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Using Dual Eye-Tracking to Evaluate Students' Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions.

, , , , и . CogSci, cognitivesciencesociety.org, (2014)

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Другие публикации лиц с тем же именем

Scaffolding Problem Solving with Annotated, Worked-Out Examples to Promote Deep Learning., и . Intelligent Tutoring Systems, том 4053 из Lecture Notes in Computer Science, стр. 625-634. Springer, (2006)Tools for Authoring a Dialogue Agent that Participates in Learning Studies., , , , и . AIED, том 158 из Frontiers in Artificial Intelligence and Applications, стр. 43-50. IOS Press, (2007)ITS Tools for Natural Language Dialogue: A Domain-Independent Parser and Planner., , , и . Intelligent Tutoring Systems, том 1839 из Lecture Notes in Computer Science, стр. 433-442. Springer, (2000)The Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay Writing., , , , , , , , , и 2 other автор(ы). Intelligent Tutoring Systems, том 2363 из Lecture Notes in Computer Science, стр. 158-167. Springer, (2002)Authoring Collaborative Intelligent Tutoring Systems., , , , , и . AIED Workshops, том 1009 из CEUR Workshop Proceedings, CEUR-WS.org, (2013)Fading and Deepening: The Next Steps for Andes and other Model-Tracing Tutors., , , , , , , , , и 2 other автор(ы). Intelligent Tutoring Systems, том 1839 из Lecture Notes in Computer Science, стр. 474-483. Springer, (2000)Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers., , , , , , , и . Int. J. Artif. Intell. Educ., 26 (1): 224-269 (2016)Embedding Intelligent Tutoring Systems in MOOCs and e-Learning Platforms., , , , , и . ITS, том 9684 из Lecture Notes in Computer Science, стр. 409-415. Springer, (2016)A Student Model Based on Item Response Theory for TuTalk, a Tutorial Dialogue Agent.. AIED, том 158 из Frontiers in Artificial Intelligence and Applications, стр. 699-700. IOS Press, (2007)Using Dual Eye-Tracking to Evaluate Students' Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions., , , , и . CogSci, cognitivesciencesociety.org, (2014)