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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How to Build Bridges between Intelligent Tutoring System Subfields of Researchan intelligent tutor. Important principles of design are claimed by many subfields, including but not limited to: design, human-computer interaction, perceptual psychology, cognitive psychology, affective and motivation psychology, statistics, artificial intelligence, cognitive neuroscience, constru

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Supporting Learners’ Self-organization: An Exploratory Studyretical model of collective work dynamics is a pertinent basis for both (1) designing interfaces providing a passive support that engages learners in an explicit organization activity, and (2) making learners’ organization more easily detectable and analyzable within a perspective of active support.

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Virtual Humans with Secrets: Learning to Detect Verbal Cues to Deceptionelopment of two virtual human characters for teaching the skill of deception detection. An accompanying tutoring system provides solicited hints on what to ask during an interview and unsolicited feedback that identifies properties of truthful and deceptive statements uttered by the characters. We p

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Optimizing Story-Based Learning: An Investigation of Student Narrative Profilese in engaging story-based problem solving. As the capabilities of narrative-centered learning environments expand, a key challenge is identifying experiential factors that contribute to the most effective story-based learning. To investigate the impact of students’ narrative experiences on learning

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Integrating Learning and Engagement in Narrative-Centered Learning Environmentsment may be at odds in these game-based learning environments and traditional learning systems. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to learn, while on the other hand, traditional learning technologies may p

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Collaborative Lecturing by Human and Computer Tutorspired by the lecture delivery styles of the expert tutors, the collaborative lectures of the ITS were conversational and interactive, instead of a polished one-way information delivery from tutor to student. We hypothesized that the enhanced interactivity of the expert tutor lectures were linked to

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