Vol-1009 urn:nbn:de:0074-1009-5 Copyright © 2013 for the individual papers by the papers' authors. Copying permitted only for private and academic purposes. This volume is published and copyrighted by its editors.

AIEDWS 2013
Workshops Proceedings of AIED 2013

Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education AIED 2013

Memphis, USA, July 9-13, 2013.

Erin Walker*
Chee-Kit Looi**

Contents at a Glance

• Part 1: Workshop on Massive Open Online Courses (moocshop)
  Zachary Pardos, Emily Schneider
  
• Part 2: Scaffolding in Open-Ended Learning Environments (OELEs)
  Gautam Biswas, Roger Azevedo, Valerie Shute, Susan Bull
• Part 3: 2nd Workshop on Intelligent Support for Learning in Groups
  Jihie Kim, Rohit Kumar
• Part 4: AIED Workshop on Simulated Learners
  Gord McCalla, John Champaign
• Part 5: 4th International Workshop on Culturally-Aware Tutoring Systems (CATS2013)
  Emmanuel G. Blanchard, Isabela Gasparini
• Part 6: Cross-Cultural Differences and Learning Technologies for the Developing World (LT4D) -- Issues, Constraints, Solutions
  Ivon Arroyo, Imran Zualkernan, Beverly P. Woolf
• Part 7: Recommendations for Authoring, Instructional Strategies and Analysis for Intelligent Tutoring Systems (ITS): Toward the Development of a Generalized Intelligent Framework for Tutoring (GIFT)
  Robert A. Sottilare, Heather K. Holden
• Part 8: Formative Feedback in Interactive Learning Environments (FFILE)
  Ilya Goldin, Taylor Martin, Ryan Baker, Vincent Aleven, Tiffany Barnes
• Part 9: The First Workshop on AI-supported Education for Computer Science (AIEDCS)
  Barbara Di Eugenio, Sharon I-Han Hsiao, Kristy Elizabeth Boyer, Nguyen-Thinh Le, Leigh Ann Sudol-DeLyser
• Part 10: Workshop on Self-Regulated Learning in Educational Technologies (SRL@ET): Supporting, modeling, evaluating, and fostering metacognition with computer-based learning environments
  Amali Weerasinghe, Benedict Du Boulay, Gautam Biswas

Part 1: Workshop on Massive Open Online Courses (moocshop)
Zachary A. Pardos, Emily Schneider

• Preface
  Zachary A. Pardos, Emily Schneider
  

Position / Overview

• Two Models of Learning: Cognition Vs. Socialization
  Shreeharsh Kelkar
• Welcome to the moocspace: a proposed theory and taxonomy for massive open online courses
  Emily Schneider
• Roll Call: Taking a Census of MOOC Student
  Betsy Williams
• Developing Data Standards and Systems for MOOC Data Science
  Kalyan Veeramachaneni, Franck Dernoncourt, Colin Taylor, Zachary Pardos, Una-May O'Reilly

Assessment

• Syntactic and Functional Variability of a Million Code Submissions in a Machine Learning MOOC
  Jonathan Huang, Chris Piech, Andy Nguyen, Leonidas Guibas
• Revisiting and Extending the Item Difficulty Effect Model
  Sarah Schultz, Trenton Tabor
• Using Argument Diagramming to Improve Peer Grading of Writing Assignments
  Mohammad H. Falakmasir, Kevin D. Ashley, Christian D. Schunn

Interventions

• Improving learning in MOOCs with Cognitive Science
  Joseph Jay Williams
• Measurably Increasing Motivation in MOOCs
  Joseph Jay Williams, Dave Paunesku, Benjamin Heley, Jascha Sohl-Dickstein
• Controlled experiments on millions of students to personalize learning
  Eliana Feasley, Chris Klaiber, James Irwin, Jace Kohlmeier, Jascha Sohl-Dickstein

Engagement

• Analysis of Video Use in edX Courses
  Daniel T. Seaton, Albert J. Rodenius, Cody A. Coleman, David E. Pritchard, Isaac Chuang
• Exploring Possible Reasons behind Low Student Retention Rates of Massive Online Open Courses: A Comparative Case Study from a Social Cognitive Perspective
  Yuan Wang
• Using EEG to Improve Massive Open Online Courses Feedback Interaction
  Haohan Wang, Yiwei Li, Xiaobo Hu, Yucong Yang, Zhu Meng, Kai-Min Chang
• Collaborative Learning in Geographically Distributed and In-person Groups
  Rene Kizilcec

Part 2: Scaffolding in Open-Ended Learning Environments (OELEs)
Gautam Biswas, Roger Azevedo, Valerie Shute, Susan Bull

• Preface
  Gautam Biswas, Roger Azevedo, Valerie Shute, Susan Bull
• Digital Games and Science Learning: Design Principles and Processes to Augment Commercial Game Design Conventions
  Douglas B. Clark, Stephen Killingsworth, Mario Martinez-Garza, Grant Van Eaton, Gautam Biswas, John Kinnebrew, Pratim Sengupta, Kara Krinks, Deanne Adams, Haifeng Zhang, James Hughes
• Understanding Users' Interaction Behavior with an Intelligent Educational Game: Prime Climb
  Alireza Davoodi, Samad Karkan, Cristina Conati
• Designing Digital Objects to Scaffold Learning
  Grant Van Eaton, Douglas B. Clark, David Beutel
• Fostering Diagnostic Accuracy in a Medical Intelligent Tutoring System
  Reza Feyzi-Behnagh, Roger Azevedo, Elizabeth Legowski, Kayse Reitmeyer, Eugene Tseytlin, Rebecca Crowley
• Teacher Perspectives on the Potential for Scaffolding with an Open Learner Model and a Robotic Tutor
  Aiden Jones, Susan Bull, Ginevra Castellano
• Metacognitive Tutoring for Scientific Modeling
  David A. Joyner, Ashok K. Goel, David M. Majerich
• Evaluation of a Data Mining Approach to Providing Adaptive Support in an Open-Ended Learning Environment: A Pilot Study
  Samad Kardan, Cristina Conati
• Adaptive Multi-Agent Architecture to Track Students' Self-Regulated Learning
  Babak Khosravifar, Roger Azevedo, Reza Feyzi-Behnagh, Michelle Taub, Gautam Biswas, John S. Kinnebrew
• A Differential Temporal Interestingness Measure for Identifying the Learning Behavior Effects of Scaffolding
  John S. Kinnebrew, Daniel L.C. Mack, Gautam Biswas
• Process and Outcome Benefits for Orienting Students to Analyze and Reflect on Available Data in Productive Failure Activities
  Ido Roll, Natasha G. Holmes, James Day, Anthony H.K. Park, D.A. Bonn
• Embedded Scaffolding for Reading Comprehension in Open-Ended Narrative-Centered Learning Environments
  Jonathan P. Rowe, Eleni V. Lobene, Bradford W. Mott, James C. Lester
• Suggest-Assert-Modify: A Taxonomy of Adaptive Scaffolds in Computer-Based Learning Environments
  James R. Segedy, Kirk M. Loretz, Gautam Biswas
• Exploring Adaptive Scaffolding in a Multifaceted Tangible Learning Environment
  Elissa Thomas, Victor Girotto, Alex Abreu, Cecil Lozano, Kasia Muldner, Winslow Burleson, Erin Walker
• 'Gaming the system' in Newton's Playground
  Lubin Wang, Yoon Jeon Kim, Valerie Shute

Part 3: 2nd Workshop on Intelligent Support for Learning in Groups
Jihie Kim, Rohit Kumar

• Preface
  Jihie Kim, Rohit Kumar

Tools & Techniques

• Authoring Collaborative Intelligent Tutoring Systems
  Jennifer Olsen, Daniel Belenky, Vincent Aleven, Nikol Rummel, Jonathan Sewall, Michael Ringenberg
• A Data Mining Approach to Construct Production Rules in an Educational Game
  Fazel Keshtkar, Borhan Samei, Brent Morgan, Art Graesser

Modeling & Analysis

• Modeling the Process of Online Q&A Discussions using a Dialogue State Model
  Shitian Shen, Jihie Kim
• Extending Collaborative Learning Modeling with Emotional Information
  Olga C. Santos, Jesus G. Boticario, Raul Cabestrero, Pilar Quiros
• Analysis of Emotion and Engagement in a STEM Alternate Reality Game
  Yu-Han Chang, Rajiv Maheswaran, Jihie Kim, Linwei Zhu

Visualization

• A Dashboard for Visualizing Deliberative Dialogue in Online Learning
  Tom Murray, Leah Wing, Beverly Park Woolf
• Designing OLMs for Reflection about Group Brainstorming at Interactive Tabletops
  Andrew Clayphan, Roberto Martinez Maldonado, Judy Kay
• Encouraging Online Student Reading with Social Visualization
  Julio Guerra, Denis Parra, Peter Brusilovsky

Interactive Systems

• Academically Productive Talk: One Size Does Not Fit All
  David Adamson, Carolyn Rose
• Towards Supporting 'Learning To Learn Together' in the Metafora platform
  Manolis Mavrikis, Toby Dragon, Nikoleta Yiannoutsou, Bruce M. McLaren
• Supporting Collaborative Learning in Virtual Worlds by Intelligent Pedagogical Agents: Approach, Perspectives
  Mohamed Soliman

Position Papers

• Towards Semantic Descriptions of Collaboration Indicators to Support Collaboration Models Transferability
  Jesus L. Lobo, Olga C. Santos, Jesus G. Boticario
• Scripting at the Tabletop to Improve Collaboration
  Andrew Clayphan

Part 4: AIED Workshop on Simulated Learners
Gord McCalla, John Champaign

• Preface
  Gord McCalla, John Champaign
• Using Simulated Learners and Simulated Learning Environments within a Special Education Context
  Carrie Demmans Epp, Alexandra Makos
• Simulated Students, Mastery Learning, and Improved Learning Curves for Real-World Cognitive Tutors
  Stephen Fancsali, Tristan Nixon, Annalies Vuong, Steven Ritter
• Exploring through Simulation the Effects of Peer Impact on Learning
  Stephanie Frost, Gordon McCalla
• Using HCI Task Modeling Techniques to Measure How Deeply Students Model
  Sylvie Girard, Lishan Zhang, Yoalli Hidalgo-Pontet, Kurt Vanlehn, Winslow Burleson, Maria Elena Chavez-Echeagary, Javier Gonzalez-Sanchez
• Validating Item Response Theory Models in Simulated Environments
  Manuel Hernando, Eduardo Guzman, Ricardo Conejo
• Toward a reflective SimStudent: Using experience to avoid generalization errors
  Christopher MacLellan, Noboru Matsuda, Kenneth Koedinger
• Towards Moment of Learning Accuracy
  Zachary Pardos, Michael Yudelson
• Impact of Prior Knowledge and Teaching Strategies on Learning by Teaching
  Ma. Mercedes T. Rodrigo, Aaron Ong, Rex P. Bringula, Roselle S. Basa, Cecilio Dela Cruz, Noboru Matsuda

Part 5: 4th International Workshop on Culturally-Aware Tutoring Systems (CATS2013)
Emmanuel G. Blanchard, Isabela Gasparini

• Preface
  Emmanuel G. Blanchard, Isabela Gasparini
• A Conceptual Model of Intercultural Communication: Challenges, Development Method and Achievements
  Emmanuel G. Blanchard, Stan Karanasios, Vania Dimitrova
• Is the Brazilian HCI Community Researching Cultural Issues? An Analysis of 15 years of the Brazilian HCI Conference
  Isabela Gasparini, Marcos Hideshi Kimura, Sergio De Moraes, Marcelo Pimenta, Jose Palazzo M. De Oliveira
• Contextualised Student Modelling for Enculturated Systems
  Phaedra Mohammed, Permanand Mohan
• A Synergic Neuro-Fuzzy Evaluation System in Cultural Intelligence
  Zhao Xin Wu, Roger Nkambou, Jacqueline Bourdeau
• A Virtual Space for Children to Meet and Practice Chinese
  Mei Si

Part 6: Cross-Cultural Differences and Learning Technologies for the Developing World (LT4D) -- Issues, Constraints, Solutions
Ivon Arroyo, Imran Zualkernan, Beverly P. Woolf

• Preface
  Ivon Arroyo, Imran Zualkernan, Beverly P. Woolf
• Towards Localization of Automated Tutors for Developing Countries
  Imran Zualkernan, Ivon Arroyo, Beverly P. Woolf
• A Case Study of the Localization of an Intelligent Tutoring System
  Mohammed Phaedra, Mohan Permanand
• Impact of a blended ICT adoption model on Chilean vulnerable schools correlates with amount of on online practice
  Roberto Araya, Johan Van der Molen
• Children Creating Pedagogical Avatars: Cross-cultural Differences in Drawings and Language
  Melissa-Sue John, Ivon Arroyo, Imran Zualkernan, Beverly P. Woolf
• Comparing Paradigms for AIED in ICT4D: Classroom, Institutional, and Informal
  Benjamin D. Nye
• The Importance of Software Standards in the Globalization of Educational Technology: The IEEE Actionable Data Book Project
  Aavron Barr, Tyde Richards, Robby Robson

Part 7: Recommendations for Authoring, Instructional Strategies and Analysis for Intelligent Tutoring Systems (ITS): Toward the Development of a Generalized Intelligent Framework for Tutoring (GIFT)
Robert A. Sottilare, Heather K. Holden

• Preface
  Robert A. Sottilare, Heather K. Holden
• Motivations for a Generalized Intelligent Framework for Tutoring (GIFT) for Authoring, Instruction and Analysis
  Robert Sottilare, Heather Holden
• Unwrapping GIFT: A Primer on Developing with the Generalized Intelligent Framework for Tutoring
  Charles Ragusa, Michael Hoffman, Jon Leonard
• GIFT Research Transition: An Outline of Options: How transition in GIFT moves through phases of idea, project, paper, and to real-world use
  Keith Brawner
• Experimentation with the Generalized Intelligent Framework for Tutoring (GIFT): A Testbed Use Case
  Benjamin Goldberg, Jan Cannon-Bowers
• Bringing Authoring Tools for Intelligent Tutoring Systems and Serious Games Closer Together: Integrating GIFT with the Unity Game Engine
  Colin Ray, Stephen Gilbert
• Authoring a Thermodynamics Cycle Tutor Using GIFT
  Mostafa Amin-Naseri, Enruo Guo, Stephen Gilbert, John Jackman, Mathew Hagge, Gloria Starns, LeAnn Faidly
• Integrating GIFT and AutoTutor with Sharable Knowledge Objects (SKOs)
  Benjamin Nye
• Leveraging a Generalized Tutoring Framework in Exploratory Simulations Of Ill-Defined Domains
  James Thomas, Ajay Divakaran, and Saad Khan
• Toward "Hyper-Personalized" Cognitive Tutors: Non-Cognitive Personalization in the Generalized Intelligent Framework for Tutoring
  Stephen Fancsali, Steven Ritter, John Stamper, Tristan Nixon
• Using GIFT to Support an Empirical Study on the Impact of the Self-Reference Effect on Learning
  Anne Sinatra
• Detection and Transition Analysis of Engagement and Affect in a Simulation-Based Combat Medic Training Environment
  Jeanine DeFalco, Ryan Baker
• Run-Time Affect Modeling in a Serious Game with the Generalized Intelligent Framework for Tutoring
  Jonathan Rowe, Eleni Lobene, Jennifer Sabourin, Bradford Mott, James Lester
• Towards a Generalized Framework for Intelligent Teaching and Learning Systems: The Argument for a Lightweight Multiagent Architecture
  Benjamin Nye, Donald Morrison
• Recommendations for the Generalized Intelligent Framework for Tutoring Based on the Development of the Deep Tutor Service
  Vasile Rus, Nobal Niraula, Mihai Lintean, Rajendra Banjade, Dan Stefanescu, William Baggett
• The SCHOLAR Legacy: A New Look at the Affordances of Semantic Networks for Conversational Agents in Intelligent Tutoring Systems
  Donald Morrison, Vasile Rus
• XNAgent: Authoring Embodied Conversational Agents for Tutor-User Interfaces
  Andrew Onley

Part 8: Formative Feedback in Interactive Learning Environments (FFILE)
Ilya Goldin, Taylor Martin, Ryan Baker, Vincent Aleven, Tiffany Barnes

• Preface
  Ilya Goldin, Taylor Martin, Ryan Baker, Vincent Aleven, Tiffany Barnes

Full Papers

• Automating Guidance for Students' Chemistry Drawings
  Anna Rafferty, Elizabeth Gerard, Kevin McElhaney, Marcia Linn
• Estimating the Effect of Web-Based Homework
  Kim Kelly, Neil Heffernan, Cristina Heffernan, Susan Goldman, James Pellegrino, Deena Soffer Goldstein
• Target the controls during the problem solving activity, a process to produce adapted epistemic feedbacks in ill-defined domains. The case of a TEL system for orthopaedic surgery
  Vanda Luengo, Dima Mufti-Alchawafa
• Eliciting student explanations during tutorial dialogue for the purpose of providing formative feedback
  Pamela Jordan, Patricia Albacete, Sandra Katz, Michael Ford, Michael Lipschultz
• Must Feedback Disrupt Presence in Serious Games?
  Matthew Hays, H. Chad Lane, Daniel Auerbach
• Individual differences in the effect of feedback on children's change in analogical reasoning
  Claire E. Stevenson, Wilma C. M. Resing, Willem J. Heiser

Posters and Demos

• An Intelligent Tutoring System for Japanese Language Particles with User Assessment and Feedback
  Zachary Chung, Hiroko Nagai, Ma. Mercedes T. Rodrigo
• Towards Formative Feedback on Student Arguments
  Nancy Green
• Formative feedback in Digital Lofts: Learning environments for real world innovation
  Matthew Easterday, Daniel Rees Lewis, Elizabeth Gerber
• What is my essay really saying? Using extractive summarization to motivate reflection and redrafting
  Nicolas Van Labeke, Denise Whitelock, Debora Field, Stephen Pulman, John Richardson
• A User Study on the Automated Assessment of Reviews
  Lakshmi Ramachandran and Edward Gehringer
• Effects of Automatically Generated Hints on Time in a Logic Tutor
  Michael Eagle, Tiffany Barnes, Matthew Johnson
• Providing implicit formative feedback to learners by combining self-generated and instructional explanations
  Joseph Jay Williams, Helen Poldsam
• An architecture for identifying and using effective learning behavior to help students manage learning
  Paul Salvador Inventado, Roberto Legaspi, Koichi Moriyama, Masayuki Numao, Jeanine DeFalco, Ryan Baker

Part 9: The First Workshop on AI-supported Education for Computer Science (AIEDCS)
Barbara Di Eugenio, Sharon I-Han Hsiao, Kristy Elizabeth Boyer, Nguyen-Thinh Le, Leigh Ann Sudol-DeLyser

• Preface
  Barbara Di Eugenio, Sharon I-Han Hsiao, Kristy Elizabeth Boyer, Nguyen-Thinh Le, Leigh Ann Sudol-DeLyser
• Sequential Patterns of Affective States of Novice Programmers
  Nigel Bosch, Sidney D'Mello
• Towards Deeper Understanding of Syntactic Concepts in Programming
  Sebastian Gross, Sven Strickroth, Niels Pinkwart, Nguyen-Thinh Le
• An Intelligent Tutoring System for Teaching FOL Equivalence
  Foteini Grivokostopoulou, Isidoros Perikos, Ioannis Hatzilygeroudis
• Informing the Design of a Game-Based Learning Environment for Computer Science: A Pilot Study on Engagement and Collaborative Dialogue
  Fernando J. Rodriguez, Natalie D. Kerby, Kristy Elizabeth Boyer
• When to Intervene: Toward a Markov Decision Process Dialogue Policy for Computer Science Tutoring
  Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester
• Automatic Generation of Programming Feedback; A Data-Driven Approach
  Kelly Rivers, Kenneth R. Koedinger
• JavaParser; A Fine-Grain Concept Indexing Tool for Java Problems
  Roya Hosseini, Peter Brusilovsky

Part 10: Workshop on Self-Regulated Learning in Educational Technologies (SRL@ET): Supporting, modeling, evaluating, and fostering metacognition with computer-based learning environments
Amali Weerasinghe, Benedict Du Boulay, Gautam Biswas

• Preface
  Amali Weerasinghe, Benedict Du Boulay, Gautam Biswas
• Brief Introduction to Social Deliberative Skills
  Tom Murray
• Enhancing socially shared regulation in working groups using a CSCL regulation tools
  Ernesto Panadero, Sanna Jarvela, Jonna Malmberg, Marika Koivuniemi, Chris Phielix, Jos Jaspers, Paul Kirschner
• How should SE be supported - during problem-solving or seperately?
  Amali Weerasinghe, Amir Shareghinajar, Tanja Mitrovic
• An Investigation of Successful Self-Regulated-Learning in a Technology-Enhanced Learning Environment
  Christina M. Steiner, Gudrun Wesiak, Adam Moore, Owen Conlan, Declan Dagger, Gary Donohoe, Dietrich Albert
• Managing Ethical Thinking
  Mayya Sharipova, Gordon McCalla
• A Framework for Self-Regulated Learning of Domain-Specific Concepts
  Bowen Hui
• Evaluation of a meta-tutor for constructing models of dynamic systems
  Lishan Zhang, Winslow Burleson, Maria Elena Chavez-Echeagaray, Sylvie Girard, Javier Gonzalez-Sanchez, Yoalli Hidalgo-Pontet, Kurt VanLehn

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