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What exactly do students learn when they practice equation solving?: refining knowledge components with the additive factors model.

, , and . LAK, page 399-408. ACM, (2018)

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A Process Model of Legal Argument with Hypotheticals., , , and . JURIX, volume 189 of Frontiers in Artificial Intelligence and Applications, page 1-10. IOS Press, (2008)Argument graph classification with Genetic Programming and C4.5., , , and . EDM, page 137-146. www.educationaldatamining.org, (2008)Improving Contextual Models of Guessing and Slipping with a Trucated Training Set., , and . EDM, page 67-76. www.educationaldatamining.org, (2008)Doing Things with Factors., and . ICAIL, page 31-41. ACM, (1995)Designing Playful Intelligent Tutoring Software to Support Engaging and Effective Algebra Learning., , , , , , and . EC-TEL, volume 13450 of Lecture Notes in Computer Science, page 258-271. Springer, (2022)Multimodal Analytics for Collaborative Teacher Reflection of Human-AI Hybrid Teaching: Design Opportunities and Constraints., , , , , and . EC-TEL, volume 14200 of Lecture Notes in Computer Science, page 580-585. Springer, (2023)The Frequency of Tutor Behaviors: A Case Study., and . ITS, volume 9684 of Lecture Notes in Computer Science, page 396-401. Springer, (2016)Pause, predict, and ponder: use of narrative videos to improve cultural discussion and learning., , and . CHI, page 155-162. ACM, (2008)Investigating Effects of Embedding Collaboration in an Intelligent Tutoring System for Elementary School Students., , and . ICLS, International Society of the Learning Sciences, (2016)Combining Gaze, Dialogue, and Action from a Collaborative Intelligent Tutoring System to Inform Student Learning Processes., , , and . ICLS, International Society of the Learning Sciences, (2018)