| Beyond Word Embeddings: Dense Representations for Multi-Modal Data. | 0 | 0.34 | 2019 |
| Inferring Course Enrollment from Partial Data. | 0 | 0.34 | 2018 |
| A Data-Driven Approach for Inferring Student Proficiency from Game Activity Logs. | 1 | 0.35 | 2016 |
| Joint Discovery of Skill Prerequisite Graphs and Student Models. | 6 | 0.57 | 2016 |
| Modeling Skill Acquisition Over Time with Sequence and Topic Modeling. | 10 | 0.71 | 2015 |
| Your model is predictive— but is it useful? Theoretical and Empirical Considerations of a New Paradigm for Adaptive Tutoring Evaluation | 18 | 0.84 | 2015 |
| Challenges Of Using Observational Data To Determine The Importance Of Example Usage | 1 | 0.34 | 2015 |
| A Framework for Multifaceted Evaluation of Student Models | 12 | 0.83 | 2015 |
| Using Data from Real and Simulated Learners to Evaluate Adaptive Tutoring Systems. | 4 | 0.56 | 2015 |
| Data-Driven Curriculum Design: Mining the Web to Make Better Teaching Decisions. | 2 | 0.44 | 2014 |
| Mining the Web to Leverage Collective Intelligence and Learn Student Preferences. | 0 | 0.34 | 2014 |
| General Features in Knowledge Tracing to Model Multiple Subskills, Temporal Item Response Theory, and Expert Knowledge. | 0 | 0.34 | 2014 |
| What and When do Students Learn? Fully Data-Driven Joint Estimation of Cognitive and Student Models. | 11 | 0.77 | 2013 |
| Dynamic Cognitive Tracing: Towards Unified Discovery of Student and Cognitive Models. | 17 | 1.14 | 2012 |
| Classifying dialogue in high-dimensional space | 3 | 0.41 | 2011 |
| Learning Classifiers From a Relational Database of Tutor Logs. | 2 | 0.36 | 2011 |
| How to Classify Tutorial Dialogue? Comparing Feature Vectors vs. Sequences. | 0 | 0.34 | 2011 |
| Which system differences matter?: using l1/l2 regularization to compare dialogue systems | 1 | 0.37 | 2011 |
| Predicting Task Completion from Rich but Scarce Data | 3 | 0.39 | 2010 |
