"Intelligent Tutoring Systems" ed. by Beverly Woolf, Esma Aimeur, Roger Nkambou, Susanne Lajoie

The 63 revised full papers and 61 poster papers presented together with abstracts of 5 keynote talks were carefully reviewed and selected from 207 submissions. The papers are organized in topical sections on emotion and affect, tutor evaluation, student modeling, machine learning, authoring tools , tutor feedback and intervention, data mining, e-learning and Web-based ITS, natural language techniques and dialogue, narrative tutors and games, semantic Web and ontology, cognitive models, and collaboration.

This book constitutes the refereed proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008, held in Montreal, Canada, in June 2008.

Table of Contents
Keynote Speaker Abstracts
Rethinking Education in the Age of Technology - Allan M. Collins
Life-Long Learning, Learner Models and Augmented Cognition - Judy Kay
Intelligent Training Systems: Lessons Learned from Building Before It Is Time - Alan M. Lesgold
The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural Tutoring - Kurt VanLehn
Social Learning Environments: New Challenges for AI in Education - Julita Vassileva
Emotion and Affect
Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutor - Sidney D’Mello, Roger Taylor, Kelly Davidson, and Art Graesser
Towards Emotionally-Intelligent Pedagogical Agents - Konstantin Zakharov, Antonija Mitrovic, and Lucy Johnston
Viewing Student Affect and Learning through Classroom Observation and Physical Sensors - Toby Dragon, Ivon Arroyo, Beverly P. Woolf, Winslow Burleson, Rana el Kaliouby, and Hoda Eydgahi
Comparing Learners’ Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game - Ma. Mercedes T. Rodrigo, Ryan S.J.d. Baker, Sidney D’Mello, Ma. Celeste T. Gonzalez, Maria C.V. Lagud, Sheryl A.L. Lim, Alexis F. Macapanpan, Sheila A.M.S. Pascua, Jerry Q. Santillano, Jessica O. Sugay, Sinath Tep, and Norma J.B. Viehland
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions - Blair Lehman, Melanie Matthews, Sidney D’Mello, and Natalie Person
An Experimental Evaluation - Kate Forbes-Riley, Diane Litman, and Mihai Rotaru
Tutor Evaluation
How Does an Intelligent Learning Environment with Novel Design Affect the Students’ Learning Results? - Marina Lepp
Learning Linked Lists: Experiments with the iList System - Davide Fossati, Barbara Di Eugenio, Christopher Brown, and Stellan Ohlsson
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills? - Niels Pinkwart, Collin Lynch, Kevin Ashley, and Vincent Aleven
Automatic Multi-criteria Assessment of Open-Ended Questions: A Case Study in School Algebra - ´ Elisabeth Delozanne, Dominique Pr´evit, Brigitte Grugeon, and Fran¸coise Chenevotot
Why Tutored Problem Solving May be Better Than Example Study: Theoretical Implications from a Simulated-Student Study - Noboru Matsuda, William W. Cohen, Jonathan Sewall, Gustavo Lacerda, and Kenneth R. Koedinger
A Case Study Empirical Comparison of Three Methods to Evaluate Tutorial Behaviors - Xiaonan Zhang, Jack Mostow, and Joseph E. Beck
Student Modeling
Children’s Interactions with Inspectable and Negotiated Learner Models - Alice Kerly and Susan Bull
Using Similarity Metrics for Matching Lifelong Learners - Nicolas Van Labeke, Alexandra Poulovassilis, and George Magoulas
Developing a Computer-Supported Tutoring Interaction Component with Interaction Data Reuse - Chi-Jen Lin, Chih-Yueh Chou, and Tak-Wai Chan
Machine Learning
Towards Collaborative Intelligent Tutors: Automated Recognition of Users’ Strategies - Ya’akov Gal, Elif Yamangil, Stuart M. Shieber, Andee Rubin, and Barbara J. Grosz
Automatic Generation of Fine-Grained Representations of Learner Response Semantics - Rodney D. Nielsen, Wayne Ward, and James H. Martin
Automatic Construction of a Bug Library for Object-Oriented Novice Java Programmer Errors - Merlin Suarez and Raymund Sison
Authoring Tools
Helping Teachers Build ITS with Domain Schema - Brent Martin and Antonija Mitrovic
Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring Systems - Stephen B. Blessing and Stephen Gilbert
Open Community Authoring of Targeted Worked Example Problems - Turadg Aleahmad, Vincent Aleven, and Robert Kraut
Agent Shell for the Development of Tutoring Systems for Expert Problem Solving Knowledge - Vu Le, Gheorghe Tecuci, and Mihai Boicu
Tutor Feedback and Intervention
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue - Kristy Elizabeth Boyer, Robert Phillips, Michael Wallis, Mladen Vouk, and James Lester
Assessing the Impact of Positive Feedback in Constraint-Based Tutors - Devon Barrow, Antonija Mitrovic, Stellan Ohlsson, and Michael Grimley
The Dynamics of Self-regulatory Processes within Self-and Externally
Regulated Learning Episodes During Complex Science Learning with Hypermedia - Amy M. Witherspoon, Roger Azevedo, and Sidney D’Mello
The Politeness Effect in an Intelligent Foreign Language Tutoring System - Ning Wang and W. Lewis Johnson
Investigating the Relationship between Spatial Ability and Feedback Style in ITSs - Nancy Milik, Antonija Mitrovic, and Michael Grimley
Individualizing Tutoring with Learning Style Based Feedback - Shahida M. Parvez and Glenn D. Blank
Use of Agent Prompts to Support Reflective Interaction in a Learning-by-Teaching Environment - Longkai Wu and Chee-Kit Looi
A Standard Method of Developing User Interfaces for a Generic ITS
Framework - Mika¨el Fortin, Jean-Fran¸cois Lebeau, Amir Abdessemed, Fran¸cois Courtemanche, and Andre Mayers
Data Mining
Helping Teachers Handle the Flood of Data in Online Student Discussions - Oliver Scheuer and Bruce M. McLaren
What’s in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions - Jan Miksatko and Bruce M. McLaren
Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBot - Jihie Kim, Erin Shaw, Sujith Ravi, Erin Tavano, Aniwat Arromratana, and Pankaj Sarda
How Who Should Practice: Using Learning Decomposition to Evaluate the Efficacy of Different Types of Practice for Different Types of Students - Joseph E. Beck and Jack Mostow
How Does Students’ Help-Seeking Behaviour Affect Learning? - Moffat Mathews and Tanja Mitrovic
Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data - Tiffany Barnes and John Stamper
Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology - Joseph E. Beck, Kai-min Chang, Jack Mostow, and Albert Corbett
Using Knowledge Discovery Techniques to Support Tutoring in an Ill-Defined Domain - Roger Nkambou, Engelbert Mephu Nguifo, and Philippe Fournier-Viger
More Accurate Student Modeling through Contextual Estimation of
Slip and Guess Probabilities in Bayesian Knowledge Tracing - Ryan S.J.d. Baker, Albert T. Corbett, and Vincent Aleven
E-Learning and Web-Based ITS
Interoperable Competencies Characterizing Learning Objects in Mathematics - Erica Melis, Arndt Faulhaber, Anja Eichelmann, and Susanne Narciss
Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework Assistance - Leena Razzaq, Michael Mendicino, and Neil T. Heffernan
Harnessing Learner’s Collective Intelligence: A Web2.0 Approach to E-Learning - Hicham Hage and Esma Aımeur
Bridging the Gap between ITS and eLearning: Towards Learning Knowledge Objects - Amal Zouaq, Roger Nkambou, and Claude Frasson
Natural Language Techniques and Dialogue Semantic Cohesion and Learning - Arthur Ward and Diane Litman
Dialogue Modes in Expert Tutoring - Whitney L. Cade, Jessica L. Copeland, Natalie K. Person, and Sidney K. D’Mello
Seeing the Face and Observing the Actions: The Effects of Nonverbal Cues on Mediated Tutoring Dialogue - Federico Tajariol, Jean-Michel Adam, and Michel Dubois
Affective Transitions in Narrative-Centered Learning Environments - Scott W. McQuiggan, Jennifer L. Robison, and James C. Lester
Word Sense Disambiguation for Vocabulary Learning - Anagha Kulkarni, Michael Heilman, Maxine Eskenazi, and Jamie Callan
Narrative Tutors and Games
Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects - Scott W. McQuiggan, Julius Goth, Eunyoung Ha, Jonathan P. Rowe, and James C. Lester
Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture - W. Lewis Johnson and Shumin Wu
Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes - Scott W. McQuiggan, Jonathan P. Rowe, Sunyoung Lee, and James C. Lester
Semantic Web and Ontology
An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring Systems - Pedro J. Mu˜noz Merino and Carlos Delgado Kloos
The Use of Ontologies to Structure and Support Interactions in LOR - Aude Dufresne, Mohamed Rouatbi, and Fethi Guerdelli
Leveraging the Social Semantic Web in Intelligent Tutoring Systems - Jelena Jovanovic, Carlo Torniai, Dragan Gasevic, Scott Bateman, and Marek Hatala
Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems - Yusuke Hayashi, Jacqueline Bourdeau, and Riichiro Mizoguchi
Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring System - Hameedullah Kazi, Peter Haddawy, and Siriwan Suebnukarn
Cognitive Models
Using Optimally Selected Drill Practice to Train Basic Facts - Philip Pavlik Jr., Thomas Bolster, Sue-mei Wu, Ken Koedinger, and Brian MacWhinney
Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy Instruction - Min Chi and Kurt VanLehn
Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments - Hogyeong Jeong, Amit Gupta, Rod Roscoe, John Wagster, Gautam Biswas, and Daniel Schwartz
To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring - Erin Walker, Nikol Rummel, and Kenneth R. Koedinger
Collaboration
Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration - Robert G.M. Hausmann, Brett van de Sande, and Kurt VanLehn
Theory-Driven Group Formation through Ontologies - Seiji Isotani and Riichiro Mizoguchi
Poster Papers
Self-assessment in Vocabulary Tutoring - Michael Heilman and Maxine Eskenazi
Automatically Generating and Validating Reading-Check Questions - Christine M. Feeney and Michael Heilman
Dynamic Browsing of Audiovisual Lecture Recordings Based on Automated Speech Recognition - Stephan Repp, Andreas Groß, and Christoph Meinel
Agent-Based Framework for Affective Intelligent Tutoring Systems - Mahmoud Neji, Mohamed Ben Ammar, Adel. M. Alimi, and Guy Gouarderes
Measuring the Perceived Difficulty of a Lecture Using Automatic Facial Expression Recognition - Jacob Whitehill, Marian Bartlett, and Javier Movellan
Minimal Feedback During Tutorial Dialogue - Pamela Jordan and Diane Litman
Can Students Edit Their Learner Model Appropriately? - Susan Bull, Xiaoxi Dong, Mark Britland, and Yu Guo
When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring - Bruce M. McLaren, Sung-Joo Lim, and Kenneth R. Koedinger
Enabling Reputation-Based Trust in Privacy-Enhanced Learning Systems - Mohd Anwar and Jim Greer
Authoring Educational Games with Greenmind - Brent Martin
An Experimental Use of Learning Environment for Problem-Posing as Sentence-Integration in Arithmetical Word Problems - Tsukasa Hirashima, Takuro Yokoyama, Masahiko Okamoto, and Akira Takeuchi
Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model Jumpers - Moongee Jeon and Roger Azevedo
Interface Challenges for Mobile Tutoring Systems - Quincy Brown, Frank J. Lee, Dario D. Salvucci, and Vincent Aleven
Agora UCS Ubiquitous Collaborative Space - Pascal Dug´enie, Stefano A. Cerri, Philippe Lemoisson, and Abdelkader Gouaich
Adapte, a Tool for the Teacher to Personalize Activities - Marie Lefevre, Nathalie Guin, and St´ephanie Jean-Daubias
Framework for a Competency-Driven, Multi-viewpoint, and Evolving Learner Model - Lucie Moulet, Olga Marino, Richard Hotte, and Jean-Marc Labat
Use Chatbot CSIEC to Facilitate the Individual Learning in English Instruction: A Case Study - Jiyou Jia and Meixian Ruan
Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning - Dimitra Tsovaltzi, Bruce M. McLaren, Nikol Rummel, Oliver Scheuer, Andreas Harrer, Niels Pinkwart, and Isabel Braun
Towards an Intelligent Emotional Detection in an E-Learning Environment - Iness Nedji Milat, Hassina Seridi, and Mokhtar Sellami
How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational Tools - Andreas Harrer, Niels Pinkwart, Bruce M. McLaren, and Oliver Scheuer
Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring Systems - Francois Courtemanche, MehdiNajjar, and Andre Mayers
Investigating Learner Trust in Open Learner Models Using a ‘Wizard of Oz’ Approach - Alice Kerly, Norasnita Ahmad, and Susan Bull
Personalized Learning Path Delivery: Models and Example of Application - Hend Madhour and Maia Wentland Forte
Semi Automatic Generation of Didactic Resources from Existing Documents - Mikel Larranaga, Jon A. Elorriaga, and Ana Arruarte
An Evaluation of Intelligent Reading Tutors - Sowmya Ramachandran and Robert Atkinson
An Intelligent Web-Based Learning System for Group Collaboration Using Contracts - Henri Eberspacher and Michelle Joab
An Adaptive and Customizable Feedback System for Intelligent Interactive Learning Systems - Maite Lopez-Garate, Alberto Lozano-Rodero, and Luis Matey
Detection of Learning Styles from Learner’s Browsing Behavior During E-Learning Activities - Nabila Bousbia, Jean-Marc Labat, and Amar Balla
Analyzing Learners’ Self-organization in Terms of Co-construction, Co-operation and Co-ordination - Patrice Moguel, Pierre Tchounikine, and Andre Tricot
Authoring Mobile Intelligent Tutoring Systems - Ram´on Zatarain, M.L. Barr´on-Estrada, Guillermo A. Sandoval-Sanchez, and Carlos A. Reyes-Garcıa
XTutor: An Intelligent Tutor System for Science and Math Based on Excel - Roxana Gheorghiu and Kurt VanLehn
Tying Ontologies to Domain Contents for CSCL - Seiji Isotani and Riichiro Mizoguchi
One Exercise – Various Tutorial Strategies - George Goguadze and Erica Melis
Bi-directional Search for Bugs: A Tool for Accelerating Knowledge
Acquisition for Equation-Based Tutoring Systems - Sung-Young Jung and Kurt VanLehn
Design of a System for Automated Generation of Problem Fields - Ildiko Pelczer and Fernando Gamboa Rodrıguez
Lessons Learned from Scaling Up a Web-Based Intelligent Tutoring System - Jozsef Patvarczki, Shane F. Almeida, Joseph E. Beck, and Neil T. Heffernan
Tailoring of Feedback in Web-Based Learning: The Role of Response Certitude in the Assessment - Ekaterina Vasilyeva, Mykola Pechenizkiy, and Paul De Bra
Trying to Reduce Bottom-Out Hinting: Will Telling Student How Many Hints They Have Left Help? - Yu Guo, Joseph E. Beck, and Neil T. Heffernan
Leveraging C-Rater’s Automated Scoring Capability for Providing Instructional Feedback for Short Constructed Responses - Jana Sukkarieh and Eleanor Bolge
An Authoring Tool That Facilitates the Rapid Development of Dialogue Agents for Intelligent Tutoring Systems - Yue Cui and Carolyn Penstein Rose
Using an Emotional Intelligent Agent to Reduce Resistance to Change - Ilusca Lima Lopes de Menezes and Claude Frasson
Story Generation to Accelerate Math Problem Authoring for Practice and Assessment - Yue Cui, Rohit Kumar, Carolyn P. Ros´e, and Kenneth Koedinger
Supporting the Guide on the SIDE - Moonyoung Kang, Sourish Chaudhuri, Rohit Kumar, Yi-Chia Wang,
Eric R. Ros´e, Carolyn P. Ros´e, and Yue Cui
Comparing Two IRT Models for Conjunctive Skills - Hao Cen, Kenneth Koedinger, and Brian Junker
The Effect of Providing Error-Flagging Support During Testing - Amruth Kumar
Cognitive Tutoring System with “Consciousness” - Daniel Dubois, Mohamed Gaha, Roger Nkambou, and Pierre Poirier
It’s Not Easy Being Green: Supporting Collaborative “Green Design” Learning - Sourish Chaudhuri, Rohit Kumar, Mahesh Joshi, Elon Terrell, Fred Higgs, Vincent Aleven, and Carolyn Penstein Rose
Cognitive and Technical Artefacts for Supporting Reusing Learning Scenario Patterns - Emmanuelle Villiot-Leclercq and Aude Dufresne
Integration of a Complex Learning Object in a Web-Based Interactive Learning System - Fran¸coise Le Calvez and Helene Giroire
Semantic Web Reasoning Tutoring Agent - Christiana Panayiotou and Brandon Bennett
An Affective Behavior Model for Intelligent Tutors - Yasmın Hernandez, Enrique Sucar, and Cristina Conati
Decision Tree for Tracking Learner’s Emotional State Predicted from His Electrical Brain Activity - Alicia Heraz, Tariq Daouda, and Claude Frasson
Toward Supporting Collaborative Discussion in an Ill-Defined Domain - Amy Ogan, Erin Walker, Vincent Aleven, and Chris Jones
Author Index