000 08208nam a22006495i 4500
001 978-3-642-13388-6
003 DE-He213
005 20240730185252.0
007 cr nn 008mamaa
008 100529s2010 gw | s |||| 0|eng d
020 _a9783642133886
_9978-3-642-13388-6
024 7 _a10.1007/978-3-642-13388-6
_2doi
050 4 _aLB1028.43-1028.75
072 7 _aJNV
_2bicssc
072 7 _aEDU039000
_2bisacsh
072 7 _aJNV
_2thema
082 0 4 _a371.334
_223
245 1 0 _aIntelligent Tutoring Systems
_h[electronic resource] :
_b10th International Conference, ITS 2010, Pittsburgh, PA, USA, June 14-18, 2010, Proceedings, Part I /
_cedited by Vincent Aleven, Judy Kay, Jack Mostow.
250 _a1st ed. 2010.
264 1 _aBerlin, Heidelberg :
_bSpringer Berlin Heidelberg :
_bImprint: Springer,
_c2010.
300 _aXXX, 437 p. 97 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aProgramming and Software Engineering,
_x2945-9168 ;
_v6094
505 0 _aInvited Talks -- Can Research-Based Technology Change School-Based Learning? Perspectives from Singapore -- Modeling Emotion and Its Expression -- Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of "Active" and Their Instructional Consequences -- Riding the Third Wave -- Social and Caring Tutors -- Educational Data Mining 1 -- Predicting Correctness of Problem Solving in ITS with a Temporal Collaborative Filtering Approach -- Detecting the Moment of Learning -- Comparing Knowledge Tracing and Performance Factor Analysis by Using Multiple Model Fitting Procedures -- Natural Language Interaction 1 -- Automatic Question Generation for Literature Review Writing Support -- Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models -- Exploiting Predictable Response Training to Improve Automatic Recognition of Children's Spoken Responses -- ITS in Ill-Defined Domains -- Leveraging a Domain Ontology to Increase the Quality of Feedback in an Intelligent Tutoring System -- Modeling Long Term Learning of Generic Skills -- Eliciting Informative Feedback in Peer Review: Importance of Problem-Specific Scaffolding -- Inquiry Learning -- Layered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of Microworlds -- The Invention Lab: Using a Hybrid of Model Tracing and Constraint-Based Modeling to Offer Intelligent Support in Inquiry Environments -- Discovering and Recognizing Student Interaction Patterns in Exploratory Learning Environments -- Collaborative and Group Learning 1 -- Lesson Study Communities on Web to Support Teacher Collaboration for Professional Development -- Using Problem-Solving Context to Assess Help Quality in Computer-Mediated Peer Tutoring -- Socially Capable ConversationalTutors Can Be Effective in Collaborative Learning Situations -- Intelligent Games 1 -- Facial Expressions and Politeness Effect in Foreign Language Training System -- Intercultural Negotiation with Virtual Humans: The Effect of Social Goals on Gameplay and Learning -- Gaming the System -- An Analysis of Gaming Behaviors in an Intelligent Tutoring System -- The Fine-Grained Impact of Gaming (?) on Learning -- Squeezing Out Gaming Behavior in a Dialog-Based ITS -- Pedagogical Strategies 1 -- Analogies, Explanations, and Practice: Examining How Task Types Affect Second Language Grammar Learning -- Do Micro-Level Tutorial Decisions Matter: Applying Reinforcement Learning to Induce Pedagogical Tutorial Tactics -- Examining the Role of Gestures in Expert Tutoring -- Affect 1 -- A Time for Emoting: When Affect-Sensitivity Is and Isn't Effective at Promoting Deep Learning -- The Affective and Learning Profiles of Students Using an Intelligent Tutoring System for Algebra -- The Impact of System Feedback on Learners' Affective and Physiological States -- Games and Augmented Reality -- Investigating the Relationship between Presence and Learning in a Serious Game -- Developing Empirically Based Student Personality Profiles for Affective Feedback Models -- Evaluating the Usability of an Augmented Reality Based Educational Application -- Pedagogical Agents, Learning Companions, and Teachable Agents -- What Do Children Favor as Embodied Pedagogical Agents? -- Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students -- The Effect of Motivational Learning Companions on Low Achieving Students and Students with Disabilities -- Intelligent Tutoring and Scaffolding 1 -- Use of a Medical ITS Improves Reporting Performance among Community Pathologists -- Hints: Is It Better toGive or Wait to Be Asked? -- Error-Flagging Support for Testing and Its Effect on Adaptation -- Metacognition -- Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care? -- Metacognition and Learning in Spoken Dialogue Computer Tutoring -- A Self-regulator for Navigational Learning in Hyperspace -- Pedagogical Strategies 2 -- How Adaptive Is an Expert Human Tutor? -- Blocked versus Interleaved Practice with Multiple Representations in an Intelligent Tutoring System for Fractions -- Improving Math Learning through Intelligent Tutoring and Basic Skills Training.
520 _aThe 10th International Conference on Intelligent Tutoring Systems, ITS 2010, cont- ued the bi-annual series of top-flight international conferences on the use of advanced educational technologies that are adaptive to users or groups of users. These highly interdisciplinary conferences bring together researchers in the learning sciences, computer science, cognitive or educational psychology, cognitive science, artificial intelligence, machine learning, and linguistics. The theme of the ITS 2010 conference was Bridges to Learning, a theme that connects the scientific content of the conf- ence and the geography of Pittsburgh, the host city. The conference addressed the use of advanced technologies as bridges for learners and facilitators of robust learning outcomes. We received a total of 186 submissions from 26 countries on 5 continents: Aust- lia, Brazil, Canada, China, Estonia, France, Georgia, Germany, Greece, India, Italy, Japan, Korea, Mexico, The Netherlands, New Zealand, Pakistan, Philippines, Saudi Arabia, Singapore, Slovakia, Spain, Thailand, Turkey, the UK and USA. We accepted 61 full papers (38%) and 58 short papers. The diversity of the field is reflected in the range of topics represented by the papers submitted, selected by the authors.
650 0 _aEducation
_xData processing.
_982607
650 0 _aUser interfaces (Computer systems).
_911681
650 0 _aHuman-computer interaction.
_96196
650 0 _aMultimedia systems.
_911575
650 0 _aSocial sciences
_xData processing.
_983360
650 0 _aNatural language processing (Computer science).
_94741
650 0 _aArtificial intelligence.
_93407
650 1 4 _aComputers and Education.
_941129
650 2 4 _aUser Interfaces and Human Computer Interaction.
_931632
650 2 4 _aMultimedia Information Systems.
_931575
650 2 4 _aComputer Application in Social and Behavioral Sciences.
_931815
650 2 4 _aNatural Language Processing (NLP).
_931587
650 2 4 _aArtificial Intelligence.
_93407
700 1 _aAleven, Vincent.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_9138623
700 1 _aKay, Judy.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_9138624
700 1 _aMostow, Jack.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_9138625
710 2 _aSpringerLink (Online service)
_9138626
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783642133879
776 0 8 _iPrinted edition:
_z9783642133893
830 0 _aProgramming and Software Engineering,
_x2945-9168 ;
_v6094
_9138627
856 4 0 _uhttps://doi.org/10.1007/978-3-642-13388-6
912 _aZDB-2-SCS
912 _aZDB-2-SXCS
912 _aZDB-2-LNC
942 _cELN
999 _c92737
_d92737