Titlebook: Intelligent Tutoring Systems; 10th International C Vincent Aleven,Judy Kay,Jack Mostow Conference proceedings 2010 The Editor(s) (if applic

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Osteons

An Authoring Tool to Support the Design and Use of Theory-Based Collaborative Learning Activitiesenarios. The results of an experiment suggest that our tool helps teachers to more easily introduce CL activities in classroom and creates favorable conditions for students to perform collaboration improving their overall learning performance throughout the year.

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Virtual Humans with Secrets: Learning to Detect Verbal Cues to Deception revealed that both groups significantly outperformed the no-interaction control group in a binary decision task to identify truth or deception in video statements. No significant differences were found between the training conditions.

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Collaborative Lecturing by Human and Computer Tutorsd more arousal (a key component of engagement) than the controls and that arousal was positively correlated with learning gains. We discuss the implications of our findings for ITSs that aspire to model expert human tutors.

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Computational Workflows for Assessing Student Learninge workflows is an examination of what teachers think is important to learn about their students, a question that is central to every intelligent tutoring system. We anticipate that assessment workflows will become an important tool for instructors, researchers, and ITS development.

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The Intricate Dance between Cognition and Emotion during Expert Tutoringffective states of confusion, frustration, and anxiety, but not happiness. We also derived a number of association rules (Cognitive State → Affective State) from the co-occurrence relationships. We discuss the implications of our findings for theories that link affect and cognition during learning and for the development of affect-sensitive ITSs.

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Transforming a Linear Module into an Adaptive One: Tackling the Challengend transform it into an adaptive course, catering for various learners. We also show how this apparent simplicity still allows for building of flexible and complex adaptation, and describe an evaluation with course authors.

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充氣女

KSC-PaL: A Peer Learning Agentibes the architecture and implementation of the agent and the user study we conducted to evaluate the agent. Results show that the agent is able to encourage shifts in initiative in order to promote learning and that students learn using the agent.