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Estimating the Effect of Web-Based Homework., , , , , and . AIED Workshops, volume 1009 of CEUR Workshop Proceedings, CEUR-WS.org, (2013)Blocking Vs. Interleaving: Examining Single-Session Effects Within Middle School Math Homework., , , and . AIED, volume 9112 of Lecture Notes in Computer Science, page 338-347. Springer, (2015)How Common are Common Wrong Answers? Crowdsourcing Remediation at Scale., , , , , , , , , and . L@S, page 70-80. ACM, (2023)Towards better affect detectors: effect of missing skills, class features and common wrong answers., , and . LAK, page 31-35. ACM, (2015)Feedback Design Patterns for Math Online Learning Systems., , , and . EuroPLoP, page 31:1-31:15. ACM, (2017)Implementing and Evaluating ASSISTments Online Math Homework Support At large Scale over Two Years: Findings and Lessons Learned., , , , and . AIED, volume 13916 of Lecture Notes in Computer Science, page 28-40. Springer, (2023)Guidance counselor reports of the ASSISTments college prediction model (ACPM)., , , , , , and . LAK, page 479-488. ACM, (2017)Feedback during Web-Based Homework: The Role of Hints., , , , , , , , and . AIED, volume 6738 of Lecture Notes in Computer Science, page 328-336. Springer, (2011)Modeling Wheel-spinning and Productive Persistence in Skill Builders., , , , , and . EDM, International Educational Data Mining Society (IEDMS), (2017)Comparing of Traditional Assessment with Dynamic Testing in a Tutoring System., , , and . EDM, page 295-300. www.educationaldatamining.org, (2011)