| Measuring Causality Between Collaborative And Individual Gaze Metrics For Collaborative Problem-Solving With Intelligent Tutoring Systems | 0 | 0.34 | 2021 |
| Robots for Learning - Learner-Centred Design | 0 | 0.34 | 2021 |
| Designing For The Co-Orchestration Of Social Transitions Between Individual, Small-Group And Whole-Class Learning In The Classroom | 1 | 0.36 | 2021 |
| Temporal analysis of multimodal data to predict collaborative learning outcomes | 0 | 0.34 | 2020 |
| Predicting learners' effortful behaviour in adaptive assessment using multimodal data. | 0 | 0.34 | 2020 |
| Usage of Hints on Coding-Based Summative Assessments. | 0 | 0.34 | 2020 |
| Using Immersive Virtual Reality To Support Designing Skills In Vocational Education | 0 | 0.34 | 2020 |
| Applying IDC theory to education in the Alps region: a response to Chan et al.’s contribution | 0 | 0.34 | 2019 |
| Orchestration of Robotic Activities in Classrooms - Challenges and Opportunities. | 0 | 0.34 | 2019 |
| On the Use of Gaze as a Measure for Performance in a Visual Exploration Task. | 0 | 0.34 | 2019 |
| An Alternate Statistical Lens to Look at Collaboration Data - Extreme Value Theory. | 0 | 0.34 | 2019 |
| Designing Configurable Arm Rehabilitation Games: How Do Different Game Elements Affect User Motion Trajectories? | 0 | 0.34 | 2019 |
| FROG, A Tool to Author and Run Orchestration Graphs - Affordances and Tensions. | 0 | 0.34 | 2019 |
| Robot Analytics: What Do Human-Robot Interaction Traces Tell Us About Learning? | 0 | 0.34 | 2019 |
| It is not either or: An initial investigation into combining collaborative and individual learning using an ITS. | 0 | 0.34 | 2019 |
| Co-Designing Orchestration Support for Social Plane Transitions with Teachers - Balancing Automation and Teacher Autonomy. | 0 | 0.34 | 2018 |
| Exploring Causality Within Collaborative Problem Solving Using Eye-Tracking. | 1 | 0.34 | 2018 |
| Quantifying Collaboration in Synchronous Document Editing. | 0 | 0.34 | 2018 |
| Combining Gaze, Dialogue, and Action from a Collaborative Intelligent Tutoring System to Inform Student Learning Processes. | 0 | 0.34 | 2018 |
| Through the (Thin-Slice) Looking Glass: An Initial Look at Rapport and Co-Construction Within Peer Collaboration. | 2 | 0.39 | 2017 |
| Learning Alone or Together? A Combination Can Be Best! | 0 | 0.34 | 2017 |
| Examining Positive and Negative Interdependence in an Elementary School CSCL Setting. | 0 | 0.34 | 2017 |
| Investigating Effects of Embedding Collaboration in an Intelligent Tutoring System for Elementary School Students. | 0 | 0.34 | 2016 |
| Mailing Archived Emails as Postcards: Probing the Value of Virtual Collections. | 3 | 0.38 | 2016 |
| Predicting Student Performance In a Collaborative Learning Environment. | 0 | 0.34 | 2015 |
| Toward Combining Individual And Collaborative Learning Within An Intelligent Tutoring System | 2 | 0.38 | 2015 |
| Adapting Collaboration Dialogue In Response To Intelligent Tutoring System Feedback | 1 | 0.35 | 2015 |
| Dual Eye Tracking as a Tool to Assess Collaboration. | 1 | 0.40 | 2015 |
| Transitivity is Not Obvious: Probing Prerequisites for Learning. | 0 | 0.34 | 2015 |
| Using Dual Eye-Tracking to Evaluate Students' Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions. | 0 | 0.34 | 2014 |
| Authoring Collaborative Intelligent Tutoring Systems. | 7 | 0.65 | 2013 |
| Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools. | 4 | 0.49 | 2013 |
