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Artificial Intelligence in Education
ViewS in User Generated Content for Enriching Learning Environments: A Semantic Sensing Approach
other
Author(s):
Dimoklis Despotakis
,
Vania Dimitrova
,
Lydia Lau
,
Dhavalkumar Thakker
,
Antonio Ascolese
,
Lucia Pannese
Publication date
(Print):
2013
Publisher:
Springer Berlin Heidelberg
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Social signal processing: Survey of an emerging domain
Alessandro Vinciarelli
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Maja Pantic
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Hervé Bourlard
(2009)
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Toward Social Learning Environments
J Vassileva
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Towards visual analytics for teachers' dynamic diagnostic pedagogical decision-making
Ravi Vatrapu
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Chris Teplovs
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Nobuko Fujita
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(2011)
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Publication date (Print):
2013
Pages
: 121-130
DOI:
10.1007/978-3-642-39112-5_13
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1af95b42-93d7-465e-93f1-336842835ceb
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Book chapters
pp. 1
Embodied Affect in Tutorial Dialogue: Student Gesture and Posture
pp. 11
What Emotions Do Novices Experience during Their First Computer Programming Learning Session?
pp. 21
Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor Project
pp. 31
Exploring the Relationships between Design, Students’ Affective States, and Disengaged Behaviors within an ITS
pp. 71
What Makes Learning Fun? Exploring the Influence of Choice and Difficulty on Mind Wandering and Engagement during Learning
pp. 81
Automatically Generating Discussion Questions
pp. 91
Identifying Localization in Peer Reviews of Argument Diagrams
pp. 101
An Automatic Approach for Mining Patterns of Collaboration around an Interactive Tabletop
pp. 111
A Learning Environment That Combines Problem-Posing and Problem-Solving Activities
pp. 121
ViewS in User Generated Content for Enriching Learning Environments: A Semantic Sensing Approach
pp. 131
Tangible Collaborative Learning with a Mixed-Reality Game: EarthShake
pp. 141
From a Customizable ITS to an Adaptive ITS
pp. 151
Class vs. Student in a Bayesian Network Student Model
pp. 161
Comparing Student Models in Different Formalisms by Predicting Their Impact on Help Success
pp. 181
Extending Knowledge Tracing to Allow Partial Credit: Using Continuous versus Binary Nodes
pp. 189
Using Learner Modeling to Determine Effective Conditions of Learning for Optimal Transfer
pp. 199
Visualising Multiple Data Sources in an Independent Open Learner Model
pp. 209
Discovering Behavior Patterns of Self-Regulated Learners in an Inquiry-Based Learning Environment
pp. 239
Teammate Relationships Improve Help-Seeking Behavior in an Intelligent Tutoring System
pp. 249
Skill Diaries: Improve Student Learning in an Intelligent Tutoring System with Periodic Self-Assessment
pp. 259
Feedback and Revising in an Intelligent Tutoring System for Writing Strategies
pp. 269
Using Automated Indices of Cohesion to Evaluate an Intelligent Tutoring System and an Automated Writing Evaluation System
pp. 279
Combining Semantic Interpretation and Statistical Classification for Improved Explanation Processing in a Tutorial Dialogue System
pp. 289
Can Preschoolers Profit from a Teachable Agent Based Play-and-Learn Game in Mathematics?
pp. 299
Designing a Tangible Learning Environment with a Teachable Agent
pp. 309
The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacy
pp. 319
Differential Impact of Learning Activities Designed to Support Robust Learning in the Genetics Cognitive Tutor
pp. 329
Complementary Effects of Sense-Making and Fluency-Building Support for Connection Making: A Matter of Sequence?
pp. 339
Examples and Tutored Problems: How Can Self-Explanation Make a Difference to Learning?
pp. 349
Improving the Efficiency of Automatic Knowledge Generation through Games and Simulations
pp. 359
Expectations of Technology: A Factor to Consider in Game-Based Learning Environments
pp. 369
Personalizing Embedded Assessment Sequences in Narrative-Centered Learning Environments: A Collaborative Filtering Approach
pp. 389
Cluster-Based Prediction of Mathematical Learning Patterns
pp. 400
Integrating Perceptual Learning with External World Knowledge in a Simulated Student
pp. 41
Towards an Understanding of Affect and Knowledge from Student Interaction with an Intelligent Tutoring System
pp. 411
Using the Ecological Approach to Create Simulations of Learning Environments
pp. 421
Using Data-Driven Discovery of Better Student Models to Improve Student Learning
pp. 441
A Matrix Factorization Method for Mapping Items to Skills and for Enhancing Expert-Based Q-Matrices
pp. 451
Maximum Clique Algorithm for Uniform Test Forms Assembly
pp. 463
The Effect of Interaction Granularity on Learning with a Data Normalization Tutor
pp. 473
Revealing the Learning in Learning Curves
pp. 483
Deliberate System-Side Errors as a Potential Pedagogic Strategy for Exploratory Virtual Learning Environments
pp. 493
The Effects of Culturally Congruent Educational Technologies on Student Achievement
pp. 503
ITS and the Digital Divide: Trends, Challenges, and Opportunities
pp. 512
A Hypergraph Based Framework for Intelligent Tutoring of Algebraic Reasoning
pp. 522
Learner Differences and Hint Content
pp. 532
Guided Skill Practice as an Adaptive Scaffolding Strategy in Open-Ended Learning Environments
pp. 542
Intelligent Augmented Reality Training for Assembly Tasks
pp. 552
Users at the Center of Designing Informal Learning Experiences
pp. 554
Games, Motivation, and Integrating Intuitive and Formal Understanding
pp. 557
Lessons from Project LISTEN: What Have We Learned from a Reading Tutor That Listens?
pp. 559
The AIED Industry and Innovation Track
pp. 561
Drill Evaluation for Training Procedural Skills
pp. 571
Adaptive Assessment in an Instructor-Mediated System
pp. 61
Aligning and Comparing Data on Emotions Experienced during Learning with MetaTutor
pp. 575
Development of an Affect-Sensitive Agent for Aplusix
pp. 579
Assessment and Learning of Qualitative Physics in Newton’s Playground
pp. 583
The PHP Intelligent Tutoring System
pp. 587
The Interplay between Affect and Engagement in Classrooms Using AIED Software
pp. 591
Towards Automated Analysis of Student Arguments
pp. 595
Automatic Detection of Concepts from Problem Solving Times
pp. 599
Educational Potentials in Visually Androgynous Pedagogical Agents
pp. 603
Plan Recognition for ELEs Using Interleaved Temporal Search
pp. 607
ExploreIT! An Adaptive Tutor in an Informal Learning Environment
pp. 611
Diagnosing Errors from Off-Path Steps in Model-Tracing Tutors
pp. 615
Understanding the Difficulty Factors for Learning Materials: A Qualitative Study
pp. 619
Mobile Testing for Authentic Assessment in the Field
pp. 624
Field Observations of Engagement in Reasoning Mind
pp. 628
Analyzer of Sentence Card Set for Learning by Problem-Posing
pp. 632
Modelling Domain-Specific Self-regulatory Activities in Clinical Reasoning
pp. 636
Pilot Test of a Natural-Language Tutoring System for Physics That Simulates the Highly Interactive Nature of Human Tutoring
pp. 640
Authoring Expert Knowledge Bases for Intelligent Tutors through Crowdsourcing
pp. 644
Towards Providing Feedback to Students in Absence of Formalized Domain Models
pp. 649
Enhancing In-Museum Informal Learning by Augmenting Artworks with Gesture Interactions and AIED Paradigms
pp. 653
Measuring Procedural Knowledge in Problem Solving Environments with Item Response Theory
pp. 657
Analysis of Emotion and Engagement in a STEM Alternate Reality Game
pp. 661
Higher Automated Learning through Principal Component Analysis and Markov Models
pp. 670
Identification of Effective Learning Behaviors
pp. 674
Modeling the Process of Online Q&A Discussions Using a Dialogue State Model
pp. 679
An Authoring Tool for Semi-automatic Generation of Self-assessment Exercises
pp. 683
Open Learner Models to Support Reflection on Brainstorming at Interactive Tabletops
pp. 687
Predicting Low vs. High Disparity between Peer and Expert Ratings in Peer Reviews of Physics Lab Reports
pp. 692
Linguistic Content Analysis as a Tool for Improving Adaptive Instruction
pp. 696
Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective
pp. 700
Learner-Created Scenario for Investigative Learning with Web Resources
pp. 704
Towards Identifying Students’ Causal Reasoning Using Machine Learning
pp. 708
Social Personalized Adaptive E-Learning Environment: Topolor - Implementation and Evaluation
pp. 712
Adaptive Testing Based on Bayesian Decision Theory
pp. 717
Trust-Based Recommendations for Scientific Papers Based on the Researcher’s Current Interest
pp. 721
Modelling Students’ Knowledge of Ethics
pp. 725
System Comparisons: Is There Life after Null?
pp. 729
Question Generation and Adaptation Using a Bayesian Network of the Learner’s Achievements
pp. 737
Can Online Peer-Review Systems Support Group Mentorship?
pp. 746
Illustrations or Graphs: Some Students Benefit from One over the Other
pp. 754
Assistance in Building Student Models Using Knowledge Representation and Machine Learning
pp. 758
Tracking and Dynamic Scenario Adaptation System in Virtual Environment
pp. 762
How to Use Multiple Graphical Representations to Support Conceptual Learning? Research-Based Principles in the Fractions Tutor
pp. 770
Auto-scoring Discovery and Confirmation Bias in Interpreting Data during Science Inquiry in a Microworld
pp. 774
A Teaching-Style Based Social Network for Didactic Building and Sharing
pp. 778
Turn-Taking Behavior in a Human Tutoring Corpus
pp. 783
An Automatic Marking System for Interactive Exercises on Blind Search Algorithms
pp. 787
Game Penalties Decrease Learning and Interest
pp. 791
An Evaluation of the Effectiveness of Just-In-Time Hints
pp. 795
Repairing Deactivating Negative Emotions with Student Progress Pages
pp. 799
Searching for Predictors of Learning Outcomes in Non Abstract Eye Movement Logs
pp. 803
Erroneous Examples as Desirable Difficulty
pp. 807
Repairing Disengagement in Collaborative Dialogue for Game-Based Learning
pp. 811
An Exploration of Text Analysis Methods to Identify Social Deliberative Skill
pp. 815
Impact of Different Pedagogical Agents’ Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor
pp. 820
Class Distinctions: Leveraging Class-Level Features to Predict Student Retention Performance
pp. 824
Estimating the Effect of Web-Based Homework
pp. 828
A Markov Decision Process Model of Tutorial Intervention in Task-Oriented Dialogue
pp. 832
Didactic Galactic: Types of Knowledge Learned in a Serious Game
pp. 836
A Comparison of Two Different Methods to Individualize Students and Skills
pp. 840
On the Benefits (or Not) of a Clustering Algorithm in Student Tracking
pp. 844
Programming Pathways: A Technique for Analyzing Novice Programmers’ Learning Trajectories
pp. 848
Knowledge Maximizer: Concept-Based Adaptive Problem Sequencing for Exam Preparation
pp. 852
Worked Out Examples in Computer Science Tutoring
pp. 856
Student Coding Styles as Predictors of Help-Seeking Behavior
pp. 860
Search-Based Estimation of Problem Difficulty for Humans
pp. 864
Using Semantic Proximities to Control Contextualized Activities during Museum Visits
pp. 868
Towards Evaluating and Modelling the Impacts of Mobile-Based Augmented Reality Applications on Learning and Engagement
pp. 872
An Intelligent Tutoring System to Teach Debugging
pp. 876
Mobile Adaptive Communication Support for Vocabulary Acquisition
pp. 880
Utilizing Concept Mapping in Intelligent Tutoring Systems
pp. 884
Discrepancy-Detection in Virtual Learning Environments for Young Children with ASC
pp. 892
Adaptive Scaffolds in Open-Ended Learning Environments
pp. 896
Sorry, I Must Have Zoned Out: Tracking Mind Wandering Episodes in an Interactive Learning Environment
pp. 900
Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools
pp. 904
Towards Automated Detection and Regulation of Affective States During Academic Writing
pp. 908
Programming with Your Heart on Your Sleeve: Analyzing the Affective States of Computer Programming Students
pp. 912
Supporting Lifelong Learning: Recommending Personalized Sources of Assistance to Graduate Students
pp. 920
A Computational Thinking Approach to Learning Middle School Science
pp. 924
Modes and Mechanisms of Game-Like Interventions in Computer Tutors
pp. 928
Interactive Event: The Rimac Tutor - A Simulation of the Highly Interactive Nature of Human Tutorial Dialogue
pp. 930
AutoTutor 2013: Conversation-Based Online Intelligent Tutoring System with Rich Media (Interactive Event)
pp. 932
Interactive Event: Enabling Vocabulary Acquisition while Providing Mobile Communication Support
pp. 934
Authoring Problem-Solving ITS with ASTUS: An Interactive Event
pp. 936
Interactive Event: From a Virtual Village to an Open Learner Model with Next-TELL
pp. 938
Interactive Event Visualization of Students’ Activities Using ELEs
pp. 940
AutoMentor: Artificial Intelligent Mentor in Educational Game
pp. 942
Practical Ultra-Portable Intelligent Tutoring Systems(PUPITS): An Interactive Event
pp. 944
2nd Workshop on Intelligent Support for Learning in Groups
pp. 945
Towards the Development of a Generalized Intelligent Framework for Tutoring (GIFT)
pp. 946
Formative Feedback in Interactive Learning Environments
pp. 947
The First Workshop on AI-supported Education for Computer Science (AIEDCS)
pp. 949
The Fourth International Workshop on Culturally-Aware Tutoring Systems
pp. 950
First Annual Workshop on Massive Open Online Courses
pp. 951
Cross-Cultural Differences and Learning Technologies for the Developing World
pp. 952
Workshop on Scaffolding in Open-Ended Learning Environments (OELEs)
pp. 954
AIED 2013 Simulated Learners Workshop
pp. 956
Workshop on Self-Regulated Learning in Educational Technologies (SRL@ET): Supporting, Modeling, Evaluating, and Fostering Metacognition with Computer-Based Learning Environments
pp. 171
Individualized Bayesian Knowledge Tracing Models
pp. 219
Supporting Students’ Self-Regulated Learning with an Open Learner Model in a Linear Equation Tutor
pp. 229
Inferring Learning from Gaze Data during Interaction with an Environment to Support Self-Regulated Learning
pp. 431
Wheel-Spinning: Students Who Fail to Master a Skill
pp. 733
Towards Empathic Virtual and Robotic Tutors
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