AIED 2005 - PDF Preprint Papers

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AIED
2005
Springer

392views Artificial Intelligence» more AIED 2005»

Evaluating Inquiry Learning Through Recognition-Based Tasks

13 years 6 months ago

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The Rashi inquiry learning environment for human biology was evaluated using a new instrument for assessing gains in scientific inquiry skills. The instrument was designed to be se...

Tom Murray, Kenneth Rath, Beverly Park Woolf, Davi...

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Id	Views	Title	Status

1	392	Evaluating Inquiry Learning Through Recognition-Based Tasks	claim
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9	148	Iterative Evaluation of a Large-Scale, Intelligent Game for Language Learning	claim
10	143	The Andes Physics Tutoring System: Five Years of Evaluations	claim
11	141	Educational Data Mining: a Case Study	claim
12	141	Contexts in Educational Topic Maps	claim
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14	138	Formation of Learning Groups by using Learner Profiles and Context Information	claim
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16	134	Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor development	claim
17	134	Evaluating a Mixed-Initiative Authoring Environment: Is REDEEM for Real?	claim
18	133	Tradeoff analysis between knowledge assessment approaches	claim
19	132	Factors Influencing Effectiveness in Automated Essay Scoring with LSA	claim
20	126	Discovery of Patterns in Learner Actions	claim
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22	125	Making Learning Design Standards Work with an Ontology of Educational Theories	claim
23	122	Positive and negative verbal feedback for Intelligent Tutoring Systems	claim
24	122	The Politeness Effect: Pedagogical Agents and Learning Gains	claim
25	121	Fostering Learning Communities based on Task Context	claim
26	121	Dialogue-Learning Correlations in Spoken Dialogue Tutoring	claim
27	120	What Did You Do At School Today? Using Tablet Technology to Link Parents to their Children and Teachers	claim
28	119	Advanced Capabilities for Evaluating Student Writing: Detecting Off-Topic Essays Without Topic-Specific Training	claim
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30	113	Automatic and Semi-Automatic Skill Coding With a View Towards Supporting On-Line Assessment	claim
31	111	A Knowledge Acquisition System for Constraint-based Intelligent Tutoring Systems	claim
32	110	Engagement tracing: using response times to model student disengagement	claim
33	109	Towards Data-Driven Design of a Peer Collaborative Agent	claim
34	109	Interactive Authoring Support for Adaptive Educational Systems	claim
35	109	Some Unusual Open Learner Models	claim
36	106	Inferring learning and attitudes from a Bayesian Network of log file data	claim
37	105	Realizing Adaptive Questions and Answers for ICALL Systems	claim
38	104	An Agent-based Approach to Assisting Learners to Dynamically Adjust Learning Processes	claim
39	103	Long-Term Human-Robot Interaction: The Personal Exploration Rover and Museum Docents	claim
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43	101	Modelling Learning in an Educational Game	claim
44	101	NavEx: Providing Navigation Support for Adaptive Browsing of Annotated Code Examples	claim
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46	100	Towards support in building qualitative knowledge models	claim
47	99	The role of learning goals in the design of ILEs: Some issues to consider	claim
48	97	Goal Transition Model and Its Application for Supporting Teachers based on Ontologies	claim
49	95	Domain-Knowledge Manipulation for Dialogue-Adaptive Hinting	claim
50	95	DIANE, a diagnosis system for arithmetical problem solving	claim
51	95	Blending Assessment and Instructional Assisting	claim
52	94	The eXtensible Tutor Architecture: A New Foundation for ITS	claim
53	94	Enhancing ITS instruction with integrated assessments of learner mood, motivation and gender	claim
54	94	Generating Reports of Graphical Modelling Processes for Authoring and Presentation	claim
55	93	Developing Teaching Aids for Distance Education	claim
56	93	Applications of Data Mining in Constraint-based Intelligent Tutoring Systems	claim
57	93	Generating Structured Explanations of System Behaviour Using Qualitative Simulations	claim
58	93	Semantic Description of Collaboration Scripts for Service Oriented CSCL Systems	claim
59	93	Do Performance Goals Lead Students to Game the System?	claim
60	92	Teaching about Dynamic Processes A Teachable Agents Approach	claim
61	90	Explainable Artificial Intelligence for Training and Tutoring	claim
62	89	Technology at work to mediate collaborative scientific enquiry in the field	claim
63	88	Relation-based heuristic diffusion framework for LOM generation	claim
64	88	Feedback Micro-engineering in EER-Tutor	claim
65	88	A User Modeling Framework for Exploring Creative Problem-Solving Ability	claim
66	87	What Do You Mean by to Help Learning of Metacognition?	claim
67	87	Natural Language Generation for Intelligent Tutoring Systems: a case study	claim
68	85	Developing a Bayes-net based student model for an External Representation Selection Tutor	claim
69	85	Design of Erroneous Examples for ACTIVEMATH	claim
70	85	How to Qualitatively + Quantitatively Assess Concepts Maps: the case of COMPASS	claim
71	84	Adaptive Reward Mechanism for Sustainable Online Learning Community	claim
72	84	Constraint-based tutors: a success story	claim
73	83	An ITS for medical classification problem-solving: Effects of tutoring and representations	claim
74	82	The impact of frustration-mitigating messages delivered by an interface agent	claim
75	81	DCE: A One-on-One Digital Classroom Environment	claim
76	81	Cross-Cultural Evaluation of Politeness in Tactics for Pedagogical Agents	claim
77	81	The Bricoles project: support socially informed design of learning environment	claim
78	80	EarthTutor: A Multi-Layered Approach to ITS Authoring	claim
79	80	On the Prospects of Intelligent Collaborative E-learning Systems	claim
80	79	Computational methods for evaluating student and group learning histories in intelligent tutoring systems	claim
81	78	Tutorial Planning: Adapting Course Generation to Today's Needs	claim
82	75	Personal Readers: Personalized Learning Object Readers for the Semantic Web	claim
83	74	Using Schema Analysis for Feedback in Authoring Tools for Learning Environments	claim
84	73	On Using Learning Curves to Evaluate ITS	claim
85	72	Introducing adaptive assistance in adaptive testing	claim
86	71	Subsymbolic User Modeling in Adaptive Hypermedia	claim
87	70	Thread-based analysis of patterns of collaborative interaction in chat	claim
88	66	Toward supporting hypothesis formation and testing in an interpretive domain	claim
89	65	Self-Regulation of Learning with Multiple Representations in Hypermedia	claim
90	65	Education and the Semantic Web	claim
91	61	Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help	claim
92	57	Motivating Learners by Nurturing Animal Companions: My-Pet and Our-Pet	claim
93	57	Taking Control of Redundancy in Scripted Tutorial Dialogue	claim

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