Artificial Intelligence in Education: 18th International Conference, AIED 2017, Wuhan, China, June 28 July 1, 2017, Proceedings (Lecture Notes in Computer Science Book 10331)

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 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. Front Matter....Pages I-XXIX Front Matter....Pages 1-1 An Adaptive Coach for Invention Activities....Pages 3-14 Evaluating the Effect of Uncertainty Visualisation in Open Learner Models on Students’ Metacognitive Skills....Pages 15-27 Collaboration Improves Student Interest in Online Tutoring....Pages 28-39 Improving Sensor-Free Affect Detection Using Deep Learning....Pages 40-51 Keeping the Teacher in the Loop: Technologies for Monitoring Group Learning in Real-Time....Pages 52-63 An Extensible Domain-Specific Language for Describing Problem-Solving Procedures....Pages 64-76 Effects of Error-Based Simulation as a Counterexample for Correcting MIF Misconception....Pages 77-89 Algorithm for Uniform Test Assembly Using a Maximum Clique Problem and Integer Programming....Pages 90-101 Personalized Tag-Based Knowledge Diagnosis to Predict the Quality of Answers in a Community of Learners....Pages 102-112 iSTART-ALL: Confronting Adult Low Literacy with Intelligent Tutoring for Reading Comprehension....Pages 113-124 Adapting Step Granularity in Tutorial Dialogue Based on Pretest Scores....Pages 125-136 The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor....Pages 137-148 Automatic Extraction of AST Patterns for Debugging Student Programs....Pages 149-161 Dusting Off the Messy Middle: Assessing Students’ Inquiry Skills Through Doing and Writing....Pages 162-174 Impact of Pedagogical Agents’ Conversational Formality on Learning and Engagement....Pages 175-187 iSTART Therefore I Understand: But Metacognitive Supports Did not Enhance Comprehension Gains....Pages 188-200 Inducing Stealth Assessors from Game Interaction Data....Pages 201-211 Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies....Pages 212-223 Affect Dynamics in Military Trainees Using vMedic: From Engaged Concentration to Boredom to Confusion....Pages 224-237 Front Matter....Pages 238-249 Behavioral Engagement Detection of Students in the Wild....Pages 1-1 Improving Reading Comprehension with Automatically Generated Cloze Item Practice....Pages 250-261 Variations of Gaming Behaviors Across Populations of Students and Across Learning Environments....Pages 262-273 Identifying Productive Inquiry in Virtual Labs Using Sequence Mining....Pages 274-286 “Thanks Alisha, Keep in Touch”: Gender Effects and Engagement with Virtual Learning Companions....Pages 287-298 Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-Seeking Behavior....Pages 299-310 Balancing Learning and Engagement in Game-Based Learning Environments with Multi-objective Reinforcement Learning....Pages 311-322 Is More Agency Better? The Impact of Student Agency on Game-Based Learning....Pages 323-334 Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?....Pages 335-346 Face Forward: Detecting Mind Wandering from Video During Narrative Film Comprehension....Pages 347-358 Modeling the Incubation Effect Among Students Playing an Educational Game for Physics....Pages 359-370 Predicting Learner’s Deductive Reasoning Skills Using a Bayesian Network....Pages 371-380 Group Optimization to Maximize Peer Assessment Accuracy Using Item Response Theory....Pages 381-392 What Matters in Concept Mapping? Maps Learners Create or How They Create Them....Pages 393-405 Reliability Investigation of Automatic Assessment of Learner-Build Concept Map with Kit-Build Method by Comparing with Manual Methods....Pages 406-417 Characterizing Students’ Learning Behaviors Using Unsupervised Learning Methods....Pages 418-429 Front Matter....Pages 430-441 Student Preferences for Visualising Uncertainty in Open Learner Models....Pages 443-443 Intelligent Augmented Reality Tutoring for Physical Tasks with Medical Professionals....Pages 445-449 Synthesis of Problems for Shaded Area Geometry Reasoning....Pages 450-454 Communication Strategies and Affective Backchannels for Conversational Agents to Enhance Learners’ Willingness to Communicate in a Second Language....Pages 455-458 Front Matter....Pages 459-462 A Multi-layered Architecture for Analysis of Non-technical-Skills in Critical Situations....Pages 443-443 Conceptual Framework for Collaborative Educational Resources Adaptation in Virtual Learning Environments....Pages 463-466 Minimal Meaningful Propositions Alignment in Student Response Comparisons....Pages 467-471 Does Adaptive Provision of Learning Activities Improve Learning in SQL-Tutor?....Pages 472-475 Constraint-Based Modelling as a Tutoring Framework for Japanese Honorifics....Pages 476-479 Teaching iSTART to Understand Spanish....Pages 480-484 Data-Driven Generation of Rubric Parameters from an Educational Programming Environment....Pages 485-489 Exploring Learner Model Differences Between Students....Pages 490-493 Investigating the Effectiveness of Menu-Based Self-explanation Prompts in a Mobile Python Tutor....Pages 494-497 Striking a Balance: User-Experience and Performance in Computerized Game-Based Assessment....Pages 498-501 Interactive Score Reporting: An AutoTutor-Based System for Teachers....Pages 502-505 Transforming Foreign Language Narratives into Interactive Reading Applications Designed for Comprehensibility and Interest....Pages 506-509 Exploring Students’ Affective States During Learning with External Representations....Pages 510-513 Enhancing an Intelligent Tutoring System to Support Student Collaboration: Effects on Learning and Behavior....Pages 514-518 Assessing Question Quality Using NLP....Pages 519-522 The Effect of Providing Motivational Support in Parsons Puzzle Tutors....Pages 523-527 Assessing Student Answers to Balanced Tree Problems....Pages 528-531 A Comparisons of BKT, RNN and LSTM for Learning Gain Prediction....Pages 532-535 Uncovering Gender and Problem Difficulty Effects in Learning with an Educational Game....Pages 536-539 Analyzing Learner Affect in a Scenario-Based Intelligent Tutoring System....Pages 540-543 Front Matter....Pages 544-547 Proficiency and Preference Using Local Language with a Teachable Agent....Pages 443-443 LiftUpp: Support to Develop Learner Performance....Pages 548-552 StairStepper: An Adaptive Remedial iSTART Module....Pages 553-556 AttentiveLearner2: A Multimodal Approach for Improving MOOC Learning on Mobile Devices....Pages 557-560 Automated Analysis of Lecture Video Engagement Using Student Posts....Pages 561-564 A Study of Learners’ Behaviors in Hands-On Learning Situations and Their Correlation with Academic Performance....Pages 565-569 Assessing the Collaboration Quality in the Pair Program Tracing and Debugging Eye-Tracking Experiment....Pages 570-573 EMBRACE: Applying Cognitive Tutor Principles to Reading Comprehension....Pages 574-577 Effects of a Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Plans and Class Sessions....Pages 578-581 Dynamics of Affective States During MOOC Learning....Pages 582-585 Learning from Errors: Identifying Strategies in a Math Tutoring System....Pages 586-589 Can Short Answers to Open Response Questions Be Auto-Graded Without a Grading Rubric?....Pages 590-593 Regional Cultural Differences in How Students Customize Their Avatars in Technology-Enhanced Learning....Pages 594-597 Front Matter....Pages 598-601 Teaching Informal Logical Fallacy Identification with a Cognitive Tutor....Pages 603-603 Digital Learning Projection....Pages 605-608 Learning with Engaging Activities via a Mobile Python Tutor....Pages 609-612 Math Reading Comprehension: Comparing Effectiveness of Various Conversation Frameworks in an ITS....Pages 613-616 Front Matter....Pages 617-620 4C: Continuous Cognitive Career Companions....Pages 621-621 Wizard’s Apprentice: Cognitive Suggestion Support for Wizard-of-Oz Question Answering....Pages 623-629 Interaction Analysis in Online Maths Human Tutoring: The Case of Third Space Learning....Pages 630-635 Front Matter....Pages 636-643 Using a Model for Learning and Memory to Simulate Learner Response in Spaced Practice....Pages 621-621 Bridging the Gap Between High and Low Performing Pupils Through Performance Learning Online Analysis and Curricula....Pages 644-649 Back Matter....Pages 650-655 ....Pages 657-678