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A framework for inclusive AI learning design for diverse learners

Computers and education. Artificial intelligence, 2024-06, Vol.6, p.100212, Article 100212

2024

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Intelligent Tutoring Systems: 12th International Conference, ITS 2014, Honolulu, HI, USA, June 5-9, 2014. Proceedings

1st edition., 2014

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Fostering Balanced Contributions Among Children Through Dialogue Visualization

IEEE Transactions on Learning Technologies, 2022-08, Vol.15 (4), p.454-466

2022

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"I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis

Computer science education, 2023-07, Vol.33 (3), p.429-457

2023

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Investigating Linguistic Alignment in Collaborative Dialogue: A Study of Syntactic and Lexical Patterns in Middle School Students

Language and speech, 2024-03, p.238309241234565-238309241234565

2024

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Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs

Artificial Intelligence in Education, p.195-200

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DeepStealth: Game-Based Learning Stealth Assessment With Deep Neural Networks

IEEE transactions on learning technologies, 2020-04, Vol.13 (2), p.312-325

2020

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Prompting collaborative and exploratory discourse: An epistemic network analysis study

International journal of computer-supported collaborative learning, 2021-09, Vol.16 (3), p.339-366

2021

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Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments

Artificial Intelligence in Education, p.314-318

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An automated, unobtrusive, formative assessment of creativity in a computer science and music remixing learning environment

Psychology of aesthetics, creativity, and the arts, 2024-05

2024

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Using Dialogue Analysis to Predict Women's Stress During Remote Collaborative Learning in Computer Science

Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1, 2021, p.60-66

2021

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It’s Written on Your Face: Detecting Affective States from Facial Expressions while Learning Computer Programming

Intelligent Tutoring Systems, p.39-44

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Elementary Students' Understanding of CS Terms

ACM transactions on computing education, 2020-09, Vol.20 (3), p.1-19

2020

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Automatically Recognizing Facial Indicators of Frustration: A Learning-centric Analysis

2013 Humaine Association Conference on Affective Computing and Intelligent Interaction, 2013, p.159-165

2013

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Predicting Affect from Gaze Data during Interaction with an Intelligent Tutoring System

Intelligent Tutoring Systems, p.29-38

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Investigating the Relationship Between Dialogue States and Partner Satisfaction During Co-Creative Learning Tasks

International journal of artificial intelligence in education, 2023-09, Vol.33 (3), p.543-582

2023

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The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support

User Modeling, Adaptation and Personalization, p.265-276

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The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students’ Collaborative Dialogue

Artificial Intelligence in Education, p.268-281

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Predicting Learning from Student Affective Response to Tutor Questions

Intelligent Tutoring Systems, p.154-164

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The Relationship of Gender, Experiential, and Psychological Factors to Achievement in Computer Science

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education, 2020, p.225-231

2020

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The Relationship of CS Attitudes, Perceptions of Collaboration, and Pair Programming Strategies on Upper Elementary Students' CS Learning

Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1, 2021, p.46-52

2021

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The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing

Proceedings of the ACM on human-computer interaction, 2022-04, Vol.6 (CSCW1), p.1-24, Article 123

2022

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Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students

Computer science education, 2022-01, Vol.32 (1), p.3-29

2022

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Understanding Women's Remote Collaborative Programming Experiences: The Relationship between Dialogue Features and Reported Perceptions

Proceedings of the ACM on human-computer interaction, 2021-01, Vol.4 (CSCW3), p.1-29, Article 253

2021

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Automated Physiological-Based Detection of Mind Wandering during Learning

Intelligent Tutoring Systems, p.55-60

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A framework for inclusive AI learning design for diverse learners

Intelligent Tutoring Systems: 12th International Conference, ITS 2014, Honolulu, HI, USA, June 5-9, 2014. Proceedings

Fostering Balanced Contributions Among Children Through Dialogue Visualization

"I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis

Investigating Linguistic Alignment in Collaborative Dialogue: A Study of Syntactic and Lexical Patterns in Middle School Students

Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs

DeepStealth: Game-Based Learning Stealth Assessment With Deep Neural Networks

Prompting collaborative and exploratory discourse: An epistemic network analysis study

Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments

An automated, unobtrusive, formative assessment of creativity in a computer science and music remixing learning environment

Using Dialogue Analysis to Predict Women's Stress During Remote Collaborative Learning in Computer Science

It’s Written on Your Face: Detecting Affective States from Facial Expressions while Learning Computer Programming

Elementary Students' Understanding of CS Terms

Automatically Recognizing Facial Indicators of Frustration: A Learning-centric Analysis

Predicting Affect from Gaze Data during Interaction with an Intelligent Tutoring System

Investigating the Relationship Between Dialogue States and Partner Satisfaction During Co-Creative Learning Tasks

The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support

The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students’ Collaborative Dialogue

Predicting Learning from Student Affective Response to Tutor Questions

The Relationship of Gender, Experiential, and Psychological Factors to Achievement in Computer Science

The Relationship of CS Attitudes, Perceptions of Collaboration, and Pair Programming Strategies on Upper Elementary Students' CS Learning

The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing

Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students

Understanding Women's Remote Collaborative Programming Experiences: The Relationship between Dialogue Features and Reported Perceptions

Automated Physiological-Based Detection of Mind Wandering during Learning

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