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151. How Gamification Impacts on Vocational Training Students

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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