Cristina Conati • Neil Heffernan

Antonija Mitrovic • M. Felisa Verdejo (Eds.)

Artificial Intelligencein Education

17th International Conference, AIED 2015

Madrid, Spain, June 22-26, 2015

Proceedings

4ji Springer

Contents

Full Papers

Is a Dialogue-Based Tutoring System that Emulates Helpful Co-constructed

Relations During Human Tutoring Effective? 3

Patricia Albacete, Pamela Jordan, and Sandra Katz

Educational Question Answering Motivated by Question-Specific

Concept Maps 13

Thushari Atapattu, Katrina Falkner, and Nickolas Falkner

A Study of Automatic Speech Recognition in Noisy Classroom Environments

for Automated Dialog Analysis 23

Nathaniel Blanchard, Michael Brady, Andrew M. Olney, Marci Glaus,

Xiaoyi Sun, Martin Nystrand, Borhan Samei, Sean Kelly,and Sidney D 'Mello

Teachable Agents with Intrinsic Motivation 34

Ailiya Borjigin, Chunyan Miao, Su Fang Lint, Siyao Li, and Zhiqi Shen

Temporal Generalizability of Face-Based Affect Detection in NoisyClassroom Environments 44

Nigel Bosch, Sidney D'Mello, Ryans Baker, Jaclyn Ocumpaugh,and Valerie Shute

Transfer Learning for Predictive Models in Massive Open Online Courses....

54

Sebastien Boyer and Kalyan Veeramachaneni

Mind the Gap: Improving Gender Equity in Game-Based LearningEnvironments with Learning Companions 64

Philip Sheridan Buffum, Kristy Elizabeth Boyer, Eric N. Wiebe,

Bradford W. Mott, and James C. Lester

Comparing Representations for Learner Models in Interactive Simulations.... 74

Cristina Conati, Lauren Fratamico, Samad Kardan, and Ido Roll

Games Are Better than Books: In-Situ Comparison of an Interactive

Job Interview Game with Conventional Training 84

Ionut Damian, Tobias Baur, Birgit Lugrin, Patrick Gebhard,

Gregor Mehlmann, and Elisabeth Andre

Predicting Comprehension from Students' Summaries 95

Mihai Dascalu, Larise Lucia Stavarache, Philippe Dessus,

Stefan Trausan-Matu, Danielle S. McNamara, and Maryse Bianco

XXII Contents

A Tutorial Dialogue System for Real-Time Evaluation of Unsupervised

Dialogue Act Classifiers: Exploring System Outcomes 105

Aysu Ezen-Can and Kristy Elizabeth Boyer

Positive Impact of Collaborative Chat Participation in an edX MOOC 115

Oliver Ferschke, Diyi Yang, Gaurav Tomar, and Carolyn Penstein Rose

Who Needs Help? Automating Student Assessment Within Exploratory

Learning Environments 125

Mark Floryan, Toby Dragon, Nada Basit, Suellen Dragon,

and Beverly Woolf

Moody Agents: Affect and Discourse During Learning in a Serious Game....

135

Carol M. Forsyth, Arthur Graesser, Andrew M. Olney, Keith Millis,

Breya Walker, and Zhiqiang Cai

Examining the Predictive Relationship Between Personality and Emotion

Traits and Learners' Agent-Direct Emotions 145

Jason M. Harley, Cassia C. Carter, Niki Papaionnou, Franqois Bouchet,

Ronald S. Landis, Roger Azevedo, and Lana Karabachian

Evaluating Human and Automated Generation of Distractors for DiagnosticMultiple-Choice Cloze Questions to Assess Children's

Reading Comprehension 155

Yi-Ting Huang and Jack Mostow

Machine Learning for Holistic Evaluation of Scientific Essays 165

Simon Hughes, Peter Hastings, Mary Anne Britt, Patricia Wallace,and Dylan Blaum

Learning to Diagnose a Virtual Patient: An Investigation of CognitiveErrors in Medical Problem Solving 176

Amanda Jarrell, Tenzin Doleck, Eric Poitras, Susanne Lajoie,and Tara Tressel

Studying Student Use of Self-Regulated Learning Tools in an Open-EndedLearning Environment 185

John S. Kinnebrew, Brian C. Gauch, James R. Segedy, and Gautam Biswas

Situated Pedagogical Authoring: Authoring Intelligent Tutors

from a Student's Perspective 195

H. Chad Lane, Mark G. Core, Matthew J. Hays, Daniel Auerbach,and Milton Rosenberg

Two Modes are Better Than One: A Multimodal Assessment Framework

Integrating Student Writing and Drawing 205

Samuel Leeman-Munk, Andy Smith, Bradford Mott, Eric Wiebe,and James Lester

Contents XXIII

To Resolve or Not to Resolve? That Is the Big Question About Confusion.... 216

Blair Lehman and Arthur Graesser

Motivational Design in an Intelligent Tutoring System That Helps Students

Make Good Task Selection Decisions 226

Yanjin Long, Zachary Aman, and Vincent Aleven

SNS Messages Recommendation for Learning Motivation 237

Sebastien Louvigne, Yoshihiro Kato, Neil Rubens, and Maomi Ueno

How Spacing and Variable Retrieval Practice Affect the Learningof Statistics Concepts 247

Jaclyn K. Maass, Philip I. Pavlik Jr., and Henry Hua

Leveraging Multiple Views of Text for Automatic Question Generation.... 257

Karen Mazidi and Rodney D. Nielsen

Mind Wandering During Learning with an Intelligent Tutoring System 267

Caitlin Mills, Sidney D'Mello, Nigel Bosch, and Andrew M. Olney

DeepStealth: Leveraging Deep Learning Models for Stealth Assessment

in Game-Based Learning Environments 277

Wookhee Min, Megan H. Frankosky, Bradford W. Mott, Jonathan P. Rowe,

Eric Wiebe, Kristy Elizabeth Boyer, and James C. Lester

Learning Mental Models of Human Cognitive Processing by Creating

Cognitive Models 287

Kazuhisa Miwa, Nana Kanzaki, Hitoshi Terai, Kazuaki Kojima,

Ryuichi Nakaike, Junya Morita, and Hitomi Saito

A Player Model for Adaptive Gamification in Learning Environments 297

Baptiste Monterrat, Michel Desmarais, Elise Lavoue, and Sebastien George

Exploring the Impact of a Learning Dashboard on Student Affect 307

Kasia Muldner, Michael Wixon, Dovan Rai, Winslow Burleson,

Beverly Woolf, and Ivon Arroyo

Cognitive Tutor Use in Chile: Understanding Classroom and Lab Culture. . . 318

Amy Ogan, Evelyn Yarzebinski, Patricia Fernandez, and Ignacio Casas

TARLAN: A Simulation Game to Improve Social Problem-Solving Skills

of ADHD Children 328

Atefeh Ahmadi, Antonija Mitrovic, Badroddin Najmi, and Julia Rucklidge

Blocking vs. Interleaving: Examining Single-Session Effects Within Middle

School Math Homework 338

Korinn Ostrow, Neil Heffernan, Cristina Heffernan, and Zoe Peterson

XXIV Contents

Impact of Adaptive Educational System Behaviour on Student Motivation.... 348

Jan Papousek and Radek Peldnek

Understanding Student Success in Chemistry Using Gaze Trackingand Pupillometry 358

Joshua Peterson, Zachary Pardos, Martina Rau, Anna Swigart,Colin Gerber, and Jonathan McKinsey

AttentiveLearner: Improving Mobile MOOC Learning via Implicit Heart

Rate Tracking 367

Phuong Pham and Jingtao Wang

Distractor Quality Evaluation in Multiple Choice Questions 377

Van-Minh Pho, Anne-Laure Ligozat, and Brigitte Grau

Interpreting Freeform Equation Solving 387Anna N. Rafferty and Thomas L. Griffiths

ITS Support for Conceptual and Perceptual Connection MakingBetween Multiple Graphical Representations 398

Martina A. Rau and Sally P. W. Wu

Discovering Individual and Collaborative Problem-Solving Modes

with Hidden Markov Models 408Fernando J. Rodriguez and Kristy Elizabeth Boyer

Improving Student Problem Solving in Narrative-Centered LearningEnvironments: A Modular Reinforcement Learning Framework 419

Jonathan P. Rowe and James C. Lester

Filtering of Spontaneous and Low Intensity Emotions

in Educational Contexts 429

Sergio Salmeron-Majadas, Miguel Arevalillo-Herrdez, Olga C. Santos,Mar Saneiro, Raul Cabestrero, Pilar Quirds, David Arnau,and Jesus G. Boticario

Contextual Recommendation of Educational Contents 439

Nidhi Saraswat, Hiranmay Ghosh, Mohit Agrawal, and Uma Narayanan

Coherence Over Time: Understanding Day-to-Day Changes in Students'

Open-Ended Problem Solving Behaviors 449James R. Segedy, John S. Kinnebrew, and Gautam Biswas

From Learning Companions to Testing Companions: Experiencewith a Teachable Agent Motivates Students' Performanceon Summative Tests 459

Bjorn Sjoden and Agneta Gulz

Contents XXV

Negotiation-Driven Learning 470

Raja M. Suleman, Riichiro Mizoguchi, and Mitsuru Ikeda

From Heterogeneous Multisource Traces to Perceptual-Gestural Sequences:The PeTra Treatment Approach 480

Ben-Manson Toussaint, Wanda Luengo, Francis Jambon,

and Jerome Tonetti

Probability Based Scaffolding System with Fading 492

Maomi Ueno and Yoshimitsu Miyasawa

Understanding Students' Use of Code-Switching in a Learning

by Teaching Technology 504

Evelyn Yarzebinski, Amy Ogan, Ma. Mercedes T. Rodrigo,and Noboru Matsuda

Posters

Improving Learning Maps Using an Adaptive Testing System:PLACEments 517

Seth Akonor Adjei and Neil T. Heffernan

Domain Module Building From Textbooks: Integrating Automatic Exercise

Generation 521

Itziar Aldabe, Mikel Larrahaga, Montse Maritxalar, Ana Arruarte,

and Jon A. Elorriaga

The Beginning of a Beautiful Friendship? Intelligent Tutoring

Systems and MOOCs 525

Vincent Aleven, Jonathan Sewall, Octav Popescu, Franceska Xhakaj,Dhruv Chand, Ryan Baker, Yuan Wang, George Siemens,

Carolyn Rose, and Dragan Gasevic

Predicting Misalignment Between Teachers' and Students' Essay Scores

Using Natural Language Processing Tools 529

Ixiura K. Allen, Scott A. Crossley, and Danielle S. McNamara

Am I Wrong or Am I Right? Gains in Monitoring Accuracy in an Intelligent

Tutoring System for Writing 533

Iuiura K. Allen, Scott A. Crossley, Erica L. Snow, Matthew E. Jacovina,

Cecile Perret, and Danielle S. McNamara

Predicting Students' Emotions Using Machine Learning Techniques 537

Nabeela Altrabsheh, Mihaela Cocea, and Sanaz Fallahkhair

Using Artificial Neural Networks to Identify Learning Styles 541

Jason Bernard, Ting-Wen Chang, Elvira Popescu, and Sabine Graf

XXVI Contents

Measuring Argumentation Skills with Game-Based Assessments:

Evidence for Incremental Validity and Learning 545

Maria Bertling, G. Tanner Jackson, Andreas Oranje,

and V. Elizabeth Owen

Student Performance Prediction Using Collaborative Filtering Methods 550

Hana Bydzovskd

Steps Towards the Gamification of Collaborative Learning Scenarios

Supported by Ontologies 554

Geiser Chalco Challco, Riichiro Mizoguchi, Ig Ibert Bittencourt,

and Seiji Isotani

Towards the Development of the Invention Coach: A Naturalistic Studyof Teacher Guidance for an Exploratory Learning Task 558

Catherine C. Chase, Jenna Marks, Deena Bernett, Melissa Bradley,and Vincent Aleven

Adaptive Representation of Digital Resources Search Results in Personal

Learning Environment 562

Daouda Sawadogo, Cyrille Suire, Ronan Champagnat,and Pascal Estraillier

Towards Investigating Performance Differences in Clinical Reasoningin a Technology Rich Learning Environment 566

Tenzin Doleck, Amanda Jarrell, Eric Poitras, and Susanne Lajoie

Emotional, Epistemic, and Neutral Feedback in AutoTutor Trialoguesto Improve Reading Comprehension 570

Shi Feng, Janay Stewart, Danielle Clewley, and Arthur C. Graesser

Comparison of Expert Tutors Through Syntactic Analysis of Transcripts. . . .574

Reva Freedman and Douglas Krieghbaum

Exploring Through Simulation an Instructional Planner for DynamicOpen-Ended Learning Environments 578

Stephanie Frost and Gord McCalla

Modeling Self-Efficacy Across Age Groups with Automatically Tracked

Facial Expression 582

Joseph F. Grafsgaard, Seung Y. Lee, Bradford W. Mott,

Kristy Elizabeth Boyer, and James C. Lester

Adapting Feedback Types According to Students' Affective States 586

Beate Grawemeyer, Manolis Mavrikis, Wayne Holmes,and Sergio Gutierrez-Santos

Contents XXVII

Can Young People with Autism Spectrum Disorder Benefit from

an Open Learner Model? 591

Beate Grawemeyer, Hilary Johnson, and Mark Brosnan

Affect Matters: Exploring the Impact of Feedback During Mathematical

Tasks in an Exploratory Environment 595

Beate Grawemeyer, Manolis Mavrikis, Wayne Holmes, Alice Hansen,

Katharina Loibl, and Sergio Gutierrez-Santos

How Do Learners Behave in Help-Seeking When Given a Choice? 600

Sebastian Gross and Niels Pinkwart

Modeling Children's Pedestrian Safety Skills in an Intelligent Virtual

Reality Learning Environment 604

Yecheng Gu, Sergey Sosnovsky, and Carsten Ullrich

Measuring Misconceptions Through Item Response Theory 608

Eduardo Guzman and Ricardo Conejo

No Child Behind nor Singled Out? - Adaptive Instruction Combined

with Inclusive Pedagogy in Early Math Software 612

Magnus Haake, Layla Husain, Erik Anderberg, and Agneta Gulz

An Integrated Emotion-Aware Framework for Intelligent Tutoring Systems ...616

Jason M. Harley, Susanne P. Lajoie, Claude Frasson, and Nathan C. Hall

Purpose and Level of Feedback in an Exploratory Learning Environment

for Fractions 620

Wayne Holmes, Manolis Mavrikis, Alice Hansen, and Beate Grawemeyer

Off the Beaten Path: The Impact of Adaptive Content Sequencingon Student Navigation in an Open Social Student Modeling Interface 624

Roya Hosseini, I-Han Hsiao, Julio Guerra, and Peter Brusilovsky

Alleviating the Negative Effect of Up and Downvoting on Help Seekingin MOOC Discussion Forums 629

Iris Howley, Gaurav Tomar, Diyi Yang, Oliver Ferschke,

and Carolyn Penstein Rose

Challenges of Using Observational Data to Determine the Importanceof Example Usage 633

Yun Huang, Jose P. Gonzdlez-Brenes, and Peter Brusilovsky

Clique Algorithm to Minimize Item Exposure for Uniform Test Forms

Assembly 638

Takatoshi Ishii and Maomi Ueno

XXVIII Contents

Game Features and Individual Differences: Interactive Effects on Motivation

and Performance 642

Matthew E. Jacovina, Erica L. Snow, G. Tanner Jackson,

and Danielle S. McNamara

Gamification of Online Learning 646

Jincheul Jang, Jason J. Y. Park, and Mun Y. Yi

Examining the Relationship Between Performance Feedback and Emotions

in Diagnostic Reasoning: Toward a Predictive Framework

for Emotional Support 650

Amanda Jarrell, Jason M. Harley, Susanne Lajoie, and Laura Naismith

Learning, Moment-by-Moment and Over the Long Term 654

Yang Jiang, Ryan S. Baker, Luc Paquette, Maria San Pedro,and Neil T. Heffernan

When Is It Helpful to Restate Student Responses Within a Tutorial

Dialogue System? 658

Pamela Jordan, Patricia Albacete, and Sandra Katz

Quality of LOD Based Semantically Generated Questions 662

Corentin Jouault, Kazuhisa Seta, and Yuki Hayashi

New Opportunities with Open Learner Models

and Visual Learning Analytics 666

Judy Kay and Susan Bull

The Relationship Between Working Memory Capacity and Students'

Behaviour in a Teachable Agent-Based Software 670

Lisa Palmqvist, Camilla Kirkegaard, Annika Silvervarg,Magnus Haake, and Agneta Gulz

Lesson Discovery Support Based on Generalization of Historical Events.. . .

674

Tomoko Kojiri, Yusuke Nogami, and Kazuhisa Seta

Predicting Student Performance from Multiple Data Sources 678

Irena Koprinska, Joshua Stretton, and Kalina Yacef

Automated Generation of Self-Explanation Questions in Worked Examplesin a Model-Based Tutor 682

Amruth N. Kumar

First Evaluation of the Physics Instantiation of a Problem-Solving-BasedOnline Learning Platform 686

Rohit Kumar, Gregory K.W.K. Chung, Ayesha Madni, and Bruce Roberts

Contents XXIX

FARMA-ALG: An Application for Error Mediation in ComputerProgramming Skill Acquisition 690

Alexander Robert Kutzke and Alexandre I. Direne

The Role of Peer Agent's Learning Competency in Trialogue-BasedReading Intelligent Systems 694

Haiying Li, Qinyu Cheng, Qiong Yu, and Arthur C. Graesser

Teaching a Complex Process: Insertion in Red Black Trees 698

C.W. Liew and F. Xhakaj

Learner-Adaptive Pedagogical Model in SIAL, an Open-Ended Intelligent

Tutoring System for First Order Logic 702

Jose A. Maestro-Prieto and Arancha Simon-Hurtado

Predictive Knowledge Modeling in Collaborative Inquiry

Learning Scenarios 706

Sven Manske, Tobias Hecking, and H. Ulrich Hoppe

Worked Examples are More Efficient for Learning than High-AssistanceInstructional Software 710

Bruce M. McLaren, Tamara van Gog, Craig Ganoe, David Yaron,

and Michael Karabinos

Domain Model for Adaptive Blended Courses on Basic Programming 714

Mikel Larrahaga and Ainhoa Alvarez

Learning Bayesian Networks for Student Modeling 718

Eva Milldn, Guiomar Jimenez, Maria-Victoria Belmonte,and Jose-Luis Perez-de-la-Cruz

Tutorial Dialogue Modes in a Large Corpus of Online

Tutoring Transcripts 722

Donald M. Morrison, Benjamin Nye, Vasile Rus, Sarah Snyder,Jennifer Boiler, and Kenneth Miller

Data-Driven Worked Examples Improve Retention and Completionin a Logic Tutor 726

Behrooz Mostafavi, Guojing Zhou, Collin Lynch, Min Chi,

and Tiffany Barnes

Improving Engagement in an E-Learning Environment 730

Kevin Mulqueeny, Leigh A. Mingle, Victor Kostyuk, Ryan S. Baker,

and Jaclyn Ocumpaugh

Using Eye Tracking to Identify Learner Differences

in Example Processing 734

Amir Shareghi Najar, Antonija Mitrovic, and Kourosh Neshatian

XXX Contents

The Design Rationale of Logic-Muse, an ITS for Logical Reasoning

in Multiple Contexts 738

Roger Nkambou, Clauvice Kenfack, Serge Robert, and Janie Brisson

Evaluating the Effectiveness of Integrating Natural Language Tutoring

into an Existing Adaptive Learning System 743

Benjamin D. Nye, Alistair Windsor, Phillip Pavlik, Andrew Olney,

Mustafa Hajeer, Arthur C. Graesser, and Xiangen Hu

Adapting Collaboration Dialogue in Response to Intelligent Tutoring

System Feedback 748

Jennifer K. Olsen, Vincent Aleven, and Nikol Rummel

The Role of Student Choice Within Adaptive Tutoring 752

Korinn S. Ostrow and Neil T. Hejfernan

Identifying Affective Trajectories in Relation to Learning Gains

During the Interaction with a Tutoring System 756

Gustavo Padrdn-Rivera and Genaro Rebolledo-Mendez

A Predictive Model of Learning Gains for a Video and Exercise Intensive

Learning Environment 760

Jose A. Ruiperez-Valiente, Pedro J. Munoz-Merino,

and Carlos Delgado Kloos

Integrating Learning Progressions in Unsupervised After-School Online

Intelligent Tutoring 764

Vasile Rus, Arthur Graesser, Nobal Niraula, and Rajendra Banjade

When More Intelligent Tutoring in the Form of Buggy MessagesDoes Not Help 768

Douglas Selent and Neil Hejfernan

Supporting Students' Interactions Over Case Studies 772

Mayya Sharipova and Gordon McCalla

A Framework for Automated Generation of Questions Based

on First-Order Logic 776

Rahul Singhal, Martin Henz, and Shubham Goyal

Fine-Grained Analyses of Interpersonal Processes and their Effect

on Learning 781

Tanmay Sinha and Justine Cassell

Contents XXXI

Promoting Metacognitive Awareness Within a Game-Based Intelligent

Tutoring System 786

Erica L. Snow, Danielle S. McNamara, Matthew E. Jacovina,

Laura K. Allen, Amy M. Johnson, Cecile A. Perret, Jianmin Dai,

G. Tanner Jackson, Aaron D. Likens, Devin G. Russell,

and Jennifer L. Weston

Student Performance Estimation Based on Topic Models Considering

a Range of Lessons 790

Shaymaa E. Sorour, Kazumasa Goda, and Tsunenori Mine

Towards a Model of How Learners Process Feedback 794

Michael Timms, Sacha DeVelle, Ursula Schwantner, and Dulce Lay

Item Response Model with Lower Order Parameters for Peer Assessment. . . 800

Masaki Uto and Maomi Ueno

Selection Task and Computer-Based Feedback to Improve the SearchingProcess in Task-Oriented Reading Situations 804

Maria-Angeles Serrano, Eduardo Vidal-Abarca, Ignacio Mdhez,

and Carmen Candel

Personalized Expert Skeleton Scaffolding in Concept Map Construction....

808

Shang Wang, Erin Walker, Rishabh Chaudhry, and Ruth Wylie

Using Eye Gaze Data to Explore Student Interactions with Tutorial

Dialogues in a Substep-Based Tutor 812

Amali Weerasinghe, Myse Elmadani, and Antonija Mitrovic

UML-IT: An ITS to Teach Multiple Modelling Tasks 816

Amali Weerasinghe and Bernard Evans

Virtual Teams in Massive Open Online Courses 820

Miaomiao Wen, Diyi Yang, and Carolyn Penstein Rose

Doctoral Consortium Paper

Promoting Self-regulated Learning in an Intelligent Tutoring Systemfor Writing 827

Laura K. Allen and Danielle S. McNamara

Exploring Missing Behaviors with Region-Level Interaction Network

Coverage 831

Michael Eagle and Tiffany Barnes

Educational Technologies to Support Linguistically Diverse Students,

and the Challenges of Classroom Integration 836

Samantha Finkelstein

XXXII Contents

Developing Self-regulated Learners Through an IntelligentTutoring System 840

Kim Kelly and Neil Heffernan

Building Compiler-Student Friendship 844

Zhongxiu Liu and Tiffany Barnes

Toward Combining Individual and Collaborative LearningWithin an Intelligent Tutoring System 848

Jennifer K. Olsen, Vincent Aleven, and Nikol Rummel

Motivating Learning in the Age of the Adaptive Tutor 852

Korinn Ostrow

Creating Data-Driven Feedback for Novices in Goal-Driven ProgrammingProjects 856

Thomas W. Price and Tiffany Barnes

Towards Multimodal Affective Detection in Educational SystemsThrough Mining Emotional Data Sources 860

Sergio Salmeron-Majadas, Olga C. Santos, and Jesus G. Boticario

Promoting Metacognition Within a Game-Based Environment 864

Erica L Snow, Matthew E. Jacovina, and Danielle S. McNamara

Negotiation-Driven Learning: A New Perspective of LearningUsing Negotiation 868

Raja M. Suleman, Riichiro Mizoguchi, and Mitsuru Ikeda

Supporting K-5 Learners with Dialogue Systems 873

Jennifer Tsan and Kristy Elizabeth Boyer

Sharing Student Models That Use Machine Learning 877

Benjamn Valds, Carlos Ramirez, and Jorge Ramirez

Workshop Abstracts

2nd Workshop on Simulated Learners 883John Champaign and Gord McCalla

4th Workshop on Intelligent Support for Learning in Groups 884

llya Goldin, Roberto Martinez-Maldonado, Erin Walker, Rohit Kumar,and Jihie Kim

Workshop on Developing a Generalized Intelligent Framework

for Tutoring (GIFT): Informing Design through a Community of Practice... 885

Benjamin Goldberg, Robert Sottilare, Anne Sinatra, Keith Brawner,and Scott Ososky

Contents XXXIII

Learning Analytics for Project Based and Experiential Learning Scenarios.. . .

886

Rose Luckin, Manolis Mavrikis and Daniel Spikol

6th International Workshop on Intelligent Support in Exploratoryand Open-ended Learning Environments 887

Manolis Mavrikis, Gautam Biswas, Sergio Gutierrez-Santos,

Toby Dragon, and James Segedy

6th International Workshop on Culturally-Aware TutoringSystems (CATS2015) 888

Ma Mercedes T. Rodrigo, Emmanuel G. Blanchard, Amy Ogan,and Isabela Gasparini

Workshop on Les Contes du Mariage: Should AI Stay Married to Ed? 889

Kaska Porayska-Pomsta, Gord McCalla, and Benedict du Boulay

International Workshop on Affect, Meta-Affect, Data and Learning(AMADL 2015) 890

Genaro Rebolledo-Mendez, Manolis Mavrikis, Olga C. Santos,

Benedict du Boulay, Beate Grawemeyer, and Rafael Rojano-Cdceres

Industry Track Papers

TutorGen: A Carnegie Mellon Start-up for Providing Adaptive Learningat Scale 893

Ted Carmichael, Mary Jean Blink, and John C. Stamper

Differentiation and Mastery Learning in Practice: Metrics and Visualizations

for Cognitive Tutor Algebra 895

Stephen E. Fancsali, Ambarish Joshi, and Steven Ritter

SMARTICK: Adaptive, Online, One-Pace-Fits-All System 897

Miguel Angel Monje, Adriano Pezzi, Tania Alonso, and Javier Arroyo

Difference Engine and Learning Objects, Inc 899

Jon Mott and Rob Nyland

Elemental Path: Industry and Innovation Report 901

Arthur Tu

Small Improvement for the Model Accuracy - Big Difference

for the Students 903

Michael V. Yudelson and Steve Ritter

Conversation-Based Assessments at Educational Testing Service 906

Diego Zapata-Rivera, Blair Lehman, and Tanner Jackson

XXXIV Contents

Interactive Events

The Development of Reading Comprehension Lessons in AutoTutor

for The Center for the Study of Adult Literacy 911

Whitney O. Baer, Zhiqiang Cai, Qinyu Cheng, Qiong Yu,

D. Patrick Hays, and Arthur C. Graesser

The Collaborative Logical Framework: Approach and ImprovementsBased on Instructors' and Learners' Needs 913

Mario Chacdn-Rivas, Olga C. Santos, and Jesus G. Boticario

ReaderBench: The Learning Companion 915

Mihai Dascalu, Larise L. Stavarache, Philippe Dessus,

Stefan Trausan-Matu, Danielle S. McNamara, and Maryse Bianco

Talk, Tutor, Explore, Learn: Intelligent Tutoring and Explorationfor Robust Learning 917

Beate Grawemeyer, Sergio Gutierrez-Santos, Wayne Holmes,Manolis Mavrikis, Nikol Rummel, Claudia Mazziotti, and Ruth Janning

Reasoning Mind Genie 3: Interactive Demonstration 919

Victor Kostyuk, Leigh A. Mingle, and Kevin Mulqueeny

Online Assessment of Negotiation Skills through 3D Role Play Simulation... 921

Daniela Pacella, Andrea Di Ferdinando, Elena Dell' Aquila,and Davide Morocco

MEMORAe: A Web Platform to Support Collaborative Annotation 923

Atrash Ala, Abel Marie-Helene, and Moulin Claude

Soft Computing for Learner's Assessment in SoftLearn 925

Borja Vdzquez-Barreiros, Alejandro Ramos-Soto, Manuel Lama,Manuel Mucientes, Alberto Bugarin, and Senen Barro

Author Index 927