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29 results on '"Allessio, Danielle"'

1. Affect Behavior Prediction: Using Transformers and Timing Information to Make Early Predictions of Student Exercise Outcome

Author

Yu, Hao, Allessio, Danielle A., Rebelsky, William, Murray, Tom, Magee, John J., Arroyo, Ivon, Woolf, Beverly P., Bargal, Sarah Adel, Betke, Margrit, Hartmanis, Juris, Founding Editor, Goos, Gerhard, Series Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Olney, Andrew M., editor, Chounta, Irene-Angelica, editor, Liu, Zitao, editor, Santos, Olga C., editor, and Bittencourt, Ig Ibert, editor

Published
2024
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2. Localizing a Mathematics Tutoring System to Spanish in Latin-America

Author

Arroyo, Ivon, Euredjian, Andrew, Lacera, Luisa Perez, Allessio, Danielle, Geremías, Waldo, Woolf, Beverly P., Kacprzyk, Janusz, Series Editor, Gomide, Fernando, Advisory Editor, Kaynak, Okyay, Advisory Editor, Liu, Derong, Advisory Editor, Pedrycz, Witold, Advisory Editor, Polycarpou, Marios M., Advisory Editor, Rudas, Imre J., Advisory Editor, Wang, Jun, Advisory Editor, Rocha, Álvaro, editor, Ferrás, Carlos, editor, and Ibarra, Waldo, editor

Published
2023
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3. Parsing Pointer Movements in a Target Unaware Environment

Author

Scudere-Weiss, Jonah, Wilson, Abigail, Allessio, Danielle, Lee, Will, Magee, John, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Harris, Don, editor, and Li, Wen-Chin, editor

Published
2023
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4. Leveraging Affect Transfer Learning for Behavior Prediction in an Intelligent Tutoring System

Author

Ruiz, Nataniel, Yu, Hao, Allessio, Danielle A., Jalal, Mona, Joshi, Ajjen, Murray, Thomas, Magee, John J., Whitehill, Jacob R., Ablavsky, Vitaly, Arroyo, Ivon, Woolf, Beverly P., Sclaroff, Stan, and Betke, Margrit

Subjects
Computer Science - Computer Vision and Pattern Recognition, Computer Science - Human-Computer Interaction, Computer Science - Machine Learning
Abstract

In this work, we propose a video-based transfer learning approach for predicting problem outcomes of students working with an intelligent tutoring system (ITS). By analyzing a student's face and gestures, our method predicts the outcome of a student answering a problem in an ITS from a video feed. Our work is motivated by the reasoning that the ability to predict such outcomes enables tutoring systems to adjust interventions, such as hints and encouragement, and to ultimately yield improved student learning. We collected a large labeled dataset of student interactions with an intelligent online math tutor consisting of 68 sessions, where 54 individual students solved 2,749 problems. The dataset is public and available at https://www.cs.bu.edu/faculty/betke/research/learning/ . Working with this dataset, our transfer-learning challenge was to design a representation in the source domain of pictures obtained "in the wild" for the task of facial expression analysis, and transferring this learned representation to the task of human behavior prediction in the domain of webcam videos of students in a classroom environment. We developed a novel facial affect representation and a user-personalized training scheme that unlocks the potential of this representation. We designed several variants of a recurrent neural network that models the temporal structure of video sequences of students solving math problems. Our final model, named ATL-BP for Affect Transfer Learning for Behavior Prediction, achieves a relative increase in mean F-score of 50% over the state-of-the-art method on this new dataset., Comment: Published at IEEE International Conference on Automatic Face and Gesture Recognition (FG), 2021 - Best Poster Award (4% award rate)

Published
2020

5. Measurements and Interventions to Improve Student Engagement Through Facial Expression Recognition

Author

Lee, Will, Allessio, Danielle, Rebelsky, William, Satish Gattupalli, Sai, Yu, Hao, Arroyo, Ivon, Betke, Margrit, Bargal, Sarah, Murray, Tom, Sylvia, Frank, Woolf, Beverly P., Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Sottilare, Robert A., editor, and Schwarz, Jessica, editor

Published
2022
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6. Addressing Student Behavior and Affect with Empathy and Growth Mindset

Author

Karumbaiah, Shamya, Lizarralde, Rafael, Allessio, Danielle, Woolf, Beverly, Arroyo, Ivon, and Wixon, Naomi

Abstract

We present results of a randomized controlled study that compared different types of affective messages delivered by pedagogical agents. We used animated characters that were empathic and emphasized the malleability of intelligence and the importance of effort. Results showed significant correlations between students who received more "empathic messages" and those who were "more confident," "more patient," exhibited "higher" levels of "interest," and "valued" math knowledge more. Students who received more growth mindset messages, tended to get more problems correct on their first attempt but valued math knowledge less and had lower "posttest scores." Students who received more "success/failure" messages tended to make "more mistakes," to be "less learning-oriented," and stated that they were "more confused." We conclude that these affective messages are powerful media to influence students' perceptions of themselves as learners, as well as their perceptions of the domain being taught. We have reported significant results that support the use of empathy to improve student affect and attitudes in a math tutor. [For the full proceedings, see ED596512.]

Published
2017

8. Microscope or Telescope: Whether to Dissect Epistemic Emotions

Author

Wixon, Naomi, Woolf, Beverly, Schultz, Sarah, Allessio, Danielle, Arroyo, Ivon, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Penstein Rosé, Carolyn, editor, Martínez-Maldonado, Roberto, editor, Hoppe, H. Ulrich, editor, Luckin, Rose, editor, Mavrikis, Manolis, editor, Porayska-Pomsta, Kaska, editor, McLaren, Bruce, editor, and du Boulay, Benedict, editor

Published
2018
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9. Ella Me Ayudó (She Helped Me): Supporting Hispanic and English Language Learners in a Math ITS

Author

Allessio, Danielle, Woolf, Beverly, Wixon, Naomi, Sullivan, Florence R., Tai, Minghui, Arroyo, Ivon, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Penstein Rosé, Carolyn, editor, Martínez-Maldonado, Roberto, editor, Hoppe, H. Ulrich, editor, Luckin, Rose, editor, Mavrikis, Manolis, editor, Porayska-Pomsta, Kaska, editor, McLaren, Bruce, editor, and du Boulay, Benedict, editor

Published
2018
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10. COVES: A Cognitive-Affective Deep Model that Personalizes Math Problem Difficulty in Real Time and Improves Student Engagement with an Online Tutor

Author

Yu, Hao, primary, Allessio, Danielle A., additional, Lee, Will, additional, Rebelsky, William, additional, Sylvia, Frank, additional, Murray, Tom, additional, Magee, John J., additional, Arroyo, Ivon, additional, Woolf, Beverly P., additional, Bargal, Sarah Adel, additional, and Betke, Margrit, additional

Published
2023
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11. Collaboration Improves Student Interest in Online Tutoring

Author

Arroyo, Ivon, Wixon, Naomi, Allessio, Danielle, Woolf, Beverly, Muldner, Kasia, Burleson, Winslow, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, André, Elisabeth, editor, Baker, Ryan, editor, Hu, Xiangen, editor, Rodrigo, Ma. Mercedes T., editor, and du Boulay, Benedict, editor

Published
2017
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12. ATL-BP: A Student Engagement Dataset and Model for Affect Transfer Learning for Behavior Prediction

Author

Ruiz, Nataniel, primary, Yu, Hao, additional, Allessio, Danielle A., additional, Jalal, Mona, additional, Joshi, Ajjen, additional, Murray, Tom, additional, Magee, John J., additional, Delgado, Kevin Manuel, additional, Ablavsky, Vitaly, additional, Sclaroff, Stan, additional, Arroyo, Ivon, additional, Woolf, Beverly P., additional, Bargal, Sarah Adel, additional, and Betke, Margrit, additional

Published
2023
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13. Blinded by Science?: Exploring Affective Meaning in Students’ Own Words

Author

Schultz, Sarah E., Wixon, Naomi, Allessio, Danielle, Muldner, Kasia, Burleson, Winslow, Woolf, Beverly, Arroyo, Ivon, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Micarelli, Alessandro, editor, Stamper, John, editor, and Panourgia, Kitty, editor

Published
2016
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14. Representational Guidance and Student Engagement: Examining Designs for Collaboration in Online Synchronous Environments

Author

Sullivan, Florence R., Hamilton, Claire E., and Allessio, Danielle A.

Abstract

In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design activity in three online synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations (text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience. These findings are explained by the concepts of representational guidance, representational bias, educational affordances and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided.

Published
2011
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17. Leveraging Affect Transfer Learning for Behavior Prediction in an Intelligent Tutoring System

Author

Ruiz, Nataniel, primary, Yu, Hao, additional, Allessio, Danielle A., additional, Jalal, Mona, additional, Joshi, Ajjen, additional, Murray, Thomas, additional, Magee, John J., additional, Whitehill, Jacob R., additional, Ablavsky, Vitaly, additional, Arroyo, Ivon, additional, Woolf, Beverly P., additional, Sclaroff, Stan, additional, and Betke, Margrit, additional

Published
2021
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18. Student Engagement Dataset

Author

Delgado, Kevin, primary, Origgi, Juan Manuel, additional, Hasanpoor, Tania, additional, Yu, Hao, additional, Allessio, Danielle, additional, Arroyo, Ivon, additional, Lee, William, additional, Betke, Margrit, additional, Woolf, Beverly, additional, and Bargal, Sarah Adel, additional

Published
2021
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24. Artificial Intelligence in Education : 25th International Conference, AIED 2024, Recife, Brazil, July 8–12, 2024, Proceedings, Part I

Author

Andrew M. Olney, Irene-Angelica Chounta, Zitao Liu, Olga C. Santos, Ig Ibert Bittencourt, Andrew M. Olney, Irene-Angelica Chounta, Zitao Liu, Olga C. Santos, and Ig Ibert Bittencourt

Subjects
Artificial intelligence, Database management, Data mining, User interfaces (Computer systems), Human-computer interaction, Education—Data processing, Social sciences—Data processing
Abstract

This book constitutes the refereed proceedings of the 25th International Conference on Artificial Intelligence in Education, AIED 2024, held in Recife, Brazil, in July 8–12, 2024, Proceedings. The 49 full papers and 27 short papers presented in this book were carefully reviewed and selected from 334 submissions. The papers present results in high-quality research on intelligent systems and the cognitive sciences for the improvement and advancement of education.

Published
2024

25. Engineering Psychology and Cognitive Ergonomics : 20th International Conference, EPCE 2023, Held As Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part I

Author

Don Harris, Wen-Chin Li, Don Harris, and Wen-Chin Li

Subjects
Artificial intelligence, Coding theory, Information theory, Computer networks, Computers, Special purpose, Computer systems, User interfaces (Computer systems), Human-computer interaction
Abstract

This two-volume set LNCS 14017 - 14018 constitutes the thoroughly refereed proceedings of the 20th International Conference on Engineering Psychology and Cognitive Ergonomics, EPCE 2023, held as part of HCI International 2023 which took place in Copenhagen, Denmark, during July 23-28, 2023.A total of 1578 papers and 396 posters have been accepted for publication in the HCII 2023 proceedings from a total of 7472 submissions. The papers included in the HCII-EPCE volume set were organized in topical sections as follows: Part I: Stress, fatigue, and mental workload; human performance and error management; resilience and performance in demanding contexts. Part II: Human factors in aviation; human factors in operations management; human-centered design of autonomous systems.

Published
2023

26. Adaptive Instructional Systems : 4th International Conference, AIS 2022, Held As Part of the 24th HCI International Conference, HCII 2022, Virtual Event, June 26 – July 1, 2022, Proceedings

Author

Robert A. Sottilare, Jessica Schwarz, Robert A. Sottilare, and Jessica Schwarz

Subjects
User interfaces (Computer systems), Human-computer interaction, Education—Data processing, Social sciences—Data processing, Computer vision, Data mining
Abstract

This book constitutes the refereed proceedings of the 4th International Conference on Adaptive Instructional Systems, AIS 2022, held as part of the 23rd International Conference, HCI International 2022, which was held virtually in June/July 2022.The total of 1271 papers and 275 posters included in the HCII 2022 proceedings was carefully reviewed and selected from 5487 submissions. The AIS 2022 proceedings were organized in the following topical sections: Learner Modeling and State Assessment for Adaptive Instructional Decisions; Adaptation Design to Individual Learners and Teams; Design and Development of Adaptive Instructional Systems; Evaluating the Effectiveness of Adaptive Instructional Systems.

Published
2022

27. Artificial Intelligence in Education : 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part I

Author

Carolyn Penstein Rosé, Roberto Martínez-Maldonado, H. Ulrich Hoppe, Rose Luckin, Manolis Mavrikis, Kaska Porayska-Pomsta, Bruce McLaren, Benedict du Boulay, Carolyn Penstein Rosé, Roberto Martínez-Maldonado, H. Ulrich Hoppe, Rose Luckin, Manolis Mavrikis, Kaska Porayska-Pomsta, Bruce McLaren, and Benedict du Boulay

Subjects
Artificial intelligence, Education—Data processing, Social sciences—Data processing, User interfaces (Computer systems), Human-computer interaction, Educational technology, Educational psychology
Abstract

This two volume set LNAI 10947 and LNAI 10948 constitutes the proceedings of the 19th International Conference on Artificial Intelligence in Education, AIED 2018, held in London, UK, in June 2018.The 45 full papers presented in this book together with 76 poster papers, 11 young researchers tracks, 14 industry papers and 10 workshop papers were carefully reviewed and selected from 192 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

Published
2018

28. Artificial Intelligence in Education : 18th International Conference, AIED 2017, Wuhan, China, June 28 – July 1, 2017, Proceedings

Author

Elisabeth André, Ryan Baker, Xiangen Hu, Ma. Mercedes T. Rodrigo, Benedict du Boulay, Elisabeth André, Ryan Baker, Xiangen Hu, Ma. Mercedes T. Rodrigo, and Benedict du Boulay

Subjects
Artificial intelligence, Education—Data processing, User interfaces (Computer systems), Human-computer interaction, Application software, Educational technology, Educational psychology
Abstract

This book constitutes the refereed proceedings of the 18th International Conference on Artificial Intelligence in Education, AIED 2017, held in Wuhan,China, in June/July 2017. The 36 revised full papers presented together with 4 keynotes, 37 poster, presentations, 4 doctoral consortium papers, 5 industry papers, 4 workshop abstracts, and 2 tutorial abstracts were carefully reviewed and selected from 159 submissions. The conference provides opportunitiesfor the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology,linguistics as well as many domain-specific areas.

Published
2017

29. Intelligent Tutoring Systems : 13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016. Proceedings

Author

Alessandro Micarelli, John Stamper, Kitty Panourgia, Alessandro Micarelli, John Stamper, and Kitty Panourgia

Subjects
Computer-assisted instruction--Congresses, Intelligent tutoring systems--Congresses
Abstract

This book constitutes the refereed proceedings of the 13th International Conference on Intelligent Tutoring Systems, ITS 2016, held in Zagreb, Croatia, in June 2016. The 20 revised full papers, 32 short papers, 35 posters, and 7 young researchers'track papers presented in this volume were carefully reviewed and selected from 147 submissions. The specific theme of the ITS 2016 conference is'Adaptive Learning in Real World Contexts'. ITS 2016 covers a wide range of topics such as: intelligent tutoring; informal learning environments, learning as a side effect of interactions; collaborative and group learning, communities of practice and social networks; simulation-based learning and serious games; dialogue and discourse during learning interactions; co-adaptation between technologies and human learning; ubiquitous and mobile learning environments; empirical studies of learning with technologies, understanding human learning on the web; adaptive support for learning, models of learners, diagnosis and feedback; modeling of motivation, metacognition, and affect aspects of learning; recommender systems for learning; virtual pedagogical agents and learning companions; ontological modeling, semantic web technologies and standards for learning; multi-agent and service oriented architectures for learning and tutoring environments; educational exploitation of data mining and machine learning techniques; instructional design principles or design patterns for educational environments; authoring tools and development methodologies for advanced learning technologies; domain-specific learning technologies, e.g. language, mathematics, reading, science, medicine, military, and industry; non conventional interactions between artificial intelligence and human learning; and privacy and security in e-learning environments.

Published
2016

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