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488 results on '"Trausan-Matu, Stefan"'

451. Towards Automatically Detecting Whether Student Is in Flow

Author

Lee, Po-Ming, Jheng, Sin-Yu, Hsiao, Tzu-Chien, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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452. To Quit or Not to Quit: Predicting Future Behavioral Disengagement from Reading Patterns

Author

Mills, Caitlin, Bosch, Nigel, Graesser, Art, D’Mello, Sidney, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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453. Sensor-Free Affect Detection for a Simulation-Based Science Inquiry Learning Environment

Author

Paquette, Luc, Baker, Ryan S. J. D., Sao Pedro, Michael A., Gobert, Janice D., Rossi, Lisa, Nakama, Adam, Kauffman-Rogoff, Zakkai, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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454. Automated dialog analysis to predict blogger community response to newcomer inquiries.

Author

Nistor, Nicolae, Dascalu, Mihai, Serafin, Yvonne, and Trausan-Matu, Stefan

Subjects
*FACTORIAL experiment designs, *INTERPERSONAL relations, *LEARNING strategies, *SCHOOL environment, *BLOGS, *SOCIAL learning theory, *PHONOLOGICAL awareness
Abstract

Abstract Informal learning in online knowledge building communities (OKBCs) often starts with online academic help seeking, and with visitor inquiries on specific topics. In such a context, learning presupposes adequate OKBC response. Employing a social learning analytics approach based on natural language processing and Bakhtin's theory of dialogism, this study aims to predict blogger OKBC response. Manipulating the blog topic (well-defined vs. ill-defined) and the visitor inquiry format (off-topic vs. on-topic), a field experiment with a 2 × 2 factorial design was conducted on a sample of N = 68 blogger communities with a total of 25,303 members. For the entire sample, the community response was influenced only by the inquiry format. In a separate examination of the experimental groups, however, this remained true only for the well-defined topic, whereas for the ill-defined topic the community response only depended on the previously established dialog quality. The findings suggest identification criteria for responsive communities, which can support newcomer integration in OKBCs and, from a larger perspective, the use of OKBCs as components of formal learning environments. Highlights • We examined collaborative dialog in online knowledge building communities. • Community response is an essential prerequisite of informal learning. • Automated dialog analysis based on Bakhtin's dialogism was employed. • For all and well-defined topics, only inquiry format influenced community response. • For ill-defined topics only dialog quality influenced community response. [ABSTRACT FROM AUTHOR]

Published
2018
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455. Example-Based Problem Solving Support Using Concept Analysis of Programming Content

Author

Hosseini, Roya, Brusilovsky, Peter, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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456. Toward Sense Making with Grounded Feedback

Author

Wiese, Eliane Stampfer, Koedinger, Kenneth R., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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457. Phenomenography of Student Perceptions of an Online Metacognitive Tool

Author

Thomas, Aaron, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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458. Negotiation Driven Learning: A New Perspective of Learning Using Negotiation

Author

Suleman, Raja M., Mizoguchi, Riichiro, Ikeda, Mitsuru, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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459. Modeling Student Dropout in Tutoring Systems

Author

Eagle, Michael, Barnes, Tiffany, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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460. Clustering Constructed Responses for Formative Assessment in Comprehension SEEDING

Author

Paiva, Frank, Nielsen, Rodney D., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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461. An Exploratory Study of Learners’ Brain States

Author

Ghali, Ramla, Frasson, Claude, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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462. Towards a Learning Ecology Using Modest Computing to Address the ‘Banking Model of Education’

Author

Martinez-Maldonado, Roberto, Pinto, Ana, Moreno-Sabido, Mario, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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463. Understanding Students’ Emotions during Interactions with Agent-Based Learning Environments: A Selective Review

Author

Harley, Jason M., Azevedo, Roger, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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464. Automated essay scoring in applied games: Reducing the teacher bandwidth problem in online training.

Author

Westera, Wim, Dascalu, Mihai, Kurvers, Hub, Ruseti, Stefan, and Trausan-Matu, Stefan

Subjects
*NATURAL language processing, *MACHINE learning, *DEEP learning, *VIDEO games, *EDUCATIONAL technology
Abstract

This paper presents a methodology for applying automated essay scoring in educational settings. The methodology was tested and validated on a dataset of 173 reports (in Dutch language) that students have created in an applied game on environmental policy. Natural Language Processing technologies from the ReaderBench framework were used to generate an extensive set of textual complexity indices for each of the reports. Afterwards, different machine learning algorithms were used to predict the scores. By combining binary classification (pass or fail) and a probabilistic model for Precision, a trade-off can be made between validity of automated score prediction (Precision) and the reduction of teacher workload required for manual assessment. It was found from the sample that substantial workload reduction can be achieved, while preserving high precision: allowing for a precision of 95% or higher would already reduce the teacher's workload to 74%; lowering precision to 80% produces a workload reduction of 50%. [ABSTRACT FROM AUTHOR]

Published
2018
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465. Dialog in the echo chamber: Fake news framing predicts emotion, argumentation and dialogic social knowledge building in subsequent online discussions.

Author

Scheibenzuber, Christian, Neagu, Laurentiu-Marian, Ruseti, Stefan, Artmann, Benedikt, Bartsch, Carolin, Kubik, Montgomery, Dascalu, Mihai, Trausan-Matu, Stefan, and Nistor, Nicolae

Subjects
*RESEARCH, *SOCIAL media, *CONSUMER psychology, *INFORMATION literacy, *INTELLECT, *COMMUNICATION, *EMOTIONS, *CONTENT analysis
Abstract

Disinformation currently floods the Internet worldwide and likely affects social knowledge building in online communities. Strategic framing in the form of emotional, value, and semantic framing is a common tool fake news producers use to more efficiently disseminate their content, yet these strategies have not been sufficiently examined, even less in relationship with the online dialog initiated by misinformation. In this exploratory study we aim to investigate the most relevant types of strategic framing and their role as predictors of news consumers' emotions, argumentation, and social knowledge building in the online dialog on a German alternative news site. Employing both manual and automated content analysis, we found significant relationships between framing in posted news articles and the subsequent online dialog. News framing predicted negative emotions in the online discussions and interfered with argumentation and social knowledge building. Conclusions pertain to digital information literacy interventions and further research on news framing. • This study combines framing theory and dialogism with disinformation content. • We utilized both manual and automatic content analysis to discover prominent frames in fake news content. • We analyzed roughly 1500 comments from a German fake news site. • Framing predicted social knowledge building in the sense of dialogism and might have led to an echo chamber environment. [ABSTRACT FROM AUTHOR]

Published
2023
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466. Negotiation Driven Learning

Author

Suleman, Raja M., Mizoguchi, Riichiro, Ikeda, Mitsuru, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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467. Authoring System to Design Pedagogical Devices: The SAPRISTI System

Author

Leclet-Groux, Dominique, Hassan Djilal, Ismail, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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468. It Takes Two: Momentary Co-occurrence of Affective States during Computerized Learning

Author

Bosch, Nigel, D’Mello, Sidney, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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469. The Impact of Epistemological Beliefs on Student Interactions with an Intelligent Tutoring System

Author

Craig, Scotty D., Xie, Jun, Huang, Xudong, Graesser, Author C., Hu, Xiangen, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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470. Analyzing Learning Gains in a Competition Intelligent Tutoring System

Author

Muñoz-Merino, Pedro J., Delgado Kloos, Carlos, Fernández Molina, Manuel, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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471. Leveraging Semi-Supervised Learning to Predict Student Problem-Solving Performance in Narrative-Centered Learning Environments

Author

Min, Wookhee, Mott, Bradford W., Rowe, Jonathan P., Lester, James C., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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472. SCALE: Student Centered Adaptive Learning Engine

Author

Blink, Mary Jean, Stamper, John C., Carmichael, Ted, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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473. Personalizing Knowledge Tracing: Should We Individualize Slip, Guess, Prior or Learn Rate?

Author

Gu, Junjie, Wang, Yutao, Heffernan, Neil T., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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474. Assessing Science Inquiry Skills Using Trialogues

Author

Zapata-Rivera, Diego, Jackson, Tanner, Liu, Lei, Bertling, Maria, Vezzu, Margaret, Katz, Irvin R., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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475. Attitudinal Gains from Engagement with Metacognitive Tutors in an Exploratory Learning Environment

Author

Joyner, David A., Goel, Ashok K., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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476. Scaffolding Reflection for Collaborative Brainstorming

Author

Clayphan, Andrew, Martinez-Maldonado, Roberto, Kay, Judy, Bull, Susan, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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477. Question Asking During Collaborative Problem Solving in an Online Game Environment

Author

Li, Haiying, Duan, Ying, Clewley, Danielle N., Morgan, Brent, Graesser, Arthur C., Shaffer, David Williamson, Saucerman, Jenny, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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478. Social Network Signatures of Effective Online Communication

Author

Xu, Xiaoxi, Murray, Tom, Woolf, Beverly Park, Smith, David A., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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479. A Multi-level Complex Adaptive System Approach for Modeling of Schools

Author

Carmichael, Ted, Hadzikadic, Mirsad, Blink, Mary Jean, Stamper, John C., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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480. A Rule-Based Recommender System to Suggest Learning Tasks

Author

Imran, Hazra, Belghis-Zadeh, Mohammad, Chang, Ting-Wen, Kinshuk, Graf, Sabine, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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481. Towards Flow Theory on the Design of a Tutoring System for Improving Affective Quality

Author

Lee, Po-Ming, Jheng, Sin-Yu, Hsiao, Tzu-Chien, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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482. Engaging Higher Order Thinking Skills with a Personalized Physics Tutoring System

Author

Bojey, Matthew, Hui, Bowen, Campbell, Robert, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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483. Using Log Data to Predict Response Behaviors in Classroom Discussions

Author

Wylie, Ruth, Helding, Brandon, Talbot, Robert, Chi, Michelene T. H., Trickett, Susan, Nielsen, Rodney D., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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484. Aligning Ontologies to Bring Semantics to Learning Object Search

Author

Gluz, João Carlos, Da Silva, Luis Rodrigo Jardim, Vicari, Rosa, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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485. Reducing Student Hint Use by Creating Buggy Messages from Machine Learned Incorrect Processes

Author

Selent, Douglas, Heffernan, Neil, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Trausan-Matu, Stefan, editor, Boyer, Kristy Elizabeth, editor, Crosby, Martha, editor, and Panourgia, Kitty, editor

Published
2014
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486. Before and during COVID-19: A Cohesion Network Analysis of students' online participation in moodle courses.

Author

Dascalu, Maria-Dorinela, Ruseti, Stefan, Dascalu, Mihai, McNamara, Danielle S., Carabas, Mihai, Rebedea, Traian, and Trausan-Matu, Stefan

Subjects
*ONLINE education, *ATTITUDES toward computers, *QUANTITATIVE research, *QUALITATIVE research, *UNDERGRADUATES, *TIME series analysis, *DESCRIPTIVE statistics, *PREDICTION models, *ARTIFICIAL neural networks, *STUDENT attitudes, *COVID-19 pandemic, *ALGORITHMS
Abstract

The COVID-19 pandemic has changed the entire world, while the impact and usage of online learning environments has greatly increased. This paper presents a new version of the ReaderBench framework, grounded in Cohesion Network Analysis, which can be used to evaluate the online activity of students as a plug-in feature to Moodle. A Recurrent Neural Network with LSTM cells that combines global features, including participation and initiation indices, with a time series analysis on timeframes is used to predict student grades, while multiple sociograms are generated to observe interaction patterns. Students' behaviors and interactions are compared before and during COVID-19 using two consecutive yearly instances of an undergraduate course in Algorithm Design, conducted in Romanian using Moodle. The COVID-19 outbreak generated an off-balance, a drastic increase in participation, followed by a decrease towards the end of the semester, compared to the academic year 2018–2019 when lower fluctuations in participation were observed. The prediction model for the 2018–2019 academic year obtained an R 2 of 0.27, while the model for the second year obtained a better R 2 of 0.34, a value arguably attributable to an increased volume of online activity. Moreover, the best model from the first academic year is partially generalizable to the second year, but explains a considerably lower variance (R 2 = 0.13). In addition to the quantitative analysis, a qualitative analysis of changes in student behaviors using comparative sociograms further supported conclusions that there were drastic changes in student behaviors observed as a function of the COVID-19 pandemic. • We evaluate students' behaviors before and during COVID-19 as a plug-in to Moodle. • A RNN combines global features with time series analysis to predict student grades. • Multiple sociograms are generated to observe interaction patterns. • A significant increase in online participation is observed during the pandemic. • The prediction model obtained an R 2 of 0.27 and 0.34 for the two academic years. [ABSTRACT FROM AUTHOR]

Published
2021
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487. Predicting newcomer integration in online learning communities: Automated dialog assessment in blogger communities.

Author

Nistor, Nicolae, Dascalu, Mihai, Tarnai, Christian, and Trausan-Matu, Stefan

Subjects
*ALTERNATIVE education, *COGNITION, *INTERNET, *INTERPERSONAL relations, *LEARNING strategies, *SOCIALIZATION, *PHONOLOGICAL awareness
Abstract

Using online learning communities (OLCs) from the Internet as informal learning environments raises the question how likely these communities will integrate learners as new members, i.e., how integrative these OLCs will be. Such prediction is the purpose of the current study. To achieve this, an identification method of the central, intermediate, and peripheral OLC layers is proposed. Based on the CSCL approaches of voices interanimation and polyphony, an advanced natural language processing framework was employed for dialog analysis in N = 20 integrative vs. non-integrative blog-based OLCs involving 2342 users over one year. Hierarchical clusters built upon communicative centrality reflect socio-cognitive structures including central, intermediate, and peripheral OLC members. The resulting clusters were assigned to the central, intermediate and peripheral community layers with 55–100% consistency, whereas most consistent identification criterion of the socio-cognitive OLC structures was the outdegree centrality, followed by the blog owner inclusion, the numbers of participants, eccentricity and indegree centrality. Subsequently, OLC integrativity was predicted with up to 90% accuracy based on topic complexity, socio-cognitive structure, and automatically assessed dialog characteristics. Consequences for further research and educational practice are discussed. • Using online learning communities for learning is a matter of integrativity. • We predicted integrativity, i.e., how likely online communites integrate newcomers. • The prediction was based on automated dialog analysis in blogger communities. • We analyzed N = 20 blogger communities involving 2342 users. • We reached 90% prediction accuracy based on text complexity and other indicators. [ABSTRACT FROM AUTHOR]

Published
2020
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488. Cohesion network analysis of CSCL participation.

Author

Dascalu M, McNamara DS, Trausan-Matu S, and Allen LK

Subjects
Computer Simulation, Female, Humans, Judgment, Male, Online Systems, Reproducibility of Results, Students, Universities, Young Adult, Computer-Assisted Instruction, Cooperative Behavior, Learning physiology, Social Networking
Abstract

The broad use of computer-supported collaborative-learning (CSCL) environments (e.g., instant messenger-chats, forums, blogs in online communities, and massive open online courses) calls for automated tools to support tutors in the time-consuming process of analyzing collaborative conversations. In this article, the authors propose and validate the cohesion network analysis (CNA) model, housed within the ReaderBench platform. CNA, grounded in theories of cohesion, dialogism, and polyphony, is similar to social network analysis (SNA), but it also considers text content and discourse structure and, uniquely, uses automated cohesion indices to generate the underlying discourse representation. Thus, CNA enhances the power of SNA by explicitly considering semantic cohesion while modeling interactions between participants. The primary purpose of this article is to describe CNA analysis and to provide a proof of concept, by using ten chat conversations in which multiple participants debated the advantages of CSCL technologies. Each participant's contributions were human-scored on the basis of their relevance in terms of covering the central concepts of the conversation. SNA metrics, applied to the CNA sociogram, were then used to assess the quality of each member's degree of participation. The results revealed that the CNA indices were strongly correlated to the human evaluations of the conversations. Furthermore, a stepwise regression analysis indicated that the CNA indices collectively predicted 54% of the variance in the human ratings of participation. The results provide promising support for the use of automated computational assessments of collaborative participation and of individuals' degrees of active involvement in CSCL environments.

Published
2018
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