230 results on '"Porayska‐Pomsta, Kaśka"'
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152. Characterizing Students Based on Their Participation in the Class
153. Amplifying Teachers Intelligence in the Design of Gamified Intelligent Tutoring Systems
154. Adaptive Learning Goes to China
155. Where Is the Nurse? Towards Automatically Visualising Meaningful Team Movement in Healthcare Education
156. Modeling Math Success Using Cohesion Network Analysis
157. Human-Agent Assessment: Interaction and Sub-skills Scoring for Collaborative Problem Solving
158. Investigation of the Influence of Hint Type on Problem Solving Behavior in a Logic Proof Tutor
159. Towards Combined Network and Text Analytics of Student Discourse in Online Discussions
160. Early Identification of At-Risk Students Using Iterative Logistic Regression
161. Balancing Human Efforts and Performance of Student Response Analyzer in Dialog-Based Tutors
162. Reciprocal Kit-Building of Concept Map to Share Each Other’s Understanding as Preparation for Collaboration
163. Using Physiological Synchrony as an Indicator of Collaboration Quality, Task Performance and Learning
164. Sentence Level or Token Level Features for Automatic Short Answer Grading?: Use Both
165. Conceptual Issues in Mastery Criteria: Differentiating Uncertainty and Degrees of Knowledge
166. An Instructional Factors Analysis of an Online Logical Fallacy Tutoring System
167. Do Preschoolers ‘Game the System’? A Case Study of Children’s Intelligent (Mis)Use of a Teachable Agent Based Play-&-Learn Game in Mathematics
168. When Optimal Team Formation Is a Choice - Self-selection Versus Intelligent Team Formation Strategies in a Large Online Project-Based Course
169. Measuring the Quality of Assessment Using Questions Generated from the Semantic Web
170. Learning Cognitive Models Using Neural Networks
171. The Impact of Data Quantity and Source on the Quality of Data-Driven Hints for Programming
172. Connecting the Dots Towards Collaborative AIED: Linking Group Makeup to Process to Learning
173. Vygotsky Meets Backpropagation : Artificial Neural Models and the Development of Higher Forms of Thought
174. Providing Automated Real-Time Technical Feedback for Virtual Reality Based Surgical Training: Is the Simpler the Better?
175. Bring It on! Challenges Encountered While Building a Comprehensive Tutoring System Using ReaderBench
176. Student Agency and Game-Based Learning: A Study Comparing Low and High Agency
177. Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed?
178. Predicting Question Quality Using Recurrent Neural Networks
179. Perseverance Is Crucial for Learning. 'OK! but Can I Take a Break?'
180. Quantifying Classroom Instructor Dynamics with Computer Vision
181. Reciprocal Content Recommendation for Peer Learning Study Sessions
182. Metacognitive Scaffolding Amplifies the Effect of Learning by Teaching a Teachable Agent
183. Testing the Validity and Reliability of Intrinsic Motivation Inventory Subscales Within ASSISTments
184. Predicting the Temporal and Social Dynamics of Curiosity in Small Group Learning
185. Correctness- and Confidence-Based Adaptive Feedback of Kit-Build Concept Map with Confidence Tagging
186. Role of Socio-cultural Differences in Labeling Students’ Affective States
187. Automatic Item Generation Unleashed: An Evaluation of a Large-Scale Deployment of Item Models
188. A Data-Driven Method for Helping Teachers Improve Feedback in Computer Programming Automated Tutors
189. Engaging with the Scenario: Affect and Facial Patterns from a Scenario-Based Intelligent Tutoring System
190. Students’ Academic Language Use When Constructing Scientific Explanations in an Intelligent Tutoring System
191. The Influence of Gender, Personality, Cognitive and Affective Student Engagement on Academic Engagement in Educational Virtual Worlds
192. Automated Pitch Convergence Improves Learning in a Social, Teachable Robot for Middle School Mathematics
193. How to Use Simulation in the Design and Evaluation of Learning Environments with Self-directed Longer-Term Learners
194. Communication at Scale in a MOOC Using Predictive Engagement Analytics
195. Validating Revised Bloom’s Taxonomy Using Deep Knowledge Tracing
196. Investigating the Impact of a Meaningful Gamification-Based Intervention on Novice Programmers’ Achievement
197. Expert Feature-Engineering vs. Deep Neural Networks: Which Is Better for Sensor-Free Affect Detection?
198. Better Late Than Never but Never Late Is Better: Towards Reducing the Answer Response Time to Questions in an Online Learning Community
199. Opening Up an Intelligent Tutoring System Development Environment for Extensible Student Modeling
200. A Comparison of Tutoring Strategies for Recovering from a Failed Attempt During Faded Support
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