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Link to original content: https://unpaywall.org/10.1007/978-3-030-78292-4
Artificial Intelligence in Education: 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I | SpringerLink
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Artificial Intelligence in Education

22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I

  • Conference proceedings
  • © 2021

Overview

Editors:
  1. Ido Roll

    1. Technion – Israel Institute of Technology, Haifa, Israel

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  2. Danielle McNamara

    1. Arizona State University, Tempe, USA

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  3. Sergey Sosnovsky

    1. Utrecht University, Utrecht, The Netherlands

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  4. Rose Luckin

    1. London Knowledge Lab, London, UK

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  5. Vania Dimitrova

    1. University of Leeds, Leeds, UK

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Part of the book series: Lecture Notes in Computer Science (LNCS, volume 12748)

Part of the book sub series: Lecture Notes in Artificial Intelligence (LNAI)

Included in the following conference series:

Conference proceedings info: AIED 2021.

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About this book

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 industry papers, 4 doctoral consortium, and 6 workshop papers were carefully reviewed and selected from 209 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

​*The conference was held virtually due to the COVID-19 pandemic.



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Table of contents (40 papers)

  1. Front Matter

    Pages i-xxviii
    Download chapter PDF

  2. Full Papers

    1. Front Matter

      Pages 1-1
      Download chapter PDF

    2. RepairNet: Contextual Sequence-to-Sequence Network for Automated Program Repair

      • Kumar Abhinav, Vijaya Sharvani, Alpana Dubey, Meenakshi D’Souza, Nitish Bhardwaj, Sakshi Jain et al.
      Pages 3-15

    3. Seven-Year Longitudinal Implications of Wheel Spinning and Productive Persistence

      • Seth A. Adjei, Ryan S. Baker, Vedant Bahel
      Pages 16-28

    4. A Systematic Review of Data-Driven Approaches to Item Difficulty Prediction

      • Samah AlKhuzaey, Floriana Grasso, Terry R. Payne, Valentina Tamma
      Pages 29-41

    5. Annotating Student Engagement Across Grades 1–12: Associations with Demographics and Expressivity

      • Nese Alyuz, Sinem Aslan, Sidney K. D’Mello, Lama Nachman, Asli Arslan Esme
      Pages 42-51

    6. Affect-Targeted Interviews for Understanding Student Frustration

      • Ryan S. Baker, Nidhi Nasiar, Jaclyn L. Ocumpaugh, Stephen Hutt, Juliana M. A. L. Andres, Stefan Slater et al.
      Pages 52-63

    7. Explainable Recommendations in a Personalized Programming Practice System

      • Jordan Barria-Pineda, Kamil Akhuseyinoglu, Stefan Želem-Ćelap, Peter Brusilovsky, Aleksandra Klasnja Milicevic, Mirjana Ivanovic
      Pages 64-76

    8. Multilingual Age of Exposure

      • Robert-Mihai Botarleanu, Mihai Dascalu, Micah Watanabe, Danielle S. McNamara, Scott Andrew Crossley
      Pages 77-87

    9. DiSCS: A New Sequence Segmentation Method for Open-Ended Learning Environments

      • James P. Bywater, Mark Floryan, Jennifer L. Chiu
      Pages 88-100

    10. Interpretable Clustering of Students’ Solutions in Introductory Programming

      • Tomáš Effenberger, Radek Pelánek
      Pages 101-112

    11. Adaptively Scaffolding Cognitive Engagement with Batch Constrained Deep Q-Networks

      • Fahmid Morshed Fahid, Jonathan P. Rowe, Randall D. Spain, Benjamin S. Goldberg, Robert Pokorny, James Lester
      Pages 113-124

    12. Ordering Effects in a Role-Based Scaffolding Intervention for Asynchronous Online Discussions

      • Elaine Farrow, Johanna Moore, Dragan Gašević
      Pages 125-136

    13. Option Tracing: Beyond Correctness Analysis in Knowledge Tracing

      • Aritra Ghosh, Jay Raspat, Andrew Lan
      Pages 137-149

    14. An Approach for Detecting Student Perceptions of the Programming Experience from Interaction Log Data

      • Jamie Gorson, Nicholas LaGrassa, Cindy Hsinyu Hu, Elise Lee, Ava Marie Robinson, Eleanor O’Rourke
      Pages 150-164

    15. Discovering Co-creative Dialogue States During Collaborative Learning

      • Amanda E. Griffith, Gloria Ashiya Katuka, Joseph B. Wiggins, Kristy Elizabeth Boyer, Jason Freeman, Brian Magerko et al.
      Pages 165-177

    16. Affective Teacher Tools: Affective Class Report Card and Dashboard

      • Ankit Gupta, Neeraj Menon, William Lee, William Rebelsky, Danielle Allesio, Tom Murray et al.
      Pages 178-189

    17. Engendering Trust in Automated Feedback: A Two Step Comparison of Feedbacks in Gesture Based Learning

      • Sameena Hossain, Azamat Kamzin, Venkata Naga Sai Apurupa Amperayani, Prajwal Paudyal, Ayan Banerjee, Sandeep K. S. Gupta
      Pages 190-202

    18. Investigating Students’ Reasoning in a Code-Tracing Tutor

      • Jay Jennings, Kasia Muldner
      Pages 203-214

    19. Evaluating Critical Reinforcement Learning Framework in the Field

      • Song Ju, Guojing Zhou, Mark Abdelshiheed, Tiffany Barnes, Min Chi
      Pages 215-227
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Other volumes

  1. Artificial Intelligence in Education

  2. Artificial Intelligence in Education

Editors and Affiliations

  • Technion – Israel Institute of Technology, Haifa, Israel

    Ido Roll

  • Arizona State University, Tempe, USA

    Danielle McNamara

  • Utrecht University, Utrecht, The Netherlands

    Sergey Sosnovsky

  • London Knowledge Lab, London, UK

    Rose Luckin

  • University of Leeds, Leeds, UK

    Vania Dimitrova

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