After developing an intelligent tutoring system (ITS), or any other class of learning environments, one of the first questions that should be asked is whether the system was effective in helping students learn the targeted skills or subject matter. In this study, we employed two educational data mining models (Additive Factor Model, AFM and…

Background/Context: Large-scale randomized controlled experiments conducted in authentic learning environments are commonly high stakes, carrying extensive costs and requiring lengthy commitments for all-or-nothing results amidst many potential obstacles. Educational technologies harbor an untapped potential to provide researchers with access to…

In working towards unraveling the mechanisms of productive collaborative learning, dual eye tracking is a potentially helpful methodology. Dual eye tracking is a method where eye-tracking data from people working on a task are analyzed jointly, for example to extract measures of joint visual attention. We explore how eye gaze relates to effective…

Classroom experiments that evaluate the effectiveness of educational technologies do not typically examine the effects of classroom contextual variables (e.g., out-of-software help-giving and external distractions). Yet these variables may influence students' instructional outcomes. In this paper, we introduce the Spatial Classroom Log Explorer…

Model-tracing tutors (MTTs) have proven effective for the tutoring of well-defined tasks, but the pedagogical interventions they produce are limited and usually require the inclusion of pedagogical content, such as text message templates, in the model of the task. The capability to generate pedagogical content would be beneficial to MTT…

In recent years, there has been increasing interest in automatically assessing help seeking, the process of referring to resources outside of oneself to accomplish a task or solve a problem. Research in the United States has shown that specific help-seeking behaviors led to better learning within intelligent tutoring systems. However, intelligent…

Intelligent tutoring systems and computer aided learning environments aimed at developing problem solving produce large amounts of transactional data which make it a challenge for both researchers and educators to understand how students work within the environment. Researchers have modeled student-tutor interactions using complex networks in…

This article describes the evolution and current state of the domain-independent Siette assessment environment. Siette supports different assessment methods--including classical test theory, item response theory, and computer adaptive testing--and integrates them with multidimensional student models used by intelligent educational systems.…

Recognition of spontaneous emotion would influence human-computer interaction and emotion-related studies in many related fields. In any given environment, the spontaneous generation of expression are more often observed than their prototypic counterparts.This thesis explores methods for detecting emotional facial expressions occurring in a…

An important goal in the design and development of Intelligent Tutoring Systems (ITSs) is to have a system that adaptively reacts to students' behavior in the short term and effectively improves their learning performance in the long term. Inducing effective pedagogical strategies that accomplish this goal is an essential challenge. To address…

Educators aim to equip students with learning strategies they can apply when approaching new problems on their own. Teaching design-thinking strategies may support this goal. A first test would show that the strategies are good for learning and that students spontaneously transfer them beyond classroom instruction. To examine this, we introduce…

Based on a cognitive diagnostic model, an online individualised tutor program was developed in this study. An experiment was conducted in practical educational settings exploring the effectiveness of the online individualised tutor remedial program based on the diagnostic reports of the cognitive diagnostic model. The methodology of this study was…

The teaching of spoken Chinese in the context of post-primary education in Ireland faces several complexities. Learners of Mandarin Chinese as a Foreign Language (CFL), including both Irish and heritage learners, have demonstrated difficulty in learning spoken Chinese. This exploratory research is part of a larger project which aims to develop…

This book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress…

Metacognition and emotions play a critical role in learners' ability to monitor and regulate their learning about 21st-century skills related to science, technology, engineering, and mathematics (STEM) content while using advanced learning technologies (ALTs; e.g., intelligent tutoring systems, serious games, hypermedia, augmented reality). In…