| Can an orchestration system increase collaborative, productive struggle in teaching-by-eliciting classrooms? | 1 | 0.34 | 2021 |
| Evaluation of auto-generated distractors in multiple choice questions from a semantic network. | 1 | 0.36 | 2021 |
| Teaching Algebraic Model Construction: A Tutoring System, Lessons Learned And An Evaluation | 0 | 0.34 | 2020 |
| How Should Knowledge Composed of Schemas be Represented in Order to Optimize Student Model Accuracy? | 0 | 0.34 | 2018 |
| Can adaptive prompting improve the collaboration of small face-to-face groups in math classrooms? | 0 | 0.34 | 2018 |
| Using the Tablet Gestures and Speech of Pairs of Students to Classify Their Collaboration | 2 | 0.42 | 2018 |
| A Preliminary Evaluation of the Usability of an AI-Infused Orchestration System. | 1 | 0.37 | 2018 |
| Learning How to Construct Models of Dynamic Systems: An Initial Evaluation of the Dragoon Intelligent Tutoring System. | 7 | 0.59 | 2017 |
| The Design And Development Of The Dragoon Intelligent Tutoring System For Model Construction: Lessons Learned | 2 | 0.38 | 2017 |
| High Accuracy Detection of Collaboration From Log Data and Superficial Speech Features. | 1 | 0.35 | 2017 |
| Can a Non-Cognitive Learning Companion Increase the Effectiveness of a Meta-Cognitive Learning Strategy? | 2 | 0.37 | 2017 |
| Regulative Loops, Step Loops and Task Loops | 5 | 0.41 | 2016 |
| How do machine-generated questions compare to human-generated questions? | 2 | 0.40 | 2016 |
| Electronic Posters to Support Formative Assessment. | 2 | 0.42 | 2016 |
| Reflections on Andes’ Goal-free User Interface | 0 | 0.34 | 2016 |
| Using HCI Task Modeling Techniques to Measure How Deeply Students Model. | 1 | 0.36 | 2013 |
| Model Construction As A Learning Activity: A Design Space And Review | 5 | 0.44 | 2013 |
| Instructional Factors Analysis: A Cognitive Model For Multiple Instructional Interventions. | 26 | 2.20 | 2011 |
| An analysis of students' gaming behaviors in an intelligent tutoring system: predictors and impacts | 25 | 0.97 | 2011 |
| Empirically evaluating the application of reinforcement learning to the induction of effective and adaptive pedagogical strategies | 40 | 1.72 | 2011 |
| The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension. | 3 | 0.48 | 2011 |
| From behavioral description to a pattern-based model for intelligent tutoring systems. | 3 | 0.39 | 2011 |
| An analysis of gaming behaviors in an intelligent tutoring system | 7 | 0.91 | 2010 |
| Developing an intelligent tutoring system using natural language for knowledge representation | 2 | 0.38 | 2010 |
| Meta-Cognitive Strategy Instruction in Intelligent Tutoring Systems: How, When, and Why. | 5 | 0.43 | 2010 |
| The effect of self-explaining on robust learning | 1 | 0.35 | 2010 |
| Inducing effective pedagogical strategies using learning context features | 9 | 0.58 | 2010 |
| “Yes!”: using tutor and sensor data to predict moments of delight during instructional activities | 14 | 0.67 | 2010 |
| Do micro-level tutorial decisions matter: applying reinforcement learning to induce pedagogical tutorial tactics | 33 | 1.29 | 2010 |
| Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-mediated versus Face-to-Face Tutoring | 4 | 0.84 | 2009 |
| Collaborative Dialog While Studying Worked-out Examples | 0 | 0.34 | 2009 |
| To Elicit Or To Tell: Does It Matter? | 9 | 0.66 | 2009 |
| Scalability Issues in AIED | 0 | 0.34 | 2009 |
| The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural Tutoring | 4 | 0.52 | 2008 |
| Reinforcement Learning-based Feature Seleciton For Developing Pedagogically Effective Tutorial Dialogue Tactics | 13 | 0.78 | 2008 |
| Bi-directional Search for Bugs: A Tool for Accelerating Knowledge Acquisition for Equation-Based Tutoring Systems | 0 | 0.34 | 2008 |
| Productive dialog during collaborative problem solving | 0 | 0.34 | 2008 |
| Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration | 4 | 0.84 | 2008 |
| Trialog: How Peer Collaboration Helps Remediate Errors in an ITS | 3 | 0.50 | 2008 |
| Accelerated Future Learning via Explicit Instruction of a Problem Solving Strategy | 8 | 1.02 | 2007 |
| Learning from Collaboratively Observing Videos during Problem Solving with Andes | 0 | 0.34 | 2007 |
| Domain-Specific and Domain-Independent Interactive Behaviors in Andes | 3 | 0.49 | 2007 |
| Exploring Alternative Methods for Error Attribution in Learning Curves Analysis in Intelligent Tutoring Systems | 2 | 0.70 | 2007 |
| What's in a Step? Toward General, Abstract Representations of Tutoring System Log Data | 7 | 1.48 | 2007 |
| Porting an Intelligent Tutoring System across Domains | 2 | 0.47 | 2007 |
| When are tutorial dialogues more effective than reading? | 119 | 7.32 | 2007 |
| Rapidly Creating a Tutorial Dialogue System Using the TuTalk Tool Suite | 0 | 0.34 | 2007 |
| Developing pedagogically effective tutorial dialogue tactics: experiments and a testbed. | 19 | 1.21 | 2007 |
| Explaining Self-Explaining: A Contrast between Content and Generation | 14 | 1.30 | 2007 |
| A comparison of decision-theoretic, fixed-policy and random tutorial action selection | 5 | 0.87 | 2006 |
