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Vincent Aleven
Associate Professor
Human-Computer Interaction Institute
Carnegie Mellon University

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This section is currently being updated (a recent burglary and laptop theft interferes with progress). If you are interested in a paper that is not downloadable right now, please send email to aleven@cs.cmu.edu

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Journal Articles

  • Salden, Ron J. C. M., Koedinger, K. R., Renkl, A., Aleven, V., & McLaren, B. M. (2010). Accounting for beneficial effects of worked examples in tutored problem solving. Educational Psychology Review. doi: 10.1007/s10648-010-9143-6
  • Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (in press). Automated,unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system. Educational Psychologist.
  • Schwonke, R., Renkl, Salden, R., & Aleven, V. (2010). Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. Computers in Human Behavior. doi:10.1016/j.chb.2010.03.037
  • Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2010). Improving students’ helpseeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction, doi:10.1016/j.learninstruc.2010.07.004
  • Salden, R. J. C. M., Aleven, V. A. W. M. M., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving: Benefits of adaptive instruction. Instructional Science, 38(3), 289-307. doi: 10.1007/s11251-009-9107-8
  • Aleahmad, T., Aleven, V., & Kraut, R. (2009). Creating a corpus of targeted learning resources with a web-based open authoring tool, IEEE Transactions on Learning Technologies, 2(1), 3-9, January-March, 2009
  • Aleven, V., McLaren, B. M., & Sewall, J. (2009). Scaling up programming by demonstration for intelligent tutoring systems development: An open-access website for middle-school mathematics learning. IEEE Transactions on Learning Technologies, 2(2), 64-78.
  • Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. R. (2009). A new paradigm for intelligent tutoring systems: Example-tracing tutors. International Journal of Artificial Intelligence in Education, 19(2), 105-154.
  • Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (in press). Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education.
  • Ogan, A., Aleven, V., & Jones, C. (in press). Advancing development of intercultural competence through supporting predictions in narrative video. International Journal of Artificial Intelligence in Education.
  • Easterday, M. W., Aleven, V., & Scheines, R. (accepted for publication). Causal diagrams as a representational system for ill-defined policy problems. International Journal of Artificial Intelligence in Education.
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (accepted for publication). Evaluating the LARGO Intelligent Tutoring System. International Journal of Artificial Intelligence in Education.
  • Ogan, A., Aleven, V., & Jones, C. (in press). Advancing development of intercultural competence through supporting predictions in narrative video. International Journal of Artificial Intelligence in Education.
  • Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V., & Salden, R. (2009). The worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior, 25(2), 258-266.
  • Salden, R. J. C. M., Aleven, V. A. W. M. M., Renkl, A., & Schwonke, R. (2009). Worked examples and tutored problem solving: Redundant or synergistic forms of support? Topics in Cognitive Science, 1(1), 203-213.
  • Roll, I., Aleven, V., McLaren, B., & Koedinger, K. (2007). Designing for metacognition – applying Cognitive Tutor principles to metacognitive tutoring. Metacognition and Learning, 2(2-3), 125-140.
  • Koedinger, K. R., & Aleven V. (2007). Exploring the assistance dilemma in experiments with Cognitive Tutors. Educational Psychology Review, 19(3), 239-264.
  • Aleven, V. (2006). An intelligent learning environment for case-based argumentation. Technology, Instruction, Cognition, and Learning 4(2), 191-241.
  • Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2006). Toward meta-cognitive tutoring: A model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence and Education, 16, 101-128.
  • Rosé, C. P., Kumar, R., Aleven, V., Robinson, A., & Wu, C. (2006). CycleTalk: Data driven design of support for simulation based learning. International Journal of Artificial Intelligence and Education, 16, 195-223.
  • Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R.M. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(2), 277-320.
  • Aleven, V. (2003). Using background knowledge in case-based legal reasoning: a computational model and an intelligent learning environment. Artificial Intelligence, 150, 183-237.
  • Aleven, V., & Koedinger, K. R. (2002). An effective meta-cognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science, 26(2), 147-179.

Book Chapters

  • Aleven, V. (2010). Rule-based cognitive modeling for intelligent tutoring systems. In R. Nkambou, J. Bourdeau, & R. Mizoguchi (Eds.), Advances in intelligent tutoring systems (pp. 33-62). Berlin: Springer.
  • Aleven, V., Roll, I., & Koedinger, K. R. (in press). Progress in assessment and tutoring of lifelong learning skills: An intelligent tutor agent that helps students become better help seekers. In P. J. Durlach & A. M. Lesgold (Eds.), Adaptive technologies for training and education. New York: Cambridge University Press.
  • Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (in press). Adaptive tutoring technology for ill-defined domains. In P. J. Durlach & A. M. Lesgold (Eds.), Adaptive technologies for training and education. New York: Cambridge University ress.
  • Koedinger, K. R., Aleven, V., Roll, I., & Baker, R. (2009). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 897-964). The Educational Psychology Series. New York: Routledge.
  • Aleven, V., McLaren, B. M., & Koedinger, K. R. (2006). Towards computer-based tutoring of help-seeking skills. In S. Karabenick & R. Newman (Eds.), Help Seeking in Academic Settings: Goals, Groups, and Contexts (pp. 259-296). Mahwah, NJ: Erlbaum.
  • Aleven, V. (1999). Case-Based Reasoning. In A. Lodder & A. Oskamp (Eds.), Informatietechnologie voor Juristen - Een handboek voor juristen in de 21-ste eeuw, [Information Technology for Lawyers - A Handbook for Lawyers in the 21st Century], (pp. 211-228). Deventer, the Netherlands: Kluwer Academic Publishers.

Refereed Conference and Workshop Publications - 2010

  • Aleven, V., Myers, E., Easterday, M., & Ogan, A. (2010). Toward a framework for the analysis and design of educational games. In G. Biswas, D. Carr, Y. S. Chee, & W. Y. Hwang (Eds.), Proceedings of the 3rd IEEE Conference on Digital Game and Intelligent Toy-Enhanced Learning (pp. 69 – 76). Los Alamitos, CA: IEEE Computer Society. doi: 10.1109/DIGITEL.2010.55
  • Butcher, K. R., & Aleven, V. (2010). Learning during intelligent tutoring: When do integrated visual-verbal representations improve student outcomes? In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2888 – 2893). Austin, TX: Cognitive Science Society.
  • Feenstra, L., Aleven, V., Rummel, N., & Taatgen, N. (2010). Multiple interactiverepresentations for fractions learning. In V. Aleven, J. Kay, & J. Mostow (Eds.), Proceedings of the 10th international conference on intelligent tutoring systems, ITS 2010 (Vol. 2, pp. 221-3). Berlin: Springer.
  • Magner, U., Schwonke, R., Renkl, A., Aleven, V., & Popescu, O. (2010). Pictorial illustrations in intelligent tutoring systems: Do they distract or elicit interest and engagement? In K. Gomez, L. Lyons, & J. Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL.
  • Ogan, A., Aleven, V., Kim, J., & Jones, C. (2010). Intercultural negotiation with virtual humans: The effect of social goals on gameplay and learning. In V. Aleven, J. Kay, & J. Mostow (Eds.), Proceedings of the 10th international conference on intelligent tutoring systems, ITS 2010 (Vol. 1, pp. 174-83). Berlin: Springer.
  • Ogan, A., Aleven, V., Kim, J., & Jones, C. (2010). Developing interpersonal relationships with virtual agents through social instructional dialog. In J. M. Allbeck, N. I. Badler, T. W. Bickmore, C. Pelachaud, & A. Safonova (Eds.), Proceedings of the 10th International Conference on Intelligent Virtual Agents, IVA 2010 (pp. 236-249). Lecture Notes in Computer Science 6356. Berlin: Springer.
  • Rau, M., Aleven, V., & Rummel, N. (2010). Blocked versus interleaved practice with multiple representations in an intelligent tutoring system for fractions. In V. Aleven, J. Kay, & J. Mostow (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems, ITS 2010 (Vol. 1, pp. 413-422) Berlin: Springer.
  • Roll, I., Aleven, V., & Koedinger, K. R. (2010). The Invention Lab: Using a hybrid of model tracing and constraint-based modeling to offer intelligent support in inquiry environments. In V. Aleven, J. Kay, & J. Mostow (Eds.), Proceedings of the 10th international conference on intelligent tutoring systems, ITS 2010 (Vol. 1, pp. 115-24). Berlin: Springer.

Refereed Conference and Workshop Publications - 2009

  • Ashley, K. D., Lynch, C., Pinkwart, N., & Aleven, V. (2009). Toward modeling and teaching legal case-based adaptation with expert examples. In L. McGinty, & D. Wilson (Eds.), Proceedings of the 8th International Conference on Case-Based Reasoning. Lecture Notes in Computer Science 5650 (pp. 45-49). Berlin: Springer.
  • Baker, R. S. J. d., de Carvalho, A. M. J. B., Raspat, J., Aleven, V., Corbett, A. T., & Koedinger, K. R. (2009). Educational software features that encourage and discourage “gaming the system.” In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education, AIED 2009 (pp. 475-482). Amsterdam: IOS Press. Honorable Mention for the Conference Best Paper Award, AIED 2009.
  • Brown, Q., Salvucci, D., Lee, F., & Aleven, V. (2009). Who helps when the tutor is asleep. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education, AIED 2009 (pp. 632-634). Amsterdam: IOS Press. Poster.
  • Easterday, M. W., Aleven, V., Scheines, R., & Carver , S. M.(2009). Will Google destroy western democracy? Bias in policy problem solving. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education, AIED 2009 (pp. 249-256). Amsterdam: IOS Press.
  • Lynch, C., Ashley, K. D., Pinkwart, N., & Aleven, V. (2009). Toward assessing law students' argument diagrams. In Proceedings of the 12th International Conference on Artificial Intelligence and Law (pp. 222-223). New York (NY), ACM Press.
  • Ogan, A., Kim, J., Aleven, V., & Jones, C. (2009). Explicit social goals and learning: enhancing a negotiation game with virtual characters. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education, AIED 2009 (pp. 692-694). Poster.
  • Ogan, A., Aleven, V., & Jones, C. (2009). Investigating the effects of social goals in negotiations with virtual humans. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education, AIED 2009 (pp. 777-778). Amsterdam: IOS Press. Young Researcher Track.
  • Ogan, A., Aleven, V., Kim, J., & Jones, C. (2009). Antecedents of attributions in an educational game for social learning: Who’s to blame? In A. A. Ozok & P. Zaphiris (Eds.), Proceedings of the 3rd International Conference on Online Communities and Social Computing (pp. 593-602). Lecture Notes in Computer Science, vol. 5621. Berlin: Springer-Verlag,
  • Ogan, A., Kim, J., Aleven, V. & Jones, C. (2009). Explicit social goals and learning in a game for cross-cultural negotiation. In Proceedings of the Workshop on Intelligent Educational Games, 14th International Conference on Artificial Intelligence in Education. Brighton, UK, July 2009.
  • Pinkwart, N., Lynch, C., Ashley, K., & Aleven, V. (2009). Assessing argument diagrams in an ill-defined domain. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education, AIED 2009 (pp. 590-592). Amsterdam: IOS Press. Poster.
  • Rau, M., Aleven, V., & Rummel, N. (2009). Intelligent tutoring systems with multiple representations and self-explanation prompts support learning of fractions. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education, AIED 2009 (pp. 441- 448). Amsterdam: IOS Press. Best Student Paper Award AIED 2009 Conference.
  • Roll, I., Aleven, V., & Koedinger, K. R. (2009). Helping students know “further” - increasing the flexibility of students’ knowledge using symbolic invention tasks. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the cognitive science society (pp. 1169-74). Austin, TX: Cognitive Science Society.

Refereed Conference and Workshop Publications - 2008

  • Aleahmad, T., Aleven, V., & Kraut, R. (2008). Open community authoring of targeted worked example problems. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 216-227). Berlin: Springer Verlag.
  • Aleahmad, T., Kraut, R., & Aleven, V. (2008). Community authoring of worked example problems aligned to content standards. In P. A. Kirschner, J. van Merriënboer, & T. de Jong (Eds.), International Perspectives in the Learning Sciences: Proceedings of ICLS 2008. Utrecht, The Netherlands. (Poster)
  • Baker, R., Corbett, A.T., Aleven, V. (2008) More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 406-415). Berlin: Springer Verlag.
  • Baker, R.S.J.d., Corbett, A.T., Aleven, V. (2008) Improving Contextual Models of Guessing and Slipping with a Truncated Training Set. In R. Baker & J. Beck (Eds.) Proceedings of the 1st International Conference on Educational Data Mining, (pp. 67-76). Montreal, Canada.
  • Brown, Q., Lee, F. J., Salvucci, D. D., & Aleven: Interface Challenges for Mobile Tutoring Systems. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 693-695). Berlin: Springer Verlag.
  • Butcher, K., & Aleven, V. (2008). Diagram interaction during intelligent tutoring in geometry: Support for knowledge retention and deep transfer. In C. Schunn (Ed.) Proceedings of the Annual Meeting of the Cognitive Science Society, CogSci 2008. New York, NY: Lawrence Earlbaum. (Poster)
  • Chaudhuri, S., Kumar, R., Joshi, M., Terrell, E., Higgs, F., Aleven, F., & Rosé, C. P. (2008). It's Not Easy Being Green: Supporting Collaborative "Green Design" Learning. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 807-809). Berlin: Springer Verlag.
  • Koedinger, K., Pavlik, P., McLaren, B., & Aleven, V. (2008). Is it better to give than to receive? The Assistance Dilemma as a fundamental unsolved problem in the cognitive science of learning and instruction. In C. Schunn (Ed.) Proceedings of the Annual Meeting of the Cognitive Science Society, CogSci 2008. New York, NY: Lawrence Earlbaum.
  • Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2008). Argument graph classification via Genetic Programming and C4.5. In R. Baker & J. Beck (Eds.) Proceedings of the 1st International Conference on Educational Data Mining, (pp. 67-76). Montreal, Canada.
  • Lynch, C., Pinkwart, N., Ashley, K., & Aleven, V. (2008). What do argument diagrams tell us about students' aptitude or experience? A statistical analysis in an ill-defined domain. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 9th International Conference on Intelligent Tutoring Systems (p. 62-73). Montreal (Canada).
  • Ogan, A., Aleven, V., & Jones, C. (2008). Pause, predict, and ponder: Use of narrative videos to improve cultural discussion and learning. In Proceeding of the Twenty-Sixth Annual SIGCHI Conference on Human Factors in Computing Systems (pp. 155-162). New York: ACM.
  • Ogan, A., Walker, E., Aleven, V., & Jones, C. (2008). Toward Supporting Collaborative Discussion in an Ill-Defined Domain. IIn E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 825-827). Berlin: Springer Verlag.
  • Pinkwart, N., Lynch, C., Ashley, K. D., & Aleven, V. (2008). Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills? In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 90-100). Berlin: Springer Verlag.
  • Pinkwart, N., Ashley, K., Lynch, C., & Aleven, V. (2008). Graph Grammars: An ITS Technology for Diagram Representations. In H. Chad Lane, & D. Wilson (Eds.), Proceedings of the 21st International FLAIRS conference (p. 433-438). Coconut Grove (FL), AAAI.
  • Salden, R., Aleven, V., Renkl, A., & Schwonke, R. (2008). Worked examples and tutored problem solving: redundant or synergistic forms of support? In C. Schunn (Ed.) Proceedings of the Annual Meeting of the Cognitive Science Society, CogSci 2008. New York, NY: Lawrence Earlbaum. Cognition and Student Learning Prize.

Refereed Conference and Workshop Publications - 2007

  • Ashley, K., Pinkwart, N., Lynch, C., & Aleven, V. (2007). Learning by Diagramming Supreme Court Oral Arguments. In Proceedings of the 11th International Conference on Artificial Intelligence and Law (pp. 271-­275). New York, NY: ACM Press. pdf-icon
  • Butcher, K., & Aleven, V. (2007). Integrating visual and verbal knowledge during classroom learning with computer tutors. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 137-­142). Austin, TX: Cognitive Science Society. pdf-icon
  • Easterday, M., Aleven, V., & Scheines, R. (2007). 'Tis better to construct than to receive? The effects of diagramming tools on causal reasoning. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 93-­100). Amsterdam, the Netherlands: IOS Press. pdf-icon
  • Easterday, M. W., Aleven, V., & Scheines, R. (2007). The logic of Babel: Causal reasoning from conflicting sources. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on AIED Applications for Ill-Defined Domains at the 13th International Conference on Artificial Intelligence in Education (pp. 31-40). Los Angeles, CA. pdf-icon
  • Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2007). Argument diagramming as focusing device: does it scaffold reading? In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on AIED Applications for Ill-Defined Domains at the 13th International Conference on Artificial Intelligence in Education (pp. 51-60). Los Angeles, CA.
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2007). Evaluating legal argument instruction with graphical representations using LARGO. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 10-­108). Amsterdam, the Netherlands: IOS Press. pdf-icon
  • Pinkwart, N., Lynch, C., Ashley, K., & Aleven, V. (2007). Student's usage of multiple linked argument representations in LARGO. In T. Gross (Ed.), Tagungsband Mensch & Computer 2007 (pp. 245-­250). Munich, Germany: Oldenbourg.
  • Roll, I., Aleven, V., McLaren, B., & Koedinger, K. (2007). Can help seeking be tutored? Searching for the secret sauce of metacognitive tutoring. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 203-­210). Amsterdam, the Netherlands: IOS Press. pdf-icon
  • Salden, R., Aleven, V., & Renkl, A. (2007). Can tutored problem solving be improved by learning from examples? In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (p. 1847). Austin, TX: Cognitive Science Society. Poster. pdf-icon
  • Schwonke, R., Wittwer, J., Aleven, V., Salden, R., Krieg, C., & Renkl, A. (2007). Can tutored problem solving benefit from faded worked-out examples? In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.), Proceedings of the 2nd European Cognitive Science Conference (pp. 59-64). Mahwah, NJ: Erlbaum. pdf-icon

Refereed Conference and Workshop Publications - 2006

  • Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. R. (2006). The Cognitive Tutor Authoring Tools (CTAT): Preliminary evaluation of efficiency gains. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS 2006) (pp. 61-70). Berlin: Springer Verlag. pdf-icon
  • Aleven, V., Pinkwart, N., Ashley, K., & Lynch, C. (2006). Supporting self-explanation of argument transcripts: specific v. generic prompts. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (pp. 47-55). Jhongli (Taiwan), National Central University. pdf-icon
  • Aleven, V., Sewall, J., McLaren, B. M., & Koedinger, K. R. (2006). Rapid authoring of intelligent tutors for real-world and experimental use. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson, & W. Didderen (Eds.), Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (ICALT 2006) (pp. 847-851). Los Alamitos, CA: IEEE Computer Society. pdf-icon
  • Kumar, R., Rosé, C., Aleven, V., Iglesias, A., & Robinson, A. (2006). Evaluating the effectiveness of tutorial dialogue in an exploratory learning context. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of 8th International Conference on Intelligent Tutoring Systems (ITS 2006), (pp. 666-674). Berlin: Springer Verlag. Nominee (1 of 8) for Conference Best Student Paper Award. pdf-icon
  • Lynch, C., Ashley, K., Aleven, V., & Pinkwart, N. (2006). Defining ill-defined domains; a literature survey. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (pp. 1-10). Jhongli (Taiwan), National Central University. pdf-icon
  • Ogan, A., Jones, C., & Aleven, V. (2006). Focusing attention on critical moments: evaluation of a system for teaching intercultural competence. In Proceedings of European Conference on Computer Assisted Language Learning. Granada, Spain.
  • Ogan, A., Aleven, V., & Jones, C. (2006). Culture in the classroom: challenges for assessment in ill-defined domains. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (pp. 92-100). Jhongli (Taiwan), National Central University. pdf-icon
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Toward legal argument instruction with graph grammars and collaborative filtering techniques. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS 2006), (pp. 227-236). Berlin: Springer Verlag. Nominee (1 of 8) for Conference Best Paper Award. pdf-icon
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Using collaborative filtering in an intelligent tutoring system for legal argumentation. In S. Weibelzahl, & A. Cristea (Eds.), Proceedings of Workshops held at the 4th International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems. Lecture Notes in Learning and Teaching (pp. 542-551). Dublin (Ireland), National College of Ireland. pdf-icon
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Schwachstellenermittlung und Rückmeldungsprinzipen in einem intelligenten Tutorensystem für juristische Argumentation. (Weakness detection and feedback principles in an intelligent tutoring system for legal argumentation). In M. Mühlhäuser, G. Rößling, & R. Steinmetz (Eds.), GI Lecture Notes in Informatics - Tagungsband der 4. e-Learning Fachtagung Informatik (pp. 75-86). Bonn (Germany), Gesellschaft für Informatik. Conference Best Paper Award. pdf-icon
  • Roll, I., Aleven, V., McLaren, B. M., Ryu, E., Baker, R. S., & Koedinger, K. R. (2006). The Help Tutor: does metacognitive feedback improve students' help-seeking actions, skills and learning? In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of 8th International Conference on Intelligent Tutoring Systems (ITS 2006) (pp. 360-369). Berlin: Springer Verlag. Nominee (1 of 8) for Conference Best Student Paper Award. pdf-icon
  • Roll, I., Ryu, E., Sewall, J., Leber, B., McLaren, B.M., Aleven, V., & Koedinger, K. R. (2006). Towards teaching metacognition: supporting spontaneous self-assessment. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of 8th International Conference on Intelligent Tutoring Systems (ITS 2006) (pp. 738-740). Berlin: Springer Verlag. (Poster.)
  • Salden R. J. C. M., Aleven, V., Renkl, A., & Wittwer, J. (2006). Does learning from examples improve tutored problem solving? In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Meeting of the Cognitive Science Society (pp. 2602). Vancouver, Canada. (Poster.) pdf-icon

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