International Journal of Artificial Intelligence in Education, Volume 27

Volume 27, Number 1, March 2017

Special Issue on AI-Supported Education in Computer Science

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  Tiffany Barnes, Kristy Boyer, Sharon I-Han Hsiao, Nguyen-Thinh Le, Sergey A. Sosnovsky:
  Preface for the Special Issue on AI-Supported Education in Computer Science. 1-4
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  Behrooz Mostafavi, Tiffany Barnes:
  Evolution of an Intelligent Deductive Logic Tutor Using Data-Driven Elements. 5-36
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  Kelly Rivers, Kenneth R. Koedinger:
  Data-Driven Hint Generation in Vast Solution Spaces: a Self-Improving Python Programming Tutor. 37-64
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  Alex Gerdes, Bastiaan Heeren, Johan Jeuring, L. Thomas van Binsbergen:
  Ask-Elle: an Adaptable Programming Tutor for Haskell Giving Automated Feedback. 65-100
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  Cynthia Howard, Pamela W. Jordan, Barbara Di Eugenio, Sandra Katz:
  Shifting the Load: a Peer Dialogue Agent that Encourages its Human Collaborator to Contribute More to Problem Solving. 101-129
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  Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester:
  Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science. 130-153
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  Julien Broisin, Rémi Venant, Philippe Vidal:
  Lab4CE: a Remote Laboratory for Computer Education. 154-180
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  Nigel Bosch, Sidney K. D'Mello:
  The Affective Experience of Novice Computer Programmers. 181-206
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  Foteini Grivokostopoulou, Isidoros Perikos, Ioannis Hatzilygeroudis:
  An Educational System for Learning Search Algorithms and Automatically Assessing Student Performance. 207-240

Volume 27, Number 2, June 2017

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  Nizar Omheni, Anis Kalboussi, Omar Mazhoud, Ahmed Hadj Kacem:
  Computing of Learner's Personality Traits Based on Digital Annotations. 241-267
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  Jason M. Harley, Susanne P. Lajoie, Claude Frasson, Nathan C. Hall:
  Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features. 268-297
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  Martina A. Rau:
  Do Knowledge-Component Models Need to Incorporate Representational Competencies? 298-319
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  Lauren Fratamico, Cristina Conati, Samad Kardan, Ido Roll:
  Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity. 320-352
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  Avelino J. Gonzalez, James Hollister, Ronald F. DeMara, Jason Leigh, Brandan Lanman, Sangyoon Lee, Shane T. Parker, Christopher Walls, Jeanne E. Parker, Josiah Wong, Clayton Barham, Bryan Wilder:
  AI in Informal Science Education: Bringing Turing Back to Life to Perform the Turing Test. 353-384

Volume 27, Number 3, September 2017

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  Ilya M. Goldin, Susanne Narciss, Peter W. Foltz, Malcolm Bauer:
  New Directions in Formative Feedback in Interactive Learning Environments. 385-392
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  Claire E. Stevenson:
  Role of Working Memory and Strategy-Use in Feedback Effects on children's Progression in Analogy Solving: an Explanatory Item Response Theory Account. 393-418
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  Maria Cutumisu, Kristen Pilner Blair, Doris B. Chin, Daniel L. Schwartz:
  Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task. 419-447
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  Eliane Stampfer Wiese, Kenneth R. Koedinger:
  Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols. 448-474
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  Isidoros Perikos, Foteini Grivokostopoulou, Ioannis Hatzilygeroudis:
  Assistance and Feedback Mechanism in an Intelligent Tutoring System for Teaching Conversion of Natural Language into Logic. 475-514
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  Nancy L. Green:
  Argumentation Scheme-Based Argument Generation to Support Feedback in Educational Argument Modeling Systems. 515-533
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  Lakshmi Ramachandran, Edward F. Gehringer, Ravi Yadav:
  Automated Assessment of the Quality of Peer Reviews using Natural Language Processing Techniques. 534-581
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  Huy Nguyen, Wenting Xiong, Diane J. Litman:
  Iterative Design and Classroom Evaluation of Automated Formative Feedback for Improving Peer Feedback Localization. 582-622
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  Matthew W. Easterday, Daniel Rees Lewis, Elizabeth M. Gerber:
  Designing Crowdcritique Systems for Formative Feedback. 623-663

Volume 27, Number 4, December 2017

Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing

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  Rebecca J. Passonneau, Danielle McNamara, Smaranda Muresan, Dolores Perin:
  Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing. 665-670
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  Brendan Barstow, Lisa Fazio, Jordan Lippman, Mohammad Hassan Falakmasir, Christian D. Schunn, Kevin D. Ashley:
  The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing. 671-693
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  Zahra Rahimi, Diane J. Litman, Richard Correnti, Elaine Wang, Lindsay Clare Matsumura:
  Assessing Students' Use of Evidence and Organization in Response-to-Text Writing: Using Natural Language Processing for Rubric-Based Automated Scoring. 694-728
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  Charissa Tansomboon, Libby Gerard, Jonathan M. Vitale, Marcia C. Linn:
  Designing Automated Guidance to Promote Productive Revision of Science Explanations. 729-757
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  Jennifer Wiley, Peter M. Wiemer-Hastings, Dylan Blaum, Allison Jaeger, Simon Hughes, Patricia S. Wallace, Thomas D. Griffin, Mary Anne Britt:
  Different Approaches to Assessing the Quality of Explanations Following a Multiple-Document Inquiry Activity in Science. 758-790
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  Beata Beigman Klebanov, Jill Burstein, Judith Harackiewicz, Stacy Priniski, Matthew Mulholland:
  Reflective Writing About the Utility Value of Science as a Tool for Increasing STEM Motivation and Retention - Can AI Help Scale Up? 791-818