Vincent Aleven | Academic Influence

Vincent Aleven's AcademicInfluence.com Rankings

Vincent Aleven

Computer Science

#2328

World Rank

#2426

Historical Rank

#1038

USA Rank

Artificial Intelligence

#1130

World Rank

#1150

Historical Rank

#197

USA Rank

Database

#4402

World Rank

#4577

Historical Rank

#699

USA Rank

computer-science Degrees

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Computer Science

Vincent Aleven's Degrees

PhD Computer Science Carnegie Mellon University
Masters Computer Science Carnegie Mellon University
Bachelors Computer Science University of Twente

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Why Is Vincent Aleven Influential?

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According to Wikipedia, Vincent Aleven is a professor of human-computer interaction and director of the undergraduate program at Carnegie Mellon University's Human–Computer Interaction Institute. In 1998, he co-founded Carnegie Learning, Inc., a Pittsburgh-based company that markets Cognitive Tutor math courses that include intelligent tutoring software. Aleven is also a co-founder of Mathtutor, a free website for middle-school math intelligent tutoring systems.

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Vincent Aleven's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor (2002) (894)
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007) (524)
Help Seeking and Help Design in Interactive Learning Environments (2003) (519)
More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing (2008) (418)
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor (2006) (399)
Limitations of Student Control: Do Students Know When They Need Help? (2000) (333)
Teaching case-based argumentation through a model and examples (1997) (315)
A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors (2009) (313)
An Interview Reflection on “Intelligent Tutoring Goes to School in the Big City” (2016) (256)
International Handbook of Metacognition and Learning Technologies (2013) (229)
The Cognitive Tutor Authoring Tools (CTAT): Preliminary Evaluation of Efficiency Gains (2006) (228)
The worked-example effect: Not an artefact of lousy control conditions (2009) (199)
Opening the Door to Non-programmers: Authoring Intelligent Tutor Behavior by Demonstration (2004) (199)
The Beginning of a Beautiful Friendship? Intelligent Tutoring Systems and MOOCs (2015) (183)
Using background knowledge in case-based legal reasoning: A computational model and an intelligent learning environment (2003) (175)
Toward Tutoring Help Seeking: Applying Cognitive Modeling to Meta-cognitive Skills (2004) (162)
Towards Sensor-Free Affect Detection in Cognitive Tutor Algebra. (2012) (162)
Defining "Ill-Defined Domains"; A literature survey. (2006) (155)
Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments (2014) (147)
Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems (2016) (137)
Instruction Based on Adaptive Learning Technologies (2016) (129)
Toward a Framework for the Analysis and Design of Educational Games (2010) (123)
Tutoring Answer Explanation Fosters Learning with Understanding (1999) (119)
Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking (2007) (118)
EDUCATIONAL DATA MINING (2016) (117)
Open learner models and learning analytics dashboards: a systematic review (2018) (117)
Intelligent tutors as teachers' aides: exploring teacher needs for real-time analytics in blended classrooms (2017) (113)
The expertise reversal effect and worked examples in tutored problem solving (2010) (111)
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning (2015) (111)
Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation During Learning With an Intelligent Tutoring System (2010) (107)
Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity (2019) (102)
Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving (2010) (97)
Towards Tutorial Dialog to Support Self- Explanation: Adding Natural Language Understanding to a Cognitive Tutor * (2001) (95)
On the Benefits of Seeking (and Avoiding) Help in Online Problem-Solving Environments (2014) (94)
Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced Classrooms (2018) (94)
Concepts, Structures, and Goals: Redefining Ill-Definedness (2009) (92)
Scaling Up Programming by Demonstration for Intelligent Tutoring Systems Development: An Open-Access Web Site for Middle School Mathematics Learning (2009) (90)
Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions (2009) (88)
Educational Software Features that Encourage and Discourage "Gaming the System" (2009) (85)
Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers (2016) (82)
Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support? (2009) (80)
Supporting Students' Self-Regulated Learning with an Open Learner Model in a Linear Equation Tutor (2013) (77)
Evaluating the Effectiveness of a Tutorial Dialogue System for Self-Explanation (2004) (75)
The classroom as a dashboard: co-designing wearable cognitive augmentation for K-12 teachers (2018) (75)
Rapid Authoring of Intelligent Tutors for Real-World and Experimental Use (2006) (75)
Evaluating a learning environment for case-based argumentation skills (1997) (72)
Successful learning with multiple graphical representations and self-explanation prompts. (2015) (69)
In Vivo Experiments on Whether Supporting Metacognition in Intelligent Tutoring Systems Yields Robust Learning (2009) (68)
Interleaved Practice in Multi-Dimensional Learning Tasks: Which Dimension Should We Interleave?. (2013) (64)
Enhancing learning outcomes through self-regulated learning support with an Open Learner Model (2017) (62)
Toward Legal Argument Instruction with Graph Grammars and Collaborative Filtering Techniques (2006) (58)
Can Help Seeking Be Tutored? Searching for the Secret Sauce of Metacognitive Tutoring (2007) (57)
The Invention Lab: Using a Hybrid of Model Tracing and Constraint-Based Modeling to Offer Intelligent Support in Inquiry Environments (2010) (57)
Designing for Complementarity: Teacher and Student Needs for Orchestration Support in AI-Enhanced Classrooms (2019) (56)
Gamification of Joint Student/System Control over Problem Selection in a Linear Equation Tutor (2014) (52)
Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations (2012) (52)
The Help Tutor: Does Metacognitive Feedback Improve Students' Help-Seeking Actions, Skills and Learning? (2006) (52)
Helping students know'further'-increasing the flexibility of students' knowledge using symbolic invention tasks (2009) (52)
Evaluating an Intelligent Tutoring System for Making Legal Arguments with Hypotheticals (2009) (52)
Effects of a Teacher Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Planning, Lessons and Student Learning (2017) (51)
Rule-Based Cognitive Modeling for Intelligent Tutoring Systems (2010) (51)
Example-Tracing Tutors : A New Paradigm for Intelligent Tutoring Systems (2008) (51)
Modeling Students' Metacognitive Errors in Two Intelligent Tutoring Systems (2005) (51)
The Need for Tutorial Dialog to Support Self-Explanation (2000) (51)
Sensor-free automated detection of affect in a Cognitive Tutor for Algebra (2012) (50)
Using an Intelligent Tutoring System to Support Collaborative as well as Individual Learning (2014) (50)
Different Futures of Adaptive Collaborative Learning Support (2016) (49)
Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems (2013) (48)
A Tutorial Dialog System to Support Self- Explanation: Evaluation and Open Questions (2003) (48)
Pilot-Testing a Tutorial Dialogue System That Supports Self-Explanation (2002) (47)
Improving Contextual Models of Guessing and Slipping with a Trucated Training Set (2008) (47)
Toward an intelligent tutoring system for teaching law students to argue with cases (1991) (46)
Evaluating Legal Argument Instruction with Graphical Representations Using LARGO (2007) (46)
Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research (2013) (46)
Outcomes and Mechanisms of Transfer in Invention Activities (2011) (45)
Metacognitive support promotes an effective use of instructional resources in intelligent tutoring (2013) (45)
Investigations into Help Seeking and Learning with a Cognitive Tutor (2001) (43)
How Should Intelligent Tutoring Systems Sequence Multiple Graphical Representations of Fractions? A Multi-Methods Study (2014) (43)
Is it better to give than to receive? The assistance dilemma as a fundamental unsolved problem in the cognitive science of learning and instruction (2008) (43)
A Conceptual Framework for Human–AI Hybrid Adaptivity in Education (2020) (42)
Using Tutors to Improve Educational Games (2011) (40)
In search of learning: facilitating data analysis in educational games (2013) (39)
Metacognitive Practice Makes Perfect: Improving Students' Self-Assessment Skills with an Intelligent Tutoring System (2011) (37)
Reasoning Symbolically About Partially Matched Cases (1997) (37)
How Different Is Different? Arguing About the Significance of Similarities and Differences (1996) (35)
Doing things with factors (1995) (35)
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills? (2008) (33)
Educational Game and Intelligent Tutoring System (2017) (33)
combatting Shallow Learning in a Tutor for Geometry Problem Solving (1998) (32)
Where’s the Reward? (2019) (32)
'Tis Better to Construct than to Receive? The Effects of Diagram Tools on Causal Reasoning (2007) (32)
RumbleBlocks: Teaching science concepts to young children through a Unity game (2012) (31)
Advancing Development of Intercultural Competence through Supporting Predictions in Narrative Video (2009) (31)
Automated Generation of Examples for a Tutorial in Case-Based Argumentation (1992) (30)
Students' Understanding of Their Student Model (2011) (30)
Blocked versus Interleaved Practice with Multiple Representations in an Intelligent Tutoring System for Fractions (2010) (29)
Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results (2013) (28)
Challenges and Opportunities of Dual-Layer MOOCs: Reflections from an edX Deployment Study (2015) (28)
Using Empirical Learning Curve Analysis to Inform Design in an Educational Game (2015) (28)
Evaluating the Effectiveness of Tutorial Dialogue Instruction in an Exploratory Learning Context (2006) (28)
Learner Differences in Hint Processing (2012) (28)
Investigating the Solution Space of an Open-Ended Educational Game Using Conceptual Feature Extraction (2013) (27)
Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes (2011) (27)
Predicting Student Performance In a Collaborative Learning Environment (2015) (27)
Mastery-Oriented Shared Student/System Control Over Problem Selection in a Linear Equation Tutor (2016) (26)
Constructing Causal Diagrams to Learn Deliberation (2009) (26)
Modeling and Studying Gaming the System with Educational Data Mining (2013) (26)
Temporal analysis of multimodal data to predict collaborative learning outcomes (2020) (26)
How Teachers Use Data to Help Students Learn: Contextual Inquiry for the Design of a Dashboard (2016) (25)
How to Schedule Multiple Graphical Representations? A Classroom Experiment With an Intelligent Tutoring System for Fractions (2012) (25)
A Process Model of Legal Argument with Hypotheticals (2008) (25)
An Instructional Environment for Practicing Argumentation Skills (1994) (25)
Authoring Tools for Collaborative Intelligent Tutoring System Environments (2014) (24)
It's Not Easy Being Green: Supporting Collaborative "Green Design" Learning (2008) (24)
Creating a Corpus of Targeted Learning Resources with a Web-Based Open Authoring Tool (2009) (24)
An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor (2005) (24)
Stability and change in adolescents' task-specific achievement goals and implications for learning mathematics with intelligent tutors (2014) (22)
Why interactive learning environments can have it all: resolving design conflicts between competing goals (2013) (22)
What law students need to know to WIN (1993) (22)
Diagram interaction during intelligent tutoring in geometry: Support for knowledge retention and deep understanding (2008) (22)
Introduction to the special issue on advanced learning technologies (2013) (22)
Learning by diagramming Supreme Court oral arguments (2007) (22)
Generating Dialectical Examples Automatically (1992) (21)
Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations (2017) (21)
Robust Evaluation Matrix: Towards a More Principled Offline Exploration of Instructional Policies (2017) (21)
Help Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration (2013) (20)
Developing a Teacher Dashboard For Use with Intelligent Tutoring Systems (2016) (20)
Using student interactions to foster rule-diagram mapping during problem solving in an intelligent tutoring system (2013) (20)
A Tutorial Dialogue System with Knowledge-Based Understanding and Classification of Student Explanations (2001) (20)
SPACLE: investigating learning across virtual and physical spaces using spatial replays (2017) (19)
Pause, predict, and ponder: use of narrative videos to improve cultural discussion and learning (2008) (19)
Intercultural Negotiation with Virtual Humans: The Effect of Social Goals on Gameplay and Learning (2010) (19)
Skill Diaries: Improve Student Learning in an Intelligent Tutoring System with Periodic Self-Assessment (2013) (19)
Graph Grammars: An ITS Technology for Diagram Representations (2008) (19)
Argument graph classification with Genetic Programming and C4.5 (2008) (18)
Designing for human-AI complementarity in K-12 education (2021) (17)
Active Learners: Redesigning an Intelligent Tutoring System to Support Self-regulated Learning (2013) (17)
Towards adapting to learners at scale: integrating MOOC and intelligent tutoring frameworks (2018) (17)
TRESTLE: A Model of Concept Formation in Structured Domains (2016) (17)
Using Tutors to Improve Educational Games: A Cognitive Game for Policy Argument (2017) (17)
Informing the Design of Teacher Awareness Tools through Causal Alignment Analysis (2018) (17)
Integrating Visual and Verbal Knowledge During Classroom Learning with Computer Tutors (2007) (17)
What Do Argument Diagrams Tell Us About Students ’ Aptitude Or Experience ? A Statistical Analysis In An Ill-Defined Domain ∗ (2008) (16)
A Formative Classroom Evaluation of a Tutorial Dialogue System that Supports Self- Explanation (2003) (16)
Using Dual Eye-Tracking to Evaluate Students' Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions (2014) (16)
A Logical Representation for Relevance Criteria (1993) (16)
Towards Understanding How to Leverage Sense-making, Induction/Refinement and Fluency to Improve Robust Learning (2015) (16)
Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom (2020) (16)
Interface Challenges for Mobile Tutoring Systems (2008) (16)
Replay Analysis in Open-Ended Educational Games (2015) (15)
‒Eye-Tracking for Student Modelling in Intelligent Tutoring Systems (2018) (15)
Pedagogical Content Knowledge in a Tutorial Dialogue System to Support Self-Explanation (2001) (14)
Open Community Authoring of Targeted Worked Example Problems (2008) (14)
Making connections among multiple graphical representations of fractions: sense-making competencies enhance perceptual fluency, but not vice versa (2017) (14)
A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning Continuum (2005) (14)
Using extracted features to inform alignment-driven design ideas in an educational game (2014) (14)
Dual Eye Tracking as a Tool to Assess Collaboration (2015) (14)
Two Approaches for Providing Adaptive Support for Discussion in an Ill-Defined Domain (2008) (14)
Sequence Matters, But How Exactly? A Method for Evaluating Activity Sequences from Data (2016) (13)
It is not either or: An initial investigation into combining collaborative and individual learning using an ITS (2019) (13)
Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools (2013) (13)
Opening Up an Intelligent Tutoring System Development Environment for Extensible Student Modeling (2018) (13)
CycleTalk: Toward a Dialogue Agent That Guides Design with an Articulate Simulator (2004) (13)
Does Representational Understanding Enhance Fluency - Or Vice Versa? Searching for Mediation Models (2013) (12)
CycleTalk: Data Driven Design of Support for Simulation Based Learning (2006) (12)
Combining Gaze, Dialogue, and Action from a Collaborative Intelligent Tutoring System to Inform Student Learning Processes (2018) (12)
Special Issue: Best of ITS 2010 (2011) (11)
Motivational Design in an Intelligent Tutoring System that Helps Students Make Good Task Selection Decisions (2015) (11)
Argument diagramming as focusing device: does it scaffold reading? (2007) (11)
Statistically Modeling Individual Students' Learning over Successive Collaborative Practice Opportunities. (2017) (11)
Intelligent Tutoring Systems for Ill-Defined Domains : Assessment and Feedback in Ill-Defined Domains (2008) (10)
Understanding expert-novice differences in geometry problem-solving tasks: a sensor-based approach (2014) (10)
Learning Alone or Together? A Combination Can Be Best! (2017) (10)
Orchestration tools for teachers in the context of individual and collaborative learning: what information do teachers need and what do they do with it? (2018) (10)
Adaptive Technologies for Training and Education: Adaptive Tutoring Technologies and Ill-Defined Domains (2012) (10)
Preface to the IJAIED 25th Anniversary Issue (2016) (10)
Authoring Collaborative Intelligent Tutoring Systems (2013) (10)
Hints: You Can't Have Just One (2013) (10)
Embedding Intelligent Tutoring Systems in MOOCs and e-Learning Platforms (2016) (10)
Hands-on introduction to creating intelligent tutoring systems without programming using the cognitive tutor authoring tools (CTAT) (2010) (9)
Complementary Effects of Sense-Making and Fluency-Building Support for Connection Making: A Matter of Sequence? (2013) (9)
Early Detection of Wheel Spinning: Comparison across Tutors, Models, Features, and Operationalizations (2019) (9)
A Knowledge-Based Approach to Understanding Students ’ Explanations (2003) (9)
Persistent Effects of Social Instructional Dialog in a Virtual Learning Environment (2011) (9)
Diagram Interaction during Intelligent Tutoring in Geometry : Support for Knowledge Retention and Deep Transfer (2008) (9)
Authoring Tutors with Complex Solutions: A Comparative Analysis of Example Tracing and SimStudent (2015) (9)
Explicit Social Goals and Learning in a Game for Cross-cultural Negotiation (2009) (9)
Beanstalk: A unity game addressing balance principles, socio-emotional learning and scientific inquiry (2013) (9)
TRESTLE: Incremental Learning in Structured Domains using Partial Matching and Categorization (2015) (8)
Toward Supporting Collaborative Discussion in an Ill-Defined Domain (2008) (8)
Exploring Causality Within Collaborative Problem Solving Using Eye-Tracking (2018) (8)
Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor (2011) (8)
AIED Applications in Ill-Defined Domains (2007) (8)
How to Use Multiple Graphical Representations to Support Conceptual Learning? Research-Based Principles in the Fractions Tutor (2013) (7)
Using Collaborative Filtering in an Intelligent Tutoring System for Legal Argumentation (2006) (7)
Symposium orchestration tools for teachers in the context of individual and collaborative learning: What information do teachers need and what do they do with it? (2018) (7)
Toward Combining Individual and Collaborative Learning Within an Intelligent Tutoring System (2015) (7)
The logic of Babel : Causal reasoning from conflicting sources (2007) (7)
Investigating Effects of Embedding Collaboration in an Intelligent Tutoring System for Elementary School Students (2016) (7)
A Metacognitive ACT-R Model of Students' Learning Strategies in Intelligent Tutoring Systems (2004) (7)
Towards the Development of the Invention Coach: a Naturalistic Study of Teacher Guidance for an Exploratory Learning Task (2015) (7)
Luna: A Dashboard for Teachers Using Intelligent Tutoring Systems (2016) (7)
A General Multi-method Approach to Design-Loop Adaptivity in Intelligent Tutoring Systems (2020) (7)
Towards Teaching Metacognition: Supporting Spontaneous Self-Assessment (2006) (7)
Applying cognitive modeling to meta-cognitive skills (2004) (7)
An Adaptive Coach for Invention Activities (2017) (7)
Automatic Rating of User-Generated Math Solutions (2010) (6)
Exploring Human-AI Control Over Dynamic Transitions Between Individual and Collaborative Learning (2020) (6)
Will Google destroy western democracy? Bias in policy problem solving (2009) (6)
Measuring causality between collaborative and individual gaze metrics for collaborative problem-solving with intelligent tutoring systems (2020) (6)
Supporting Self-explanation of Argument Transcripts : Specific v . Generic Prompts (2006) (6)
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning (2014) (6)
Intelligent Tutoring Systems, 10th International Conference, ITS 2010, Pittsburgh, PA, USA, June 14-18, 2010, Proceedings, Part I (2010) (6)
Training Principle-Based Self-Explanations: Transfer to New Learning Contents (2013) (6)
The Design of a Mobile Intelligent Tutoring System (2008) (6)
The Frequency of Tutor Behaviors: A Case Study (2016) (6)
Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor development (2005) (6)
Erratum: International Handbook of Metacognition and Learning Technologies (2013) (5)
A General Multi-method Approach to Data-Driven Redesign of Tutoring Systems (2021) (5)
Adapting Collaboration Dialogue in Response to Intelligent Tutoring System Feedback (2015) (5)
Co-Designing Orchestration Support for Social Plane Transitions with Teachers: Balancing Automation and Teacher Autonomy (2018) (5)
Towards Easier Creation of Tutorial Dialogue Systems: Integration of Authoring Environments for Tutoring and Dialogue Systems (2004) (5)
Multiple Interactive Representations for Fractions Learning (2010) (5)
Helping law students to understand US Supreme Court oral arguments: a planned experiment (2005) (5)
Effects of a Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Plans and Class Sessions (2017) (5)
What exactly do students learn when they practice equation solving?: refining knowledge components with the additive factors model (2018) (5)
Developing Interpersonal Relationships with Virtual Agents through Social Instructional Dialog (2010) (4)
Pedagogical Affordance Analysis: Leveraging Teachers' Pedagogical Knowledge to Elicit Pedagogical Affordances and Constraints of Instructional Tools (2020) (4)
Surveying Teachers' Preferences and Boundaries Regarding Human-AI Control in Dynamic Pairing of Students for Collaborative Learning (2021) (4)
Promoting Effective Help-Seeking Behavior Through Declarative Instruction (2004) (4)
Toward Modeling and Teaching Legal Case-Based Adaptation with Expert Examples (2009) (4)
The Design of an Exploratory Learning Environment to Support Invention (2015) (4)
Enhancing Self-Regulated Learning through Metacognitively-Aware Intelligent Tutoring Systems (2014) (4)
Intelligent Tutoring Technologies for Ill-Defined Problems and Ill-Defined Domains (2010) (4)
Exploring Policies for Dynamically Teaming Up Students through Log Data Simulation (2021) (4)
Preface - Emerging Technologies and Landmark Systems for Learning Mathematics and Science: Dedicated to the Memory of Erica Melis - Part 1 (2014) (4)
Authoring Example-based Tutors for Procedural Tasks (2015) (4)
Toward assessing law students' argument diagrams (2009) (4)
Argument Diagramming and Diagnostic Reliability (2009) (3)
Can Crowds Customize Instructional Materials with Minimal Expert Guidance? (2021) (3)
Computational Argument as a Diagnostic Tool: The role of reliability (2009) (3)
Workshop on Dialog-Based Intelligent Tutoring Systems: State of the Art and New Research Directions (2004) (3)
Using Dual Eye-Tracking Measures to Differentiate between Collaboration on Procedural and Conceptual Learning Activities. (2013) (3)
Learning during Intelligent Tutoring: When Do Integrated Visual-Verbal Representations Improve Student Outcomes? (2010) (3)
A is for Adaptivity, But What is Adaptivity? Re-Defining the Field of AIED (2015) (3)
Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities (2019) (3)
Bringing Non-programmer Authoring of Intelligent Tutors to MOOCs (2016) (3)
Enhancing learning outcomes through self-regulated learning support with an Open Learner Model (2016) (3)
Sequencing Sense-Making and Fluency-Building Support for Connection Making between Multiple Graphical Representations (2014) (3)
What Goals Do Students Have When Choosing the Actions They Perform? (2004) (3)
Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement? (2010) (3)
Rapid development of computer-based tutors with the Cognitive Tutor Authoring Tools (CTAT) (2005) (3)
Proceedings of the Third (2016) ACM Conference on Learning @ Scale (2016) (3)
Understanding Students’ Explanations in Geometry Tutoring (2004) (3)
Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems (2011) (2)
Finding Productive Talk around Errors in Intelligent Tutoring Systems. (2015) (2)
Explicit social goals and learning: enhancing a negotiation game with virtual characters (2009) (2)
Tutorial on Rapid Development of Intelligent Tutors using the Cognitive Tutor Authoring Tools (CTAT) (2006) (2)
Open community authoring of worked example problems (2008) (2)
Technology Ecosystem for Orchestrating Dynamic Transitions Between Individual and Collaborative AI-Tutored Problem Solving (2022) (2)
CycleTalk : Supporting Reflection in Design Scenarios with Negotiation Dialogue (2004) (2)
Adaptive Technologies for Training and Education: Progress in Assessment and Tutoring of Lifelong Learning Skills (2012) (2)
Thinking with Your Hands: Interactive Graphical Representations in a Tutor for Fractions Learning (2011) (2)
Intelligent tutoring systems : 10th International Conference, ITS 2010, Pittsburgh, PA, USA, June 14-18, 2010 : proceedings (2010) (2)
Logic-Based Natural Language Understanding for Cognitive Tutors (2005) (2)
Towards Practical Detection of Unproductive Struggle (2020) (2)
Improving Intercultural Competence by Predicting in French Film (2005) (2)
Teaching Creative Legal Reasoning with Examples from Supreme Court Oral Arguments (2005) (1)
Towards Improving Introductory Computer Programming with an ITS for Conceptual Learning (2018) (1)
Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers (2016) (1)
Assessing Argument Diagrams in an Ill-defined Domain (2009) (1)
A Dashboard to Support Teachers During Students' Self-paced AI-Supported Problem-Solving Practice (2022) (1)
The Invention Coach: A computer-based environment that supports the transfer of STEM concepts (2018) (1)
Workshop on Metacognition and Self-Regulated Learning in ITSs (2007) (1)
Formative Feedback in Interactive Learning Environments (2013) (1)
Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II (2010) (1)
Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanation (2020) (1)
Are worked examples and tutored problem solving synergistic forms of support? (2008) (1)
ITS Authoring through Programming-by-Demonstration (2010) (1)
Preface - Emerging Technologies and Landmark Systems for Learning Mathematics and Science: Dedicated to the Memory of Erica Melis - Part 1 (2014) (1)
Can Tutored Problem Solving Be Improved By Learning from Examples (2007) (1)
Preface-Emerging Technologies and Landmark Systems for Learning Mathematics and Science: Dedicated to the Memory of Erica Melis-Part 2 (2014) (1)
Towards Deeper Integration of Intelligent Tutoring Systems : One-way Student Model Sharing between GIFT and CTAT (1)
Sequence Matters, But How Do I Discover How? Towards a Workflow for Evaluating Activity Sequences from Data (2016) (1)
Item Response Theory-Based Gaming Detection (0)
Investigating the Effects of Social Goals in a Negotiation Game with Virtual Humans (2009) (0)
Argument Graph Classification via Genetic Programming and C 4 . 5 (2008) (0)
Examining Positive and Negative Interdependence in an Elementary School CSCL Setting (2017) (0)
How Do We Unleash AIEd at Scale to Benefit All Teachers and Learners (2017) (0)
Different Futures of Adaptive Collaborative Learning Support (2016) (0)
Antecedents of Attributions in an Educational Game for Social Learning: Who's to Blame? (2009) (0)
Building (Timely) bridges between learning analytics, educational data mining and core learning sciences perspectives (2012) (0)
Designing Playful Intelligent Tutoring Software to Support Engaging and Effective Algebra Learning (2022) (0)
2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2010, Kaohsiung, Taiwan, April 12-16, 2010 (2010) (0)
How can we promote understanding and fluency in learning from multiple representations ? Intelligent Tutoring System support for connection making (2012) (0)
Collaboration on Procedural Problems May Support Conceptual Knowledge More than You May Think. (2014) (0)
Where’s the Reward? (2019) (0)
Building Bridges between Learning Analytics, Educational Data Mining and Core Learning Sciences Perspectives (2012) (0)
Student's Usage of Multiple Linked Argument Representations in LARGO (2007) (0)
A Framework to Guide Educational Technology Studies in the Evolving Classroom Research Environment (2021) (0)
Preface to the IJAIED 25th Anniversary Issue (2016) (0)
Making connections among multiple graphical representations of fractions: sense-making competencies enhance perceptual fluency, but not vice versa (2017) (0)
Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities (2019) (0)
Integrating Conceptual and Procedural Knowledge for Middle-school Math (2009) (0)
Author response for "Measuring causality between collaborative and individual gaze metrics for collaborative problem‐solving with intelligent tutoring systems" (2020) (0)
Toward supporting hypothesis formation and testing in an interpretive domain (2005) (0)
Educational data mining methods for studying student behaviors minute by minute across an entire school year (2010) (0)
Does Supporting Multiple Student Strategies in Intelligent Tutoring Systems Lead to Better Learning? (2011) (0)
Exploring worked examples in tutored problem solving (2009) (0)
How Should Intelligent Tutoring Systems Sequence Multiple Graphical Representations of Fractions? A Multi-Methods Study (2013) (0)
SimPairing - Exploring Dynamic Pairing Policies through Historical Data Simulation and User-centered Research (2021) (0)
Who Helps When the Tutor Is Asleep? (2009) (0)
Pace, Problem Solving and Progress: Mining Interaction Pathways in Intelligent Tutoring Systems (2015) (0)
Multimedia Learning with Cognitive Tutors (2021) (0)
in Teaching Argumentation with Computers (2008) (0)
"Introduction to the Special Issue on Advanced Learning Technologies": Correction to Aleven, Beal, and Graesser (2013) (2013) (0)
Discovering Knowledge Models in an Open-ended Educational Game using Concept Formation (2015) (0)
Affordable Cognitive Modeling Authoring Tools using HCI Methods: Carnegie Mellon University Portion (2005) (0)
Regular articles Perceiving temporal regularity in music* 1 Edward W. Large, Caroline Palmer Memory for goals: an activation-based model* 39 Erik M. Altmann, J. Gregory Trafton (2002) (0)
Does Learning from Examples Improve Tutored Problem Solving (2006) (0)
Fifth Graders’ Conception of Fractions on Numberline Representations (2010) (0)
Reasoning About Equations with Tape Diagrams: Do Differing Visual Features Matter? (2020) (0)
Teachers' Orchestration Needs During the Shift to Remote Learning (2021) (0)
Affordable Cognitive Modeling Authoring Tools using HCI Methods: Worcester Polytechnic Institute Portion (2006) (0)
Computation, Constructivism, and Curriculum Design (2018) (0)
The Design and Evaluation of Optimal Computerized Guidance for Invention Activities: The Invention Coach (2018) (0)
Analysis of students' actions during online invention activities - seeing the thinking through the numbers (2010) (0)
AIED-2001 Workshop on Tutorial Dialogue Systems Sunday , May 20 , 2001 Organizing committee (2001) (0)
Designing Hybrid Human–AI Orchestration Tools for Individual and Collaborative Activities: A Technology Probe Study (2023) (0)
Explorations of Designing Spatial Classroom Analytics with Virtual Prototyping (2021) (0)
Preface-Emerging Technologies and Landmark Systems for Learning Mathematics and Science: Dedicated to the Memory of Erica Melis-Part 2 (2014) (0)
Design a Dashboard for Secondary School Learners to Support Mastery Learning in a Gamified Learning Environment (2022) (0)
Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015) (2015) (0)
Unit-Specific Achievement Goal Questionnaire (2015) (0)
Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems (2016) (0)
Toward Understanding When Tutoring Meta-cognition Enhances Domain Learning (2007) (0)
Skill Diaries: Can Periodic Self-assessment Improve Students' Learning with an Intelligent Tutoring System? (2012) (0)
Invited Talks (2009) (0)
Reducing Extraneous Demands in Learning from Tutored Problem Solving and Embedded Worked Examples Paper Session Worked Examples Paper Session Multimedia Learning - Redundancy & Modality (2009) (0)
Scaffolded Self-Explanation with Visual Representations Promotes Efficient Learning in Early Algebra (2021) (0)
INTELLIGENT TUTORING SYSTEMS, PART II (2010) (0)
Pair-Up: Prototyping Human-AI Co-orchestration of Dynamic Transitions between Individual and Collaborative Learning in the Classroom (2023) (0)

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