to Tutor: That is the Question
    LeenaRazzaq and Neil Heffernan
    Using Data Mining Techniques to Support the Creation of Competence Ontologies
    Sabrina Ziebarth, Nils Malzahn and Hoppe H. Ulrich

(i) Accepted Full Papers
(ii) Accepted Posters
(iii) Accepted YRT/DC Papers

(i) Accepted Full Papers

9
Kazuhisa Miwa, Ryuichi Nakaike, Jyunya Morita and Hitoshi Terai. Development of Production System for Anywhere and Class Practice
12
Silviu Risco and Jim Reye. Personal Access Tutor - helping students to learn MS Access
14
Tsukasa Hirashima. Error-Based Simulation to Promote Awareness of Errors in Elementary Mechanics and Its Evaluation
19
Ryan Baker, Adriana de Carvalho, Jay Raspat, Vincent Aleven, Albert Corbett and Ken Koedinger. Educational Software Features that Encourage and Discourage “Gaming the System”
24
Philippe Dessus. An Overview of LSA-Based Systems for Supporting Learning and Teaching
25
Weiqin Chen and Richard Persen. A Recommender System for Collaborative Knowledge
27
Sidney D'Mello, Nia Dowell and Art Graesser. Cohesion Relationships in Tutorial Dialogue as Predictors of Affective States
43
Matthew Johnson and Susan Bull. Belief Exploration in a Multiple-Media Open Learner Model for Basic Harmony
45
G. Tanner Jackson, Arthur Graesser and Danielle McNamara. What Students Expect May Have More Impact Than What They Know or Feel
48
Christopher Brooks, Kristofor Amundson and Jim Greer. Detecting Significant Events in Lecture Capture through Supervised Machine Learning
49
Mihaela Cocea, Arnon Hershkovitz and Ryan S.J.d. Baker. The Impact of Off-task and Gaming on Learning: Immediate or Aggregate?
50
Sidney DMello, Natalie Person and Blair Lehman. Antecedent-Consequent Relationships and Cyclical Patterns between Affective States and Problem Solving Outcomes
53
Antonija Mitrovic and Amali Weerasinghe. Revisiting the definition of ill-definedness and the consequences for ITSs
59
Tomoya Horiguchi and Tsukasa Hirashima. Intelligent Authoring of 'Graph of Microworlds' for Adaptive Learning with Microworlds based on Compositional Modeling
63
Matthew Hays, H. Chad Lane, Daniel Auerbach, Mark Core, Dave Gomboc and Milton Rosenberg. Feedback Specificity and the Learning of Intercultural Communication Skills
68
David Brokenshire and Vive Kumar. Discovering Causal Models of Self-Regulated Learning
75
Judy Robertson. An evaluation of a model of the creative process of game making
85
Yusuke Hayashi, jacqueline bourdeau and Riichiro Mizoguchi. Structuring Learning/Instructional Strategies through a State-based Modeling
86
Jaime Galvez, Eduardo Guzmán, Ricardo Conejo and Eva Millán. Procedural Student Knowledge Diagnosis Using Item Response Theory and Constraint-Based Modeling
88
Bruce McLaren, Rupert Wegerif, Jan MIKŠÁTKO, Oliver Scheuer, Marian Chamrada and Nasser Mansour. Are Your Students Working Creatively Together? Automatically Recognizing Creative Turns in Student e-Discussions
96
Susan Bull and Peter Gardner. Highlighting Learning Across a Degree with an Independent Open Learner Model
97
Matthew Easterday, Vincent Aleven, Richard Scheines and Sharon Carver. Easterday
102
Iryna Gurevych, Delphine Bernhard, Kateryna Ignatova and Cigdem Toprak. Educational Question Answering based on Social Media Content
105
Sirisha Bajanki, Kathrin KAUFHOLD, Alex Le Bek, Vania Dimitrova, Lydia Lau, Rebecca O' Rourke and Aisha Walker. AWESOME Dissertation: Use of Semantics to Build an Academic Writing Community Environment
106
Kristy Boyer, Eun Young Ha, Michael Wallis, Robert Phillips, Mladen Vouk and James Lester. Discovering Tutorial Dialogue Strategies with Hidden Markov Models
108
Akihiro Kashihara and Kazuaki Taira. Developing Navigation Planning Skill with Learner-Adaptable Scaffolding
116
Philip I. Pavlik Jr., Hao Cen and Ken Koedinger. Performance Factors Analysis – A New Alternative to Knowledge Tracing
117
Paul Mulholland, Zdenek Zdrahal, Jan Abrahamcik and Annika Wolff. Intelligent support for inquiry learning from images: a learning scenario and tool
120
Katy Howland, Benedict du Boulay and Judith Good. Fostering engaged and directed learning by activity foregrounding and backgrounding
125
Diane Litman, Johanna Moore, Myroslava Dzikovska and Elaine Farrow. Generalizing Tutorial Dialogue Results
138
Katherine Forbes-Riley and Diane Litman. Adapting to Student Uncertainty Improves Computer Tutoring
142
Cynthia Kersey, Barbara Di Eugenio, Pamela Jordan and Sandra Katz. Knowledge Co-construction and Initiative in Peer Learning Interactions
147
Eloy David Villasclaras-Fernández, Seiji Isotani, Yusuke Hayashi and Riichiro Mizoguchi. Looking into collaborative learning: design from macro- and micro-script perspectives
148
S.A. Riley, L.D. Miller, L.-K. Soh, A. Samal and G. Nugent. Intelligent Learning Object Guide (iLOG): A Framework for Automatic Empirically-Based Metadata Generation
150
Amanda Harris, Victoria Bonnett, Nicola Yuill, Rosemary Luckin and Katerina Avramides. Scaffolding effective help-seeking behaviour in mastery and performance oriented learners
157
Fawaz Ghali and Alexandra Cristea. MOT 2.0: A Case Study on the Usefuleness of Social Modeling for Personalized E-Learning Systems
160
Carole Eyssautier-Bavay and Stéphanie Jean-Daubias. A model of learners profiles management process
167
Erin Walker, Nikol Rummel and Kenneth Koedinger. Modeling Helping Behavior in an Intelligent Tutor for Peer Tutoring
170
Martina Rau, Aleven Vincent and Nikol Rummel. Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions
171
George Veletsianos. Learning and Interaction Effects when Pedagogical Agents use Extraneous Information
175
Philippe Fournier-Viger, Roger Nkambou and Engelbert Mephu Nguifo. Exploiting Partial Problem Spaces Learned from Users' Interactions to Provide Key Tutoring Services in Procedural and Ill-Defined Domains
179
Pamela Jordan, Diane Litman, Michael Lipschultz and Joanna Drummond. Evidence of Misunderstandings in Tutorial Dialogue and their Impact on Learning
182
Raymond Kemp, Elizabeth Kemp and Elisabeth Todd. Self-regulated Fading in On-line Learning
183
Rasyidi Johan and Susan Bull. Consultation of Misconceptions Representations by Students in Education-Related Courses
184
Alejandro Peña Ayala. Handling Uncertainty and Multiple Perspectives for Learner Modeling by Cognitive Mapping
186
Davide Fossati, Barbara Di Eugenio, Stellan Ohlsson, Christopher Brown, Lin Chen and David Cosejo. I learn from you, you learn from me: How to make iList learn from students
190
mingyu feng, Neil Heffernan and Joseph Beck. Using learning decomposition to analyze instructional effectiveness in the ASSISTment system
192
James M. Thomas and R. Michael Young. Using Task-Based Modeling to Generate Scaffolding in Narrative-Guided Exploratory Learning Environments
193
Ivon Arroyo, David Cooper, Winslow Burleson, Beverly Park Woolf, Kasia Muldner and Robert Christopherson. Emotion Sensors Go To School
197
Ivon Arroyo, Beverly Park Woolf, James M. Royer and Minghui Tai. Affective Gendered Learning Companions
200
Danielle McNamara, Christopher Kurby, Joe Magliano, Chutima Boonthum, Srinivasa Pillarisetti and Cedrick Bellissens. Interactive Paraphrase Training: The Development and Testing of an iSTART Module
205
Leena Razzaq and Neil Heffernan. To Tutor or Not to Tutor: That is the Question
206
Alicia Heraz and Claude Frasson. Predicting Learner Answers Correctness through Brainwaves Assesment and Emotional Dimensions
208
hicham hage and Esma Aimeur. The impact of privacy on learners in the context of a web-based test
209
Hidenobu KUNICHIKA, Chiaki MIYAZAKI, Yuto MATSUKI, Robert CHARTRAND and Akira TAKEUCHI. An Intelligent Partner for Organizing a Paragraph
213
Vasile Rus, Mihai Lintean, Arthur Graesser and Danielle McNamara. Assessing Student Paraphrases Using Lexical Semantics and Word Weighting
215
Jack Mostow and Minh Duong. Automated assessment of oral reading expressiveness
216
Jack Mostow and Wei Chen. Generating Instruction Automatically for the Reading Strategy of Self-Questioning
217
Stephen O'Rourke and Rafael Calvo. Semantic visualisations for academic writing support
218
Gahgene Gweon, Rohit Kumar and Carolyn Rose. Towards Automatic Assessment for Project Based Learning Groups
223
Joseph G. Linn, James R. Segedy, Hogyeong Jeong, Benjamin Podgursky and Gautam Biswas. An Open Architecture for Building Intelligent Learning Environments
234
Jonathan Rowe, Scott McQuiggan, Jennifer Robison and James Lester. Off-Task Behavior in Narrative-Centered Learning Environments
235
Jennifer Robison, Scott McQuiggan and James Lester. Modeling Task-Based vs. Affect-based Feedback Behavior in Pedagogical Agents: An Inductive Approach
237
Min Chi, Pamela JORDAN, Kurt VANLEHN and Diane LITMAN. To Elicit Or To Tell: Does It Matter?
240
Sabrina Ziebarth, Nils Malzahn and Hoppe H. Ulrich. Using Data Mining Techniques to Support the Creation of Competence Ontologies
241
Ainhoa Alvarez, Samara Ruiz, Maite Martin, Isabel Fernandez-Castro and Maite Urretavizcaya. MAGADI: a blended-learning framework for overall learning
249
Zachary Pardos and Neil Heffernan. Detecting the Learning Value of Items In a Randomized Problem Set
251
Emmanuel Blanchard, Marguerite Roy, Susanne Lajoie and Claude Frasson. An Evaluation of Sociocultural Data for Predicting Attitudinal Tendencies
252
Emmanuel Blanchard, Boris Volfson, Yuan Jin Hong and Susanne Lajoie. Affective AIED: From Detection to Adaptation
256
Sourish Chaudhiri, Rohit Kumar, Iris Howley and Carolyn Rose. Engaging Collaborative Learners with Helping Agents.

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(ii) Accepted Posters

15
Ralph Barthel, Mike Sharples and Shaaron Ainsworth. Narrative Creation from Online Video as Knowledge Representation
16
Dieter Kriesell and Erica Melis. Erroneous Examples, Results of a Preliminary School Experiment
20
Carole Beal and Erin Shaw. AnimalWatch-VI
26
Ron Stevens, Chris Berka, Marcia Sprang and Trysha Galloway. Neurophysiologic Synchronies During Collaborative Teamwork
29
Cristina Conati and Micheline Manske. Evaluating Adaptive Feedback in an Educational Computer Game
31
Lam-for Kwok and Carter Yu. Development of an Intelligent Tutoring System in Sudoku for Logic Training
33
Katerina Avramides and Benedict du Boulay. Motivational Diagnosis in ITSs: Collaborative, Reflective Self-Report
36
Niels Pinkwart, Collin Lynch, Kevin Ashley and Vincent Aleven. Assessing Argument Diagrams in an Ill-defined Domain
37
Swaroop Vattam, Ashok Goel, Spencer Rugaber, Cindy Hmelo-Silver and Rebecca Jordan. From Conceptual Representations to Simulations: A Computational Architecture for Science Learning Environments
39
Robert Hausmann, Timothy Nokes, Kurt VanLehn and Brett van de Sande. Collaborative Dialog While Studying Worked-out Examples
41
Carole Beal, Paul Cohen and Ivon Arroyo. AnimalWatch: A controlled evaluation
44
Carole Beal and Ronald Stevens. Impact of meta-cognitive prompts on students' problem solving in IMMEX
47
Marvin Schiller and Christoph Benzmueller. Granularity-Adaptive Proof Presentation
51
Patrica Wallace, Art Graesser, Keith Millis, Diane Halpern, Zhiqiang Cai, Mary Anne Britt, Joseph Magliano and Katja Wiemer. Operation ARIES!: A Computerized Game for Teaching Scientific Inquiry
65
Kimberly Ferguson, Beverly Woolf and Sridhar Mahadevan. Transfer Learning and Representation Discovery in Intelligent Tutoring Systems
70
Mohd Anwar and Jim Greer. Evaluating Role- and Relationship-based Identity Management for e-learning
73
Inge Molenaar, Carla van Boxtel and Peter Sleegers. Different Forms of Scaffolding, different Learning Outcomes
78
Gian-Marco Baschera and Markus Gross. A Phoneme-Based Student Model for Adaptive Spelling Training
81
Norasnita Ahmad and Susan Bull. Learner Trust in Learner Model Externalisations
82
Ricardo Conejo, Beatriz Barros, Eduardo Guzmán and Jaime Galvez. Learning in a collaborative assessment environment
83
Mohd Zaliman Yusoff and Benedict du Boulay. The integration of domain-independent strategies into an affective tutoring system: can students’ learning gain be improved?
84
Mihaela Cocea and George Magoulas. Identifying strategies in user's exploratory learning behaviour for mathematical generalisation
95
Oliver Scheuer, Bruce McLaren, Frank Loll and Niels Pinkwart. An Analysis and Feedback Infrastructure for Argumentation Learning Systems
107
Quincy Brown, Frank Lee, Dario Salvucci and Vincent Aleven. Who Helps When the Tutor Is Asleep?
109
Roger Azevedo, Amy Witherspoon, Arthur Graesser, Danielle McNamara, Amber Chauncey, Emily Siler, Zhiquiang Cai, Vasile Rus and MIhai Lintean. MetaTutor: Analyzing Self-Regulated Learning in a Tutoring System for Biology
110
rania hodhod, Daniel Kudenko and Paul Cairns. Educational Narrative and Student Modeling for Ill-Defined Domains
111
Paulo Salles, Gisele Feltrini, Isabella de SA, Mônica Resende and Heloisa Lima-Salles. Bringing qualitative reasoning models into the classroom for scientific education of deaf students
114
Amy Witherspoon, Roger Azevedo and Zhiqiang Cai. Learners' exploratory behavior within MetaTutor
118
Rohit Kumar, Alicia Sagae and W. Lewis Johnson. Evaluating an Authoring Tool for Mini-Dialogs
119
Triomphe Ramandalahy, Philippe Vidal and Julien Broisin. Modeling of a learning context to ensure tracking of learners
121
Mathilde Alonso and Dominique Py. An Evaluation of Pedagogical Feedbacks in DIAGRAM, a Learning Environment for Object-Oriented Modeling
126
Itziar Aldabe, Montse Maritxalar and Ruslan Mitkov. A Study on the Automatic Selection of Candidate Sentences and Distractors
127
Peter Lonsdale, Mike Sharples and Claire O'Malley. BuildIt: a location-based, physically-grounded learning game that can help orchestrate learner activity in the field
130
Gheida Shahrour and Susan Bull. Interaction Preferences and Learning in an Inspectable Learner Model for Language
133
Lena Pareto, Daniel L Schwartz and Lars Svensson. Learning by Guiding a Teachable Agent Play an Educational Game
135
Gwendolyn Campbell, Natalie Steinhauser, Myroslava Dzikovska, Johanna Moore, Charles Callaway and Elaine Farrow. The “DeMAND” coding scheme: A “common language” for representing and analyzing student discourse
137
George Goguadze and Erica Melis. Combining Evaluative and Generative Diagnosis in ActiveMath
139
Michael Miller. Virtual Team Members for Team Training
141
Jeremiah Sullins, Moongee Jeon, Sidney D'Mello and Art Graesser. The Relationship Between Modality and Metacognition While Interacting with AutoTutor
145
Jeremiah Sullins, Scotty Craig and Art Graesser. Tough Love: The Influence of an Agent’s Negative Affect on Students’ Learning
152
Scotty Craig, Joshua Brittingham, Joah Williams, Kyle Cheney and Barry Gholson. Incorporating Vicarious Learning Environments with Discourse Scaffolds into Physics Classrooms
153
Li Zhang and Virginia Francisco. Affect Recognition from Speech
155
James Niehaus and Mark Riedl. Toward Scenario Adaptation for Learning
156
Olga C. Santos and Jesus G. Boticario. A methodology to build knowledge-based recommenders for inclusive lifelong learning scenarios
161
Amy Ogan, Julia Kim, Vincent Aleven and Christopher Jones. Explicit social goals and learning: enhancing a negotiation game with virtual characters
162
Dulce Mota and Carlos Vaz Carvalho. A Pedagogical Scenario based on the ILEM Model:A case study
163
Grecia Garcia Garcia and Richard Cox. Assessing and remediating the "graph-as-picture" misconception
164
Viviane GUERAUD, Michel DUBOIS, Nadine MANDRAN, Jean-Michel ADAM and Anne LEJEUNE. Flexible Environment for Supervising Simulation-Based Learning Situations
185
Suleyman Cetintas, Luo Si, Yan Ping Xin, Casey Hord and Dake Zhang. Learning to Identify Students’ Off-Task Behavior in Intelligent Tutoring Systems
188
Jihie Kim, Taehwan Kim and Jia Li. Identifying Unresolved Issues in Online Student Discussions: A Multi-Phase Dialogue Classification Approach
189
Stephen Gilbert, Stephen Blessing and Sateesh Kodavali. The Extensible Problem-Specific Tutor (xPST): Evaluation of a API for Tutoring on Existing Interfaces
191
Erin Shaw, Jihie Kim and Pachara Supanakoon. Mentor Match: Using student mentors to scaffold participation and learning within an online discussion board
198
Jitti Niramitranon, Mike Sharples and Chris Greenhalgh. Orchestrating collaborative learning in a 1:1 Technology Classroom
199
Soumaya Chaffar, Lotfi Derbali and Claude Frasson. Inducing positive emotional state in Intelligent Tutoring Systems
207
Toshinobu Kasai, Kazuo Nagano and Riichiro Mizoguchi. An Ontological Approach to Support Teachers in Designing Instruction Using ICT
212
Laura Naismith, Emmanuel G. Blanchard, John Ranellucci and Susanne P. Lajoie. EAGLE: An Intelligent Tutoring System to Support Experiential Learning Through Video Games
221
Alicia Heraz, Imen Jraidi, Maher Chaouachi and Claude Frasson. Predicting Stress Level Variation from Learner Characteristics and Brainwaves
224
Satoshi V. Suzuki, Aiko Shiraishi and Hiroaki Suzuki. Eliciting Emotional Thought in Critical Reading for Academic Writing
225
Zhi-Hong Chen. Animal Companion Approach to Fostering Students’ Effort-Making Behaviors
226
Jean-Francois Lebeau, Mikaël Fortin, Luc Paquette and André Mayers. From Cognitive to Pedagogical Knowledge Models in Problem-Solving ITS Frameworks
227
Zhi-Hong Chen. Designing Virtual Animal Companions by Emotion Responsible Strategy
230
Ning Wang and Jonathan Gratch. Can Virtual Human Build Rapport and Promote Learning?
232
Toby Dragon, Beverly Woolf and Tom Murray. Intelligent Coaching for Collaboration in Ill-Defined Domains
233
Patrice Moguel, Pierre Tchounikine and Andre Tricot. Engaging Students in Organization
243
Iris Howley, Sourish Chaudhuri, Rohit Kumar and Carolyn Rosé. Motivation and Collaboration On-Line
244
Amruth Kumar. Effect of providing error-detection without error-correction support during testing
247
Phattanapon Rhienmora, Peter Haddawy, Siriwan Suebnukarn and Matthew Dailey. A VR Environment for Assessing Dental Surgical Expertise
248
Longkai Wu and Chee-Kit Looi. Econie: An Inquisitive Virtual Tutee Prompting Student's Reflection in Tutoring
253
Tiffany Barnes and John Stamper. Utility in hint generation: Selection of hints from a corpus of student work
258
Mohammed E. Hoque, Joseph K. Lane, Rana el Kalibouby, Matthew Goodwin and Rosalind W. Picard. Exploring Speech Therapy Games with Children on the Autism Spectrum

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(iii) Accepted YRT/DC Papers

18
Alison Hull and Benedict du Boulay. Scaffolding Motivation and Metacognition in Learning Programming
34
Siti Soraya Abdul Rahman. The role of worked-examples in schema acquisition: Implications for instructional design
40
Jaime Galvez. A Probabilistic Model for Student Procedural Knowledge Diagnosis in Learning Environments
42
Luca Mazzola and Riccardo Mazza. Toward adaptive representations of student models in eLearning environments
54
Jozef Tvarozek and Maria Bielikova. The Friend: Socially-Intelligent Tutoring and Collaboration
61
Wichai Eamsinvattana, Vania Dimitrova and David Allen. Personalised Support for Reflective Learning in Fire Risk Assessment
112
Sharon Moyo and Paul Piwek. Effective Tutoring with Affective Embodied Conversational Agents
129
Mieke Vandewaetere, Geraldine Clarebout and Piet Desmet. The Illusion Of Adaptivity As Instructional Method In Electronic Learning Environments.
149
Arife Berna Aytac and Nicola Yuill. ‘Your half is bigger than mine’: motivating children to understand fractions
151
John Ranellucci and Susanne Lajoie. The effect of mood on medical students' diagnostic performance: Is one patient's bad news another patient's worse news?
154
Olga C. Santos. Recommendations support in standard-based learning management systems
158
Amy Ogan. Investigating the effects of social goals in a negotiation game with virtual humans
180
Geneviève Gauthier and Susanne P. Lajoie. Validating and Representing Case Based Knowledge
210
Laura Naismith and Susanne Lajoie. Learning from Feedback In BioWorld
239
Geoffrey Allan and Judith Good. Demonstrating Empathy in a Learning Mentor Agent
245
Kelly Wauters, Wim Van den Noortgate and Piet Desmet. The use of IRT for adaptive item selection in item-based learning environments
257
Gustavo Santos, Iris Howley, Brad Copenhaver and Vincent Aleven. Integrating Conceptual and Procedural Knowledge for Middle-school Math – A Cognitive Tutoring Approach
261
Rania HODHOD. Educational Narrative-Based Environment to Teach Ethics

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Call for Papers (Closed)

Topics of interest to the conference include, but are not limited to:

1. Modeling and Representation

  • Models of learners, facilitators, tasks and problem-solving processes
  • Models of groups and communities for learning
  • Modeling of learning contexts
  • Modeling of motivation, metacognition, and affect aspects of learning
  • Ontological modeling
  • Dealing with learner dynamics
  • Handling uncertainty and multiple Perspectives
  • Representing and analyzing discourse during learning

2. Models of Learning

  • Intelligent tutoring and scaffolding
  • Intelligent games for learning
  • Motivational diagnosis and feedback
  • Interactive pedagogical agents and learning companions
  • Agents that promote metacognition, motivation, and affect
  • Adaptive question-answering
  • Multi-agent architectures

3. Intelligent Technologies

  • Natural language processing
  • Data mining and machine learning
  • Knowledge representation and reasoning
  • Semantic web technologies and standards
  • Social recommendations
  • Social networks

4. Pedagogical Models

  • Inquiry learning
  • Social dimensions of learning
  • Social-historical-cultural contexts
  • Informal learning environments
  • Communities of practice

5. Learning Contexts and Domains

  • Learning in open web environments
  • Collaborative and group learning
  • Simulation-based learning
  • Ubiquitous learning environments
  • Learning grid
  • Lifelong and workplace learning
  • Domain-specific learning applications, e.g. language, mathematics, science, medicine, military, and industry.

6. Evaluation

  • Human-computer interaction
  • Evaluation methodologies
  • Experiences and lessons learned

SUBMISSION CATEGORIES

  • Full papers (8 pages) - All submissions should describe original and unpublished work.
  • Young researcher's track and Doctoral consortium (YRT/DC) (2 pages) - The YRT/DC is for work-in progress by graduate students and other young researchers..
  • Posters (3 pages) - Authors are encouraged to submit reports on work-in-progress.
  • Interactive events (1 page) - To showcase interactive demonstrations of AIED systems.
  • Panels (2 pages) - Panels will bring together 4 or 5 experts to discuss a topical issue.
  • Workshop proposals (2-4 pages) – Proposals for workshops on "hot" topics in AIED.
  • Tutorial proposals (2-5 pages) – Proposals for tutorials on important AIED topics.

Download the Call for Papers PDF