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Incorporating Analogies and Worked Out Examples as Pedagogical Strategies in a Computer Science Tutoring System.

, , , , , , and . SIGCSE, page 675-680. ACM, (2016)

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A Study of Analogy in Computer Science Tutorial Dialogues., , , , , and . CSEDU (2), page 232-237. SciTePress, (2015)Augmenting Visual Question Answering with Semantic Frame Information in a Multitask Learning Approach., and . ICSC, page 37-44. IEEE, (2020)Worked-out Examples in a Computer Science Intelligent Tutoring System., , , , , and . SIGITE, page 121. ACM, (2015)A Scalable Intelligent Tutoring System Framework for Computer Science Education., , , , , and . CSEDU (1), page 372-379. SciTePress, (2015)Learning Recursion: Insights from the ChiQat Intelligent Tutoring System., , , , and . CSEDU (2), page 336-343. SCITEPRESS, (2020)Kernel evolution for support vector classification., and . EAIS, page 93-99. IEEE, (2011)A Corpus for Visual Question Answering Annotated with Frame Semantic Information., and . LREC, page 5524-5531. European Language Resources Association, (2020)A Hybrid Model for Teaching Recursion., , , , , and . SIGITE, page 65-70. ACM, (2015)Incorporating Analogies and Worked Out Examples as Pedagogical Strategies in a Computer Science Tutoring System., , , , , , and . SIGCSE, page 675-680. ACM, (2016)