LEADER 05668nam 22007334a 450 001 9910449818303321 005 20200520144314.0 010 $a6610504873 010 $a1-280-50487-0 010 $a9786610504879 010 $a1-4294-0201-6 010 $a1-60750-120-1 010 $a600-00-0350-1 010 $a1-60129-101-9 035 $a(CKB)1000000000243897 035 $a(EBL)265940 035 $a(OCoLC)191037889 035 $a(SSID)ssj0000106125 035 $a(PQKBManifestationID)11128032 035 $a(PQKBTitleCode)TC0000106125 035 $a(PQKBWorkID)10106072 035 $a(PQKB)10802557 035 $a(MiAaPQ)EBC265940 035 $a(Au-PeEL)EBL265940 035 $a(CaPaEBR)ebr10130674 035 $a(CaONFJC)MIL50487 035 $a(OCoLC)80247811 035 $a(EXLCZ)991000000000243897 100 $a20050602d2005 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aArtificial intelligence in education$b[electronic resource] $esupporting learning through intelligent and socially informed technology /$fedited by Chee-Kit Looi ...[et al.] 210 $aWashington, DC $cIOS Press$dc2005 215 $a1 online resource (1040 p.) 225 1 $aFrontiers in artificial intelligence and applications ;$vv. 125 300 $aPapers presented at the 12th International Conference on Artificial Intelligence in Education, held in Amsterdam, July 18-22, 2005. 311 $a1-58603-530-4 320 $aIncludes bibliographical references and index. 327 $aTitle page; Preface; International AIED Society Management Board; Executive Committee Members; Conference Organization; Sponsors; Contents; Invited Talks; Learning with Virtual Peers; Scaffolding Inquiry Learning: How Much Intelligence is Needed and by Whom?; Constraint-Based Tutors: A Success Story; Interactivity and Learning; Full Papers; Evaluating a Mixed-Initiative Authoring Environment: Is REDEEM for Real?; An Architecture to Combine Meta-Cognitive and Cognitive Tutoring: Pilot Testing the Help Tutor; ""A la"" in Education: Keywords Linking Method for Selecting Web Resources 327 $aInferring Learning and Attitudes from a Bayesian Network of Log File Data Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia?; Motivating Appropriate Challenges in a Reciprocal Tutoring System; Do Performance Goals Lead Students to Game the System?; Pedagogical Agents as Social Models for Engineering: The Influence of Agent Appearance on Female Choice; The Impact of Frustration-Mitigating Messages Delivered by an Interface Agent; Computational Methods for Evaluating Student and Group Learning Histories in Intelligent Tutoring Systems 327 $aEngagement Tracing: Using Response Times to Model Student Disengagement Interactive Authoring Support for Adaptive Educational Systems; Some Unusual Open Learner Models; Advanced Capabilities for Evaluating Student Writing: Detecting Off-Topic Essays Without Topic-Specific Training; Thread-Based Analysis of Patterns of Collaborative Interaction in Chat; Conceptual Conflict by Design: Dealing with Students' Learning Impasses in Multi-User Multi-Agent Virtual Worlds; Motivating Learners by Nurturing Animal Companions: My-Pet and Our-Pet 327 $aArithmetic Desk: Computer Embedded Manipulatives for Learning Arithmetic Adaptive Reward Mechanism for Sustainable Online Learning Community; What Is The Student Referring To? Mapping Properties and Concepts in Students' Systems of Physics Equations; The Effects of a Pedagogical Agent in an Open Learning Environment; Using Discussion Prompts to Scaffold Parent-Child Collaboration Around a Computer-Based Activity; Self-Regulation of Learning with Multiple Representations in Hypermedia; An ITS for Medical Classification Problem-Solving: Effects of Tutoring and Representations 327 $aMining Data and Modelling Social Capital in Virtual Learning Communities Tradeoff Analysis Between Knowledge Assessment Approaches; Natural Language Generation for Intelligent Tutoring Systems: A Case Study; Dialogue-Learning Correlations in Spoken Dialogue Tutoring; Adolescents' Use of SRL Behaviors and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia; Teaching about Dynamic Processes A Teachable Agents Approach; Exam Question Recommender System; DIANE, a Diagnosis System for Arithmetical Problem Solving 327 $aCollaboration and Cognitive Tutoring: Integration, Empirical Results, and Future Directions 330 $aThe field of Artificial Intelligence in Education includes research and researchers from many areas of technology and social science. This study aims to open opportunities for the cross-fertilization of information and ideas from researchers in the many fields that make up this interdisciplinary research area. 410 0$aFrontiers in artificial intelligence and applications ;$vv. 125. 606 $aArtificial intelligence$xEducational applications$vCongresses 606 $aIntelligent tutoring systems$vCongresses 608 $aElectronic books. 615 0$aArtificial intelligence$xEducational applications 615 0$aIntelligent tutoring systems 676 $a371.33463 701 $aLooi$b Chee-Kit$0987714 712 12$aInternational Conference on Artificial Intelligence in Education$d(12th :$f2005 :$eAmsterdam, Netherlands) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910449818303321 996 $aArtificial intelligence in education$92258251 997 $aUNINA