| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Comparison of Model-Tracing and Constraint-Based Intelligent Tutoring Paradigms
|
Viswanathan Kodaganallur
|
|
2005
|
|
2 |
p. 117-144
|
artikel
|
| 2 |
Active Open Learner Models as Animal Companions: Motivating Children to Learn through Interacting with My-Pet and Our-Pet
|
Chen, Zhi-Hong
|
|
2007
|
|
2 |
p. 145-167
|
artikel
|
| 3 |
A Data-Based Simulation Study of Reliability for an Adaptive Assessment Based on Knowledge Space Theory
|
Doble, Christopher
|
|
|
|
2 |
p. 258-282
|
artikel
|
| 4 |
A Data-Based Simulation Study of Reliability for an Adaptive Assessment Based on Knowledge Space Theory
|
Doble, Christopher
|
|
2019
|
|
2 |
p. 258-282
|
artikel
|
| 5 |
AI as a Methodology for Supporting Educational Praxis and Teacher Metacognition
|
Porayska-Pomsta, Kaśka
|
|
2016
|
|
2 |
p. 679-700
|
artikel
|
| 6 |
AI Curriculum for European High Schools: An Embedded Intelligence Approach
|
Bellas, Francisco
|
|
|
|
2 |
p. 399-426
|
artikel
|
| 7 |
AI + Ethics Curricula for Middle School Youth: Lessons Learned from Three Project-Based Curricula
|
Williams, Randi
|
|
|
|
2 |
p. 325-383
|
artikel
|
| 8 |
AI in Informal Science Education: Bringing Turing Back to Life to Perform the Turing Test
|
Gonzalez, Avelino J.
|
|
2017
|
|
2 |
p. 353-384
|
artikel
|
| 9 |
AI in Informal Science Education: Bringing Turing Back to Life to Perform the Turing Test
|
Gonzalez, Avelino J.
|
|
|
|
2 |
p. 353-384
|
artikel
|
| 10 |
An AI-Based System for Formative and Summative Assessment in Data Science Courses
|
Vittorini, Pierpaolo
|
|
|
|
2 |
p. 159-185
|
artikel
|
| 11 |
Analysing Student Programs in the PHP Intelligent Tutoring System
|
Weragama, Dinesha
|
|
2014
|
|
2 |
p. 162-188
|
artikel
|
| 12 |
A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors
|
Aleven, Vincent
|
|
2010
|
|
2 |
p. 105-154
|
artikel
|
| 13 |
Another 25 Years of AIED? Challenges and Opportunities for Intelligent Educational Technologies of the Future
|
Pinkwart, Niels
|
|
2016
|
|
2 |
p. 771-783
|
artikel
|
| 14 |
Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity
|
Fratamico, Lauren
|
|
2017
|
|
2 |
p. 320-352
|
artikel
|
| 15 |
Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity
|
Fratamico, Lauren
|
|
|
|
2 |
p. 320-352
|
artikel
|
| 16 |
Are We There Yet? Evaluating the Effectiveness of a Recurrent Neural Network-Based Stopping Algorithm for an Adaptive Assessment
|
Matayoshi, Jeffrey
|
|
|
|
2 |
p. 304-336
|
artikel
|
| 17 |
ASPIRE: An Authoring System and Deployment Environment for Constraint-Based Tutors
|
Mitrovic, Antonija
|
|
2010
|
|
2 |
p. 155-188
|
artikel
|
| 18 |
Associating Facial Expressions and Upper-Body Gestures with Learning Tasks for Enhancing Intelligent Tutoring Systems
|
Behera, Ardhendu
|
|
|
|
2 |
p. 236-270
|
artikel
|
| 19 |
Augmenting Video Lectures: Identifying Off-topic Concepts and Linking to Relevant Video Lecture Segments
|
Ghosh, Krishnendu
|
|
|
|
2 |
p. 382-412
|
artikel
|
| 20 |
Authoring Model-Tracing Cognitive Tutors
|
Blessing, Stephen B.
|
|
2010
|
|
2 |
p. 189-210
|
artikel
|
| 21 |
Automated Analysis of Reflection in Writing: Validating Machine Learning Approaches
|
Ullmann, Thomas Daniel
|
|
2019
|
|
2 |
p. 217-257
|
artikel
|
| 22 |
Automated Data-Driven Generation of Personalized Pedagogical Interventions in Intelligent Tutoring Systems
|
Kochmar, Ekaterina
|
|
|
|
2 |
p. 323-349
|
artikel
|
| 23 |
Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write
|
Wilson, Joshua
|
|
|
|
2 |
p. 234-276
|
artikel
|
| 24 |
Automatic Extraction of Pedagogic Metadata from Learning Content
|
Roy, Devshri
|
|
2008
|
|
2 |
p. 97-118
|
artikel
|
| 25 |
A Virtual Space for Children to Meet and Practice Chinese
|
Si, Mei
|
|
2015
|
|
2 |
p. 271-290
|
artikel
|
| 26 |
Carelessness and Affect in an Intelligent Tutoring System for Mathematics
|
San Pedro, Maria Ofelia Z.
|
|
2014
|
|
2 |
p. 189-210
|
artikel
|
| 27 |
Commentary for the International Journal of Artificial Intelligence in Education Special Issue on K-12 AI Education
|
Lane, H. Chad
|
|
|
|
2 |
p. 427-438
|
artikel
|
| 28 |
Computing of Learner’s Personality Traits Based on Digital Annotations
|
Omheni, Nizar
|
|
2016
|
|
2 |
p. 241-267
|
artikel
|
| 29 |
Computing of Learner’s Personality Traits Based on Digital Annotations
|
Omheni, Nizar
|
|
|
|
2 |
p. 241-267
|
artikel
|
| 30 |
Creating a Team Tutor Using GIFT
|
Gilbert, Stephen B.
|
|
2017
|
|
2 |
p. 286-313
|
artikel
|
| 31 |
CycleTalk: Data Driven Design of Support for Simulation Based Learning
|
Rosé, Carolyn P.
|
|
2006
|
|
2 |
p. 195-223
|
artikel
|
| 32 |
Designing Adaptive Instruction for Teams: a Meta-Analysis
|
Sottilare, Robert A.
|
|
2017
|
|
2 |
p. 225-264
|
artikel
|
| 33 |
Designing Game-Based Learning for High School Artificial Intelligence Education
|
Leitner, Maxyn
|
|
|
|
2 |
p. 384-398
|
artikel
|
| 34 |
Detecting and Addressing Frustration in a Serious Game for Military Training
|
DeFalco, Jeanine A.
|
|
2017
|
|
2 |
p. 152-193
|
artikel
|
| 35 |
Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features
|
Harley, Jason M.
|
|
2016
|
|
2 |
p. 268-297
|
artikel
|
| 36 |
Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features
|
Harley, Jason M.
|
|
|
|
2 |
p. 268-297
|
artikel
|
| 37 |
Different Futures of Adaptive Collaborative Learning Support
|
Rummel, Nikol
|
|
2016
|
|
2 |
p. 784-795
|
artikel
|
| 38 |
Do Knowledge-Component Models Need to Incorporate Representational Competencies?
|
Rau, Martina Angela
|
|
2016
|
|
2 |
p. 298-319
|
artikel
|
| 39 |
Do Knowledge-Component Models Need to Incorporate Representational Competencies?
|
Rau, Martina Angela
|
|
|
|
2 |
p. 298-319
|
artikel
|
| 40 |
Dynamic Cultural Contextualisation of Educational Content in Intelligent Learning Environments using ICON
|
Mohammed, Phaedra
|
|
2014
|
|
2 |
p. 249-270
|
artikel
|
| 41 |
Education and the Semantic Web
|
Vladan Devedzic
|
|
2004
|
|
2 |
p. 165-191
|
artikel
|
| 42 |
Evaluating the Effect of Open Student Models on Self-Assessment
|
Mitrovic, Antonija
|
|
2007
|
|
2 |
p. 121-144
|
artikel
|
| 43 |
Evolution and Revolution in Artificial Intelligence in Education
|
Roll, Ido
|
|
2016
|
|
2 |
p. 582-599
|
artikel
|
| 44 |
Evolution Is not enough: Revolutionizing Current Learning Environments to Smart Learning Environments
|
Kinshuk,
|
|
2016
|
|
2 |
p. 561-581
|
artikel
|
| 45 |
Expanding the Model-Tracing Architecture: A 3rd Generation Intelligent Tutor for Algebra Symbolization
|
Heffernan, Neil T.
|
|
2008
|
|
2 |
p. 153-178
|
artikel
|
| 46 |
Expertise, Motivation and Teaching in Learning Companion Systems
|
Jorge Adolfo Ramirez Uresti
|
|
2004
|
|
2 |
p. 193-231
|
artikel
|
| 47 |
Explicit Reflection in Prolog-Tutor
|
Tchetagni, Josephine
|
|
2007
|
|
2 |
p. 169-215
|
artikel
|
| 48 |
Giving Eyesight to the Blind: Towards Attention-Aware AIED
|
D’Mello, Sidney K.
|
|
2016
|
|
2 |
p. 645-659
|
artikel
|
| 49 |
How Difficult is the Task for you? Modelling and Analysis of Students' Task Difficulty Sequences in a Simulation-Based POE Environment
|
Nawaz, Sadia
|
|
|
|
2 |
p. 233-262
|
artikel
|
| 50 |
How Should Intelligent Tutoring Systems Sequence Multiple Graphical Representations of Fractions? A Multi-Methods Study
|
Rau, M. A.
|
|
2013
|
|
2 |
p. 125-161
|
artikel
|
| 51 |
I-MINDS: A Multiagent System for Intelligent Computer-Supported Collaborative Learning and Classroom Management
|
Soh, Leen-Kiat
|
|
2008
|
|
2 |
p. 119-151
|
artikel
|
| 52 |
Impact of an Artificial Intelligence Research Frame on the Perceived Credibility of Educational Research Evidence
|
Cukurova, Mutlu
|
|
|
|
2 |
p. 205-235
|
artikel
|
| 53 |
Improving Engagement in Program Construction Examples for Learning Python Programming
|
Hosseini, Roya
|
|
|
|
2 |
p. 299-336
|
artikel
|
| 54 |
Inferring Students’ Personality from Their Communication Behavior in Web-based Learning Systems
|
Wu, Wen
|
|
|
|
2 |
p. 189-216
|
artikel
|
| 55 |
Inferring Students’ Personality from Their Communication Behavior in Web-based Learning Systems
|
Wu, Wen
|
|
2019
|
|
2 |
p. 189-216
|
artikel
|
| 56 |
Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students: An Exploratory Study
|
Zhang, Helen
|
|
|
|
2 |
p. 290-324
|
artikel
|
| 57 |
Intelligent Tutoring for Surgical Decision Making: a Planning-Based Approach
|
Vannaprathip, Narumol
|
|
|
|
2 |
p. 350-381
|
artikel
|
| 58 |
Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context
|
Nye, Benjamin D.
|
|
2014
|
|
2 |
p. 177-203
|
artikel
|
| 59 |
Interacting with Inspectable Bayesian Student Models
|
Juan-Diego Zapata-Rivera
|
|
2004
|
|
2 |
p. 127-163
|
artikel
|
| 60 |
ITS, The End of the World as We Know It: Transitioning AIED into a Service-Oriented Ecosystem
|
Nye, Benjamin D.
|
|
2016
|
|
2 |
p. 756-770
|
artikel
|
| 61 |
K-12 Education in the Age of AI: A Call to Action for K-12 AI Literacy
|
Wang, Ning
|
|
|
|
2 |
p. 228-232
|
artikel
|
| 62 |
Learning to Overcome Cultural Conflict through Engaging with Intelligent Agents in Synthetic Cultures
|
Hall, Lynne
|
|
2014
|
|
2 |
p. 291-317
|
artikel
|
| 63 |
Lessons Learned for AI Education with Elementary Students and Teachers
|
Ottenbreit-Leftwich, Anne
|
|
|
|
2 |
p. 267-289
|
artikel
|
| 64 |
Letting Artificial Intelligence in Education Out of the Box: Educational Cobots and Smart Classrooms
|
Timms, Michael J
|
|
2016
|
|
2 |
p. 701-712
|
artikel
|
| 65 |
Leveraging Granularity: Hierarchical Reinforcement Learning for Pedagogical Policy Induction
|
Zhou, Guojing
|
|
|
|
2 |
p. 454-500
|
artikel
|
| 66 |
Machine Learning and the Five Big Ideas in AI
|
Touretzky, David
|
|
|
|
2 |
p. 233-266
|
artikel
|
| 67 |
Mapping Artificial Intelligence in Education Research: a Network‐based Keyword Analysis
|
Feng, Shihui
|
|
|
|
2 |
p. 277-303
|
artikel
|
| 68 |
Modeling Expert Behavior in Support of an Adaptive Psychomotor Training Environment: a Marksmanship Use Case
|
Goldberg, Benjamin
|
|
2017
|
|
2 |
p. 194-224
|
artikel
|
| 69 |
Natural Language Generation Using Deep Learning to Support MOOC Learners
|
Li, Chenglu
|
|
|
|
2 |
p. 186-214
|
artikel
|
| 70 |
Neurophysiological Measurements in Higher Education: A Systematic Literature Review
|
Darvishi, Ali
|
|
|
|
2 |
p. 413-453
|
artikel
|
| 71 |
Ontology-Based Generation of Medical, Multi-term MCQs
|
Leo, J.
|
|
2019
|
|
2 |
p. 145-188
|
artikel
|
| 72 |
"Open Learner Models: Research Questions" Special Issue of the IJAIED
|
|
|
2007
|
|
2 |
p. 83-87
|
artikel
|
| 73 |
Optimists’ Creed: Brave New Cyberlearning, Evolving Utopias (Circa 2041)
|
Burleson, Winslow
|
|
2016
|
|
2 |
p. 796-808
|
artikel
|
| 74 |
Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System
|
Fang, Ying
|
|
|
|
2 |
p. 297-322
|
artikel
|
| 75 |
PREFACE
|
|
|
2006
|
|
2 |
p. 99-100
|
artikel
|
| 76 |
Preface
|
|
|
2008
|
|
2 |
p. 95
|
artikel
|
| 77 |
Preface
|
|
|
2010
|
|
2 |
p. 103-104
|
artikel
|
| 78 |
Preface for the Special Issue on Culturally Aware Educational Technologies
|
Ogan, Amy
|
|
2015
|
|
2 |
p. 173-176
|
artikel
|
| 79 |
Preface to the IJAIED 25th Anniversary Issue, Part 2
|
Lane, H. Chad
|
|
2016
|
|
2 |
p. 539-543
|
artikel
|
| 80 |
Preface to the Special Issue AI4MOOCs: Artificial Intelligence, Sensoring, Modeling and Assessment for MOOCs. A Step Beyond
|
Sciarrone, Filippo
|
|
|
|
2 |
p. 157-158
|
artikel
|
| 81 |
Preface to the Special Issue on K-12 AI Education
|
Wang, Ning
|
|
|
|
2 |
p. 225-227
|
artikel
|
| 82 |
Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities
|
Chase, Catherine C.
|
|
|
|
2 |
p. 283-316
|
artikel
|
| 83 |
Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities
|
Chase, Catherine C.
|
|
2019
|
|
2 |
p. 283-316
|
artikel
|
| 84 |
Responding to Student Uncertainty in Spoken Tutorial Dialogue Systems
|
Pon-Barry, Heather
|
|
2006
|
|
2 |
p. 171-194
|
artikel
|
| 85 |
Serious Use of a Serious Game for Language Learning
|
W. Lewis
|
|
2010
|
|
2 |
p. 175-195
|
artikel
|
| 86 |
Shared Mental Models in Support of Adaptive Instruction for Teams Using the GIFT Tutoring Architecture
|
Fletcher, J. D.
|
|
2017
|
|
2 |
p. 265-285
|
artikel
|
| 87 |
Simulating Instructional Roles through Pedagogical Agents
|
Amy L. Baylor
|
|
2005
|
|
2 |
p. 95-115
|
artikel
|
| 88 |
Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities
|
Blanchard, Emmanuel G.
|
|
2014
|
|
2 |
p. 204-228
|
artikel
|
| 89 |
Software Patterns in ITS Architectures
|
Vladan Devedzic
|
|
2005
|
|
2 |
p. 63-94
|
artikel
|
| 90 |
Special Issue on the Generalized Intelligent Framework for Tutoring (GIFT): Creating a Stable and Flexible Platform for Innovations in AIED Research
|
Sottilare, Robert A.
|
|
2017
|
|
2 |
p. 139-151
|
artikel
|
| 91 |
Spoken Versus Typed Human and Computer Dialogue Tutoring
|
Litman, Diane J.
|
|
2006
|
|
2 |
p. 145-170
|
artikel
|
| 92 |
Student Models that Invite the Learner In: The SMILI:() Open Learner Modelling Framework
|
Bull, Susan
|
|
2007
|
|
2 |
p. 89-120
|
artikel
|
| 93 |
Stupid Tutoring Systems, Intelligent Humans
|
Baker, Ryan S.
|
|
2016
|
|
2 |
p. 600-614
|
artikel
|
| 94 |
Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses
|
Rosé, Carolyn Penstein
|
|
2016
|
|
2 |
p. 660-678
|
artikel
|
| 95 |
The Evolution of Research on Digital Education
|
Dillenbourg, Pierre
|
|
2016
|
|
2 |
p. 544-560
|
artikel
|
| 96 |
The Future of Adaptive Learning: Does the Crowd Hold the Key?
|
Heffernan, Neil T.
|
|
2016
|
|
2 |
p. 615-644
|
artikel
|
| 97 |
The Impact of Looking Further Ahead: A Comparison of Two Data-driven Unsolicited Hint Types on Performance in an Intelligent Data-driven Logic Tutor
|
Cody, Christa
|
|
|
|
2 |
p. 263-296
|
artikel
|
| 98 |
Time- and Learner-Dependent Hidden Markov Model for Writing Process Analysis Using Keystroke Log Data
|
Uto, Masaki
|
|
|
|
2 |
p. 271-298
|
artikel
|
| 99 |
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor
|
Aleven, Vincent
|
|
2006
|
|
2 |
p. 101-128
|
artikel
|
| 100 |
Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs
|
Alshehri, Mohammad
|
|
|
|
2 |
p. 215-233
|
artikel
|
| 101 |
Towards Understanding How to Assess Help-Seeking Behavior Across Cultures
|
Ogan, Amy
|
|
2014
|
|
2 |
p. 229-248
|
artikel
|
| 102 |
Training the Body: The Potential of AIED to Support Personalized Motor Skills Learning
|
Santos, Olga C.
|
|
2016
|
|
2 |
p. 730-755
|
artikel
|
| 103 |
Using Knowledge Tracing in a Noisy Environment to Measure Student Reading Proficiencies
|
Beck,, Joseph E.
|
|
2006
|
|
2 |
p. 129-143
|
artikel
|
| 104 |
Using Ontological Engineering to Organize Learning/Instructional Theories and Build a Theory-Aware Authoring System
|
Hayashi, Yusuke
|
|
2010
|
|
2 |
p. 211-252
|
artikel
|
| 105 |
We’re in this Together: Intentional Design of Social Relationships with AIED Systems
|
Walker, Erin
|
|
2016
|
|
2 |
p. 713-729
|
artikel
|
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