SHORT PAPERS
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27 |
Antoine Pigeau, Olivier Aubert and Yannick Prié. Success prediction in MOOCs – A case study |
28 |
Jacob Whitehill, Cecilia Aguerrebere and Benjamin Hylak. Do Learners Know What’s Good for Them? Crowdsourcing Subjective Ratings of OERs to Predict Learning Gains |
29 |
Fangzhe Ai, Yishuai Chen, Yuchun Guo, Yongxiang Zhao, Guowei Fu, Zhenzhu Wang and Guangyan Wang. Concept-Aware Deep Knowledge Tracing and Exercise Recommendation in an Online Learning System |
37 |
Daniel Weitekamp, Erik Harpstead, Napol Rachatasumrit, Christopher Maclellan and Kenneth R. Koedinger. Toward Near Zero-Parameter Prediction Using a Computational Model of Student Learning |
43 |
John Kolb, Scott Farrar and Zach Pardos. Generalizing Expert Misconception Diagnoses Through Common Wrong Answer Embedding |
50 |
Roi Shillo, Nicholas Hoernle and Kobi Gal. Detecting Creativity in an Open Ended Geometry Environment |
51 |
Christian Hansen, Casper Hansen, Stephen Alstrup and Christina Lioma. Modelling End-of-Session Actions in Educational Systems |
60 |
Xinyi Ding and Eric Larson. Why Deep Knowledge Tracing has less Depth than Anticipated |
65 |
Cecilia Aguerrebere, Monica Bulger, Cristóbal Cobo, Sofía García, Gabriela Kaplan and Jacob Whitehill. How Should Online English as a Foreign Language Teachers Write their Feedback to Students? |
71 |
Yong Han, Wenjun Wu, Suozhao Ji, Lijun Zhang and Hui Zhang. A Human-Machine Hybrid Peer Grading Framework for SPOCs |
75 |
Emily Jensen, Stephen Hutt and Sidney D’Mello. Generalizability of Sensor-Free Affect Detection Models in a Longitudinal Dataset of Tens of Thousands of Students |
77 |
Cathlyn Stone, Patrick Donnelly, Meghan Dale, Sarah Capello, Sean Kelly, Amanda Godley and Sidney K. D’Mello. Utterance-level Modeling of Indicators of Engaging Classroom Discourse |
80 |
Takeru Sunahase, Yukino Baba and Hisashi Kashima. Probabilistic Modeling of Peer Correction and Peer Assessment |
85 |
Unnam Abhishek, Rohit Takhar and Varun Aggarwal. Grading emails and generating feedback |
87 |
Shalini Pandey and George Karypis. A Self Attentive model for Knowledge Tracing |
92 |
Tianqi Wang, Qi Li, Jing Gao, Xia Jing and Jie Tang. Improving Peer Assessment Accuracy by Incorporating Relative Peer Grades |
106 |
Arabella Sinclair, Kate McCurdy, Adam Lopez, Christopher G. Lucas and Dragan Gasevic. Tutorbot Corpus: Evidence of Human-Agent Verbal Alignment in Second Language Learner Dialogues |
107 |
Julien Broisin and Clément Hérouard. Design and evaluation of a semantic indicator for automatically supporting programming learning |
123 |
Shaghayegh Sahebi and Thanh-Nam Doan. Rank-Based Tensor Factorization for Predicting Student Performance |
124 |
Russell Moore, Andrew Caines, Mark Elliott, Ahmed Zaidi, Andrew Rice and Paula Buttery. Skills Embeddings: a Neural Approach to Multicomponent Representations of Students and Tasks |
125 |
Gabriel Zingle, Balaji Radhakrishnan, Yunkai Xiao, Edward Gehringer, Zhongcan Xiao, Ferry Pramudianto, Gauraang Khurana and Ayush Arnav. Detecting suggestions in peer assessments |
137 |
Fatima Harrak, François Bouchet and Vanda Luengo. Categorizing students’ questions using an ensemble hybrid approach |
141 |
Karina Huang, Tonya Bryant and Bertrand Schneider. Identifying Collaborative Learning States Using Unsupervised Machine Learning on Eye-Tracking, Physiological and Motion Sensor Data |
143 |
Noah Arthurs. Grades are not Normal: Improving Exam Score Models Using the Logit-Normal Distribution |
151 |
Lu Ou, Abe Hofman, Vanessa Simmering, Timo Bechger, Gunter Maris and Han van der Maas. Modeling person-specific development of math skills in continuous time: New evidence for mutualism |
152 |
Solmaz Abdi, Hassan Khosravi, Shazia Sadiq and Dragan Gasevic. A Multivariate ELO-based Learner Model for Adaptive Educational Systems |
155 |
Jina Kang, Dongwook An, Lili Yan and Min Liu. Collaborative problem-solving process in a science serious game: Exploring Group Action Similarity Trajectory |
157 |
Nisrine Ait Khayi and Vasile Rus. Clustering Students Based on Their Prior Knowledge |
178 |
V. Elizabeth Owen, Marie-Helene Roy, K. P. Thai, Vesper Burnett, Daniel Jacobs, Eric Keylor and Ryan S. Baker. Detecting Wheel Spinning and Productive Persistence in Educational Games |
187 |
Shahab Boumi and Adan Vela. Application of Hidden Markov Models to quantify the impact of enrollment patterns on student performance |
191 |
Jingyu Wang, Chuankai Zhang, Yanzun Huang, Weiqi Fang, Dongyang Lu, Kenneth Holstein, Vincent Aleven, Stephen Fancsali and John Stamper. Early detection of wheel spinning: Comparison across tutors, models, features, and operationalizations |
195 |
Munira Syed, Malolan Chetlur, Shazia Afzal, G. Alex Ambrose and Nitesh V. Chawla. Implicit and Explicit Emotions in MOOCs |
196 |
Nate Gruver, Ali Malik, Brahm Capoor, Chris Piech, Mitchell Stevens and Andreas Paepcke. Using Latent Variable Models to Observe Academic Pathways |
207 |
Byungsoo Jeon, Eyal Shafran, Luke Breitfeller, Jason Levin and Carolyn P. Ros ́e. Time-series Insights into the Process of Passing or Failing Online University Courses using Neural-Induced Interpretable Student States |
221 |
Agoritsa Polyzou, Athanasios N. Nikolakopoulos and George Karypis. ‘‘Scholars Walk”: A Markov Chain Framework for Course Recommendation |
224 |
Armando Toda, Wilk Oliveira, Lei Shi, Ig Ibert Bittencourt, Seiji Isotani and Alexandra Cristea. Towards Planning Gamification Strategies based on User Characteristics using Data Mining Techniques : A gender-based Case Study |
229 |
Steven Dang and Kenneth Koedinger. Exploring the Link Between Motivations and Gaming |
230 |
Sara Morsy and George Karypis. Neural Attentive Knowledge-based Model for Grade Prediction |
238 |
Rajendra Banjade and Vasile Rus. Assessing Student Response in Tutorial Dialogue Context using Probabilistic Soft Logic |
247 |
Anthony Raborn, Walter Leite and Katerina Marcoulides. A Comparison of Automated Scale Short Form Selection Strategies |
249 |
Donia Malekian, James Bailey, Gregor Kennedy, Paula de Barba and Sadia Nawaz. Characterising Students’ Writing Processes Using Temporal Keystroke Analysis |
250 |
Chen Liang, Jianbo Ye, Han Zhao, Bart Pursel and C. Lee Giles. Active Learning of Strict Partial Orders: A Case Study on Concept Prerequisite Relations |
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