Artificial Intelligence in Education

Table of Contents

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   Book Overview
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   Chapter 1 Investigating the Impact of a Meaningful Gamification-Based Intervention on Novice Programmers’ Achievement
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   Chapter 2 Automatic Item Generation Unleashed: An Evaluation of a Large-Scale Deployment of Item Models
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   Chapter 3 Quantifying Classroom Instructor Dynamics with Computer Vision
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   Chapter 4 Learning Cognitive Models Using Neural Networks
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   Chapter 5 Measuring the Quality of Assessment Using Questions Generated from the Semantic Web
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   Chapter 6 Balancing Human Efforts and Performance of Student Response Analyzer in Dialog-Based Tutors
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   Chapter 7 An Instructional Factors Analysis of an Online Logical Fallacy Tutoring System
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   Chapter 8 Using Physiological Synchrony as an Indicator of Collaboration Quality, Task Performance and Learning
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    Chapter 9 Towards Combined Network and Text Analytics of Student Discourse in Online Discussions
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    Chapter 10 How Should Knowledge Composed of Schemas be Represented in Order to Optimize Student Model Accuracy?
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    Chapter 11 Active Learning for Improving Machine Learning of Student Explanatory Essays
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    Chapter 12 Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced Classrooms
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    Chapter 13 Opening Up an Intelligent Tutoring System Development Environment for Extensible Student Modeling
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    Chapter 14 Better Late Than Never but Never Late Is Better: Towards Reducing the Answer Response Time to Questions in an Online Learning Community
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    Chapter 15 Expert Feature-Engineering vs. Deep Neural Networks: Which Is Better for Sensor-Free Affect Detection?
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    Chapter 16 A Comparison of Tutoring Strategies for Recovering from a Failed Attempt During Faded Support
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    Chapter 17 Validating Revised Bloom’s Taxonomy Using Deep Knowledge Tracing
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    Chapter 18 Communication at Scale in a MOOC Using Predictive Engagement Analytics
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    Chapter 19 How to Use Simulation in the Design and Evaluation of Learning Environments with Self-directed Longer-Term Learners
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    Chapter 20 Students’ Academic Language Use When Constructing Scientific Explanations in an Intelligent Tutoring System
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    Chapter 21 Automated Pitch Convergence Improves Learning in a Social, Teachable Robot for Middle School Mathematics
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    Chapter 22 The Influence of Gender, Personality, Cognitive and Affective Student Engagement on Academic Engagement in Educational Virtual Worlds
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    Chapter 23 Metacognitive Scaffolding Amplifies the Effect of Learning by Teaching a Teachable Agent
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    Chapter 24 A Data-Driven Method for Helping Teachers Improve Feedback in Computer Programming Automated Tutors
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    Chapter 25 Student Agency and Game-Based Learning: A Study Comparing Low and High Agency
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    Chapter 26 Engaging with the Scenario: Affect and Facial Patterns from a Scenario-Based Intelligent Tutoring System
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    Chapter 27 Role of Socio-cultural Differences in Labeling Students’ Affective States
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    Chapter 28 Testing the Validity and Reliability of Intrinsic Motivation Inventory Subscales Within ASSISTments
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    Chapter 29 Correctness- and Confidence-Based Adaptive Feedback of Kit-Build Concept Map with Confidence Tagging
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    Chapter 30 Bring It on! Challenges Encountered While Building a Comprehensive Tutoring System Using ReaderBench
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    Chapter 31 Predicting the Temporal and Social Dynamics of Curiosity in Small Group Learning
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    Chapter 32 Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed?
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    Chapter 33 Conceptual Issues in Mastery Criteria: Differentiating Uncertainty and Degrees of Knowledge
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    Chapter 34 Reciprocal Content Recommendation for Peer Learning Study Sessions
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    Chapter 35 The Impact of Data Quantity and Source on the Quality of Data-Driven Hints for Programming
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    Chapter 36 Predicting Question Quality Using Recurrent Neural Networks
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    Chapter 37 Sentence Level or Token Level Features for Automatic Short Answer Grading?: Use Both
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    Chapter 38 When Optimal Team Formation Is a Choice - Self-selection Versus Intelligent Team Formation Strategies in a Large Online Project-Based Course
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    Chapter 39 Perseverance Is Crucial for Learning. “OK! but Can I Take a Break?”
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    Chapter 40 Connecting the Dots Towards Collaborative AIED: Linking Group Makeup to Process to Learning
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    Chapter 41 Do Preschoolers ‘Game the System’? A Case Study of Children’s Intelligent (Mis)Use of a Teachable Agent Based Play-&-Learn Game in Mathematics
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    Chapter 42 Vygotsky Meets Backpropagation
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    Chapter 43 Providing Automated Real-Time Technical Feedback for Virtual Reality Based Surgical Training: Is the Simpler the Better?
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    Chapter 44 Reciprocal Kit-Building of Concept Map to Share Each Other’s Understanding as Preparation for Collaboration
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    Chapter 45 Early Identification of At-Risk Students Using Iterative Logistic Regression