Repairing Disengagement With Non-InvasiveInterventions

Frontiers in Artificial Intelligence and Applications

Volumn 158, Issue , 2007, Pages 195-202

  Arroyo, Ivon ^a   Ferguson, Kimberly ^a   Johns, Jeff ^a   Dragon, Toby ^a   Meheranian, Hasmik ^a   Fisher, Don ^a   Barto, Andrew ^a   Mahadevan, Sridhar ^a   Woolf, Beverly P ^a  

^a Biologically Inspired Neural and Dynamical Systems Laboratory   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

REPAIR;

GENERAL TRENDS; GEOMETRY PROBLEMS; REFLECTION MONITORING; SELF REFLECTION; SELF-MONITORING; STUDENT ATTITUDES; STUDENT ENGAGEMENT; STUDENT LEARNING; TRENDS OVER TIME; TUTORING SYSTEM;

STUDENTS;

EID: 85140066285     PISSN: 09226389     EISSN: 18798314     Source Type: Book Series    
DOI: None     Document Type: Conference Paper

References (10)

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2. Baker, R.; Corbett, A.; Koedinger, K. (2004) Detecting student misuse of intelligent tutoring systems. In Proceedings of the 7th International Conference on Intelligent Tutoring Systems, pages 43-76.
3. Baker, D.J., Beck, J. (2006) Adapting to When Students Game an Intelligent Tutoring System. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 392-401
4. Beck, J. (2004) Using response times to model student disengagement. Proceedings of the ITS2004 Workshop on Social and Emotional Intelligence in Learning Environments, August, 2004
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6. Johns, J.; Woolf, B.P. (2006). A Dynamic Mixture Model to Detect Student Motivation and Proficiency. Proceedings of the Twenty-first National Conference on Artificial Intelligence (AAAI-06), Boston, MA.
7. Hartman, H. J. (2001). Metacognition in Learning and Instruction, Hartman, HJ (ed). Springer.
8. Mueller, C.M., Dweck, C.S. (1998). Praise for intelligence can undermine children’s and performance. Journal of Personality and Social Psychology, 75 (1), 33-52.
9. Roll, I., Aleven, V., McLaren, B. M., Ryu, E., Baker, R., and Koedinger, K. R. (2006). The Help Tutor: Does Metacognitive Feedback Improve Students' Help-Seeking Actions, Skills and Learning?
10. Wigfield, A. & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in academic situations. Educational Psychologist, 26, 233-262.