Artificial Intelligence in Education [E-Book] : 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14-18, 2021, Proceedings, Part I / edited by Ido Roll, Danielle McNamara, Sergey Sosnovsky, Rose Luckin, Vania Dimitrova.
This two-volume set LNAI 12748 and 12749 constitutes the refereed proceedings of the 22nd International Conference on Artificial Intelligence in Education, AIED 2021, held in Utrecht, The Netherlands, in June 2021.* The 40 full papers presented together with 76 short papers, 2 panels papers, 4 indus...
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Personal Name(s): | Dimitrova, Vania, editor |
Luckin, Rose, editor / McNamara, Danielle, editor / Roll, Ido, editor / Sosnovsky, Sergey, editor | |
Edition: |
1st edition 2021. |
Imprint: |
Cham :
Springer,
2021
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Physical Description: |
XXVIII, 518 pages 131 illustrations, 103 illustrations in color (online resource) |
Note: |
englisch |
ISBN: |
9783030782924 |
DOI: |
10.1007/978-3-030-78292-4 |
Series Title: |
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Lecture Notes in Artificial Intelligence ; ;
12748 /* Depending on the record driver, $field may either be an array with "name" and "number" keys or a flat string containing only the series name. We should account for both cases to maximize compatibility. */?> Lecture Notes in Computer Science |
Subject (LOC): |
- Full Papers
- RepairNet: Contextual Sequence-to-Sequence network for automated program repair
- Seven-year longitudinal implications of wheel spinning and productive persistence
- A Systematic Review of Data-driven Approaches to Item Difficulty Prediction
- Annotating Student Engagement Across Grades 1-12: Associations with Demographics and Expressivity
- Affect-Targeted Interviews for Understanding Student Frustration
- Explainable Recommendations in a Personalized Programming Practice System
- Mutilingual Age of Exposure
- DiSCS: A New Sequence Segmentation Method for Open-Ended Learning Environments
- Interpretable Clustering of Students' Solutions in Introductory Programming
- Adaptively Scaffolding Cognitive Engagement with Batch Constrained Deep Q-Networks
- Ordering Effects in a Role-Based Scaffolding Intervention for Asynchronous Online Discussions
- Option Tracing: Beyond Correctness Analysis in Knowledge Tracing
- An approach for detecting student perceptions of the programming experience from interaction log data
- Discovering Co-creative Dialogue States during Collaborative Learning
- Affective Teacher Tools: Affective Class Report Card and Dashboard
- Engendering Trust in Automated Feedback: A Two Step Comparison of Feedbacks in Gesture Based Learning
- Investigating students' reasoning in a code-tracing tutor
- Evaluating Critical Reinforcement Learning Framework In the Field
- Machine learning models and their development process as learning affordances for humans
- Predicting Co-Occurring Emotions from Eye-Tracking and Interaction Data in MetaTutor
- A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in Writing
- The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue
- Extracting and Clustering Main Ideas from Student Feedback using Language Models
- Multidimensional Team Communication Modeling for Adaptive Team Training: A Hybrid Deep Learning and Graphical Modeling Framework
- A Good Start is Half the Battle Won: Unsupervised Pre-Training for Low Resource Children's Speech Recognition for an Interactive Reading Companion
- Predicting Knowledge Gain during Web Search based on Multimedia Resource Consumption
- Deep Performance Factors Analysis for Knowledge Tracing
- Gaming and confrustion explain learning advantages for a math digital learning game
- Tackling the Credit Assignment Problem in Reinforcement Learning-Induced Pedagogical Policies with Neural Networks
- TARTA: Teacher Activity Recognizer from Transcriptions and Audio
- Assessing Algorithmic Fairness in Automatic Classifiers of Educational Forum Posts
- "Can you clarify what you said?": Studying the impact of tutee agents' follow-up questions on tutors' learning
- Classifying Math Knowledge Components via Task-Adaptive Pre-Trained BERT
- A Multidimensional Item Response Theory Model for Rubric-based Writing Assessment
- Towards Bloom's Taxonomy Classification Without Labels
- Automatic Task Requirements Writing Evaluation With Feedback via Machine Reading Comprehension
- Temporal Processes Associating with Procrastination Dynamics
- Investigating Students' Experiences with Collaboration Analytics for Remote Group Meetings
- "Now, I Want to Teach it for Real!": Introducing Machine Learning as a Scientific Discovery Tool for K-12 Teachers,. Better Model, Worse Predictions: The Dangers in Student Model Comparisons.