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Artificial Intelligence in Education

Overview of attention for book
Artificial Intelligence in Education
Springer Berlin Heidelberg

Table of Contents

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    Book Overview
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    Chapter 1 Metacognitively Guided Study in the Region of Proximal Learning
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    Chapter 2 Multiple Mechanisms for Deep Learning: Overcoming Diminishing Returns in Instructional Systems
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    Chapter 3 Cognitive Load Theory and E-Learning
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    Chapter 4 Social Communication between Virtual Characters and Children with Autism
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    Chapter 5 A Comparison of the Effects of Nine Activities within a Self-directed Learning Environment on Skill-Grained Learning
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    Chapter 6 Towards Predicting Future Transfer of Learning
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    Chapter 7 Modeling Engagement Dynamics in Spelling Learning
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    Chapter 8 Assessment of Learners’ Attention While Overcoming Errors and Obstacles: An Empirical Study
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    Chapter 9 Lattice-Based Approach to Building Templates for Natural Language Understanding in Intelligent Tutoring Systems
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    Chapter 10 Motivational Processes
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    Chapter 11 Using Tutors to Improve Educational Games
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    Chapter 12 A Cognitive Tutoring Agent with Episodic and Causal Learning Capabilities
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    Chapter 13 When Does Disengagement Correlate with Learning in Spoken Dialog Computer Tutoring?
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    Chapter 14 Peering Inside Peer Review with Bayesian Models
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    Chapter 15 Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue
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    Chapter 16 Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning
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    Chapter 17 Text Categorization for Assessing Multiple Documents Integration, or John Henry Visits a Data Mine
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    Chapter 18 Learning by Problem-Posing for Reverse-Thinking Problems
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    Chapter 19 Affect Detection from Multichannel Physiology during Learning Sessions with AutoTutor
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    Chapter 20 Short and Long Term Benefits of Enjoyment and Learning within a Serious Game
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    Chapter 21 Error-Flagging Support and Higher Test Scores
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    Chapter 22 Intelligent Tutoring Goes to the Museum in the Big City: A Pedagogical Agent for Informal Science Education
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    Chapter 23 Modeling Narrative-Centered Tutorial Decision Making in Guided Discovery Learning
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    Chapter 24 Inducing and Tracking Confusion with Contradictions during Critical Thinking and Scientific Reasoning
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    Chapter 25 Students’ Understanding of Their Student Model
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    Chapter 26 Workflow-Based Assessment of Student Online Activities with Topic and Dialogue Role Classification
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    Chapter 27 Modelling and Identifying Collaborative Situations in a Collocated Multi-display Groupware Setting
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    Chapter 28 Adapted Feedback Supported by Interactions of Blended-Learning Actors: A Proposal
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    Chapter 29 Learning by Teaching SimStudent – An Initial Classroom Baseline Study Comparing with Cognitive Tutor
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    Chapter 30 When Is It Best to Learn with All Worked Examples?
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    Chapter 31 Toward Exploiting EEG Input in a Reading Tutor
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    Chapter 32 Persistent Effects of Social Instructional Dialog in a Virtual Learning Environment
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    Chapter 33 A Teachable-Agent Arithmetic Game’s Effects on Mathematics Understanding, Attitude and Self-efficacy
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    Chapter 34 Using Contextual Factors Analysis to Explain Transfer of Least Common Multiple Skills
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    Chapter 35 Scenario-Based Training: Director’s Cut
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    Chapter 36 Classroom Video Assessment and Retrieval via Multiple Instance Learning
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    Chapter 37 Faster Teaching by POMDP Planning
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    Chapter 38 Metacognitive Practice Makes Perfect: Improving Students’ Self-Assessment Skills with an Intelligent Tutoring System
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    Chapter 39 Self-assessment of Motivation: Explicit and Implicit Indicators in L2 Vocabulary Learning
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    Chapter 40 Detecting Carelessness through Contextual Estimation of Slip Probabilities among Students Using an Intelligent Tutor for Mathematics
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    Chapter 41 A “Laboratory of Knowledge-Making” for Personal Inquiry Learning
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    Chapter 42 Early Prediction of Cognitive Tool Use in Narrative-Centered Learning Environments
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    Chapter 43 Feedback during Web-Based Homework: The Role of Hints
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    Chapter 44 Transferring Teaching to Testing – An Unexplored Aspect of Teachable Agents
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    Chapter 45 Experimental Evaluation of Automatic Hint Generation for a Logic Tutor
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    Chapter 46 Human-Machine Student Model Discovery and Improvement Using DataShop
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    Chapter 47 Talk Like an Electrician: Student Dialogue Mimicking Behavior in an Intelligent Tutoring System
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    Chapter 48 Dynamic Guidance for Task-Based Exploratory Learning
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    Chapter 49 Clustering Students to Generate an Ensemble to Improve Standard Test Score Predictions
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    Chapter 50 Using Automated Dialog Analysis to Assess Peer Tutoring and Trigger Effective Support
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    Chapter 51 Evaluating a General Model of Adaptive Tutorial Dialogues
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    Chapter 52 A Reflective Tutoring Framework Using Question Prompts for Scaffolding of Reflection
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    Chapter 53 A Simple Method of Representing Reusable Strategic Knowledge for MT Tutoring
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    Chapter 54 COMET: Context Ontology for Mobile Education Technology
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    Chapter 55 Scaffolding to Support Learning of Ecology in Simulation Environments
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    Chapter 56 Context-Dependent Help for the DynaLearn Modelling and Simulation Workbench
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    Chapter 57 Evaluation of WebxPST: A Browser-Based Authoring Tool for Problem-Specific Tutors
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    Chapter 58 Gesture-Based Affect Modeling for Intelligent Tutoring Systems
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    Chapter 59 Turn on the TV to turn off the TV: An Application of Adaptive Learning Television to Discuss the Television
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    Chapter 60 Scaffolding Metacognitive Processes in the Ecolab: Help-Seeking and Achievement Goal Orientation
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    Chapter 61 Learning with ALEKS: The Impact of Students’ Attendance in a Mathematics After-School Program
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    Chapter 62 Predicting Human Scores of Essay Quality Using Computational Indices of Linguistic and Textual Features
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    Chapter 63 ProTutor: Historic Open Learner Models for Pronunciation Tutoring
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    Chapter 64 Does Self-Efficacy Matter When Generating Feedback?
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    Chapter 65 Physiological Evaluation of Attention Getting Strategies during Serious Game Play
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    Chapter 66 Does Topic Matter? Topic Influences on Linguistic and Rubric-Based Evaluation of Writing
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    Chapter 67 Thinking with Your Hands: Interactive Graphical Representations in a Tutor for Fractions Learning
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    Chapter 68 Classification Techniques for Assessing Student Collaboration in Shared Wiki Spaces
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    Chapter 69 A Common Model of Didactic and Collaborative Learning for Theory-Aware Authoring Support
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    Chapter 70 Carelessness and Goal Orientation in a Science Microworld
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    Chapter 71 Kit-Build Concept Map for Automatic Diagnosis
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    Chapter 72 The Effects of Domain and Collaboration Feedback on Learning in a Collaborative Intelligent Tutoring System
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    Chapter 73 Multimodal Affect Detection from Physiological and Facial Features during ITS Interaction
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    Chapter 74 Students’ Enjoyment of a Game-Based Tutoring System
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    Chapter 75 Optional Finer Granularity in an Open Learner Model
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    Chapter 76 Contextualized Reflective Support in Designing Instruction Based on Both Theory and Practice
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    Chapter 77 Problem-Solution Process by Means of a Hierarchical Metacognitive Model
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    Chapter 78 Modeling Mentoring Dialogue within a Teacher Social Networking Site
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    Chapter 79 Sentiment-Oriented Summarisation of Peer Reviews
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    Chapter 80 Design Dimensions of Intelligent Text Entry Tutors
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    Chapter 81 SMART: Speech-enabled Mobile Assisted Reading Technology for Word Comprehension
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    Chapter 82 Enhancing the Error Diagnosis Capability for Constraint-Based Tutoring Systems
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    Chapter 83 Question Taxonomy and Implications for Automatic Question Generation
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    Chapter 84 Agent-Mediated Immersion in Virtual World: The Implications for Science Learning
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    Chapter 85 Virtual Manipulatives in a Computer-Based Learning Environment: How Experimental Data Informs the Design of Future Systems
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    Chapter 86 Typed versus Spoken Conversations in a Multi-party Epistemic Game
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    Chapter 87 Statistical Relational Learning in Student Modeling for Intelligent Tutoring Systems
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    Chapter 88 Use of the DynaLearn Learning Environment by Naïve Student Modelers: Implications for Automated Support
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    Chapter 89 Learning on Semantic Social Networks: A Distributed Description Logic-Based Approach
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    Chapter 90 Generating Task-Specific Next-Step Hints Using Domain-Independent Structures
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    Chapter 91 Causal Modeling of User Data from a Math Learning Environment with Game-Like Elements
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    Chapter 92 Facilitating Communication with Open Learner Models: A Semiotic Engineering Perspective
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    Chapter 93 When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning Environments
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    Chapter 94 Evaluating the Use of Qualitative Reasoning Models in Scientific Education of Deaf Students
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    Chapter 95 TORMES Methodology to Elicit Educational Oriented Recommendations
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    Chapter 96 Will Structuring the Collaboration of Students Improve Their Argumentation?
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    Chapter 97 Investigating the Relationship between Dialogue Responsiveness and Learning in a Teachable Agent Environment
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    Chapter 98 Using Graphical Models to Classify Dialogue Transition in Online Q&A Discussions
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    Chapter 99 An Integrated Framework as a Foundation to Develop Meta-learning Support Systems
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    Chapter 100 Managing the Educational Dataset Lifecycle with DataShop
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    Chapter 101 Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor
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    Chapter 102 Competence-Based Knowledge Space Theory as a Framework for Intelligent Metacognitive Scaffolding
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    Chapter 103 Emotion Regulation during Learning
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    Chapter 104 Towards a Physical and Personal Math Coin Tutoring System
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    Chapter 105 Does Supporting Multiple Student Strategies in Intelligent Tutoring Systems Lead to Better Learning?
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    Chapter 106 Observations of Collaboration in Cognitive Tutor Use in Latin America
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    Chapter 107 Cohesion / Knowledge Interactions in Post-tutoring Reflective Text
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    Chapter 108 Ontology-Supported Scaffolding of Concept Maps
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    Chapter 109 Character Roles and Interaction in the DynaLearn Intelligent Learning Environment
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    Chapter 110 Effects of Adaptive Prompted Self-explanation on Robust Learning of Second Language Grammar
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    Chapter 111 Corpus-Based Performance Analysis for Automatically Grading Use of Language in Essays
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    Chapter 112 Evaluating the Effects of a New Qualitative Simulation Software (DynaLearn) on Learning Behavior, Factual and Causal Understanding
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    Chapter 113 Encouraging Students to Study More: Adapting Feedback to Personality and Affective State
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    Chapter 114 Motivational and Metacognitive Feedback: Linking the Past to the Present
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    Chapter 115 Defining Solution Boundaries for EDM Vis
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    Chapter 116 Automatic Generation of Deductive Logic Proof Problems
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    Chapter 117 The MetaHistoReasoning Tool: Fostering Domain-Specific Metacognitive Processes While Learning through Historical Inquiry
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    Chapter 118 Automatic Identification of Affective States Using Student Log Data in ITS
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    Chapter 119 Training Emotion Regulation Strategies During Computerized Learning: A Method for Improving Learner Self-Regulation
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    Chapter 120 Interactive Events Summary
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    Chapter 121 Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences
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    Chapter 122 Adaptive Intelligent Tutorial Dialogue in the BEETLE II System
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    Chapter 123 Authoring Step-Based ITS with ASTUS: An Interactive Event
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    Chapter 124 Learning by Teaching SimStudent – Interactive Event
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    Chapter 125 Monkey’s Revenge: Coordinate Geometry Learning Environment with Game-Like Elements
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    Chapter 126 Knowledge Construction with Causal Concept Maps in a Teachable Agent Environment
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    Chapter 127 An Educational Math Game with a Teachable Agent and a Social Chat
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    Chapter 128 Inquire for iPad: A Biology Textbook That Answers Questions
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    Chapter 129 DataShop: A Data Repository and Analysis Service for the Learning Science Community (Interactive Event)
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    Chapter 130 Annie and FixIt: Showcasing Dynamic Guidance for Task-Based Exploratory Learning
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    Chapter 131 Facilitating Adaptive Tutorial Dialogues in EER-Tutor
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    Chapter 132 First Workshop on Artificial Intelligence in Education to Support the Social Inclusion of Communities (AIEDSIC)
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    Chapter 133 International Workshop on Learning by Modelling in Science Education
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    Chapter 134 International workshop on Authoring Simulation and Game-Based Intelligent Tutoring
Attention for Chapter 78: Modeling Mentoring Dialogue within a Teacher Social Networking Site
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Citations

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Summary Dimensions citations
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Chapter title
Modeling Mentoring Dialogue within a Teacher Social Networking Site
Chapter number 78
Book title
Artificial Intelligence in Education
Published by
Springer, Berlin, Heidelberg, June 2011
DOI 10.1007/978-3-642-21869-9_78
Book ISBNs
978-3-64-221868-2, 978-3-64-221869-9
Authors

Jihie Kim, Yu-Han Chang, Sen Cai, Saurabh Dhupar

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 7 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Brazil 1 14%
Unknown 6 86%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 4 57%
Student > Master 2 29%
Unknown 1 14%
Readers by discipline Count As %
Computer Science 4 57%
Psychology 1 14%
Unknown 2 29%

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