| TÃtulo : |
22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I |
| Tipo de documento: |
documento electrónico |
| Autores: |
Roll, Ido, ; McNamara, Danielle, ; Sosnovsky, Sergey, ; Luckin, Rose, ; Dimitrova, Vania, |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2021 |
| Número de páginas: |
XXVIII, 518 p. 131 ilustraciones, 103 ilustraciones en color. |
| ISBN/ISSN/DL: |
978-3-030-78292-4 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Palabras clave: |
Inteligencia artificial IngenierÃa Informática Red de computadoras Ciencias sociales IngenierÃa de software Ciencias de la Computación IngenierÃa Informática y Redes Aplicación informática en ciencias sociales y del comportamiento Computadoras y Educación TeorÃa de la Computación |
| Ãndice Dewey: |
006.3 Inteligencia artificial |
| Resumen: |
Este conjunto de dos volúmenes LNAI 12748 y 12749 constituye las actas arbitradas de la 22.ª Conferencia Internacional sobre Inteligencia Artificial en la Educación, AIED 2021, celebrada en Utrecht, PaÃses Bajos, en junio de 2021.* Los 40 artÃculos completos presentados junto con 76 artÃculos breves, Se revisaron y seleccionaron cuidadosamente 2 artÃculos de paneles, 4 artÃculos de la industria, 4 artÃculos de consorcios doctorales y 6 artÃculos de talleres entre 209 presentaciones. La conferencia brinda oportunidades para el intercambio de enfoques, técnicas e ideas de los numerosos campos que componen AIED, incluidas la informática, las ciencias cognitivas y del aprendizaje, la educación, el diseño de juegos, la psicologÃa, la sociologÃa, la lingüÃstica, asà como muchas áreas de dominios especÃficos. . *La conferencia se realizó de manera virtual debido a la pandemia de COVID-19. |
| Nota de contenido: |
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. |
| En lÃnea: |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
| Link: |
https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i |
22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I [documento electrónico] / Roll, Ido, ; McNamara, Danielle, ; Sosnovsky, Sergey, ; Luckin, Rose, ; Dimitrova, Vania, . - 1 ed. . - [s.l.] : Springer, 2021 . - XXVIII, 518 p. 131 ilustraciones, 103 ilustraciones en color. ISBN : 978-3-030-78292-4 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
| Palabras clave: |
Inteligencia artificial IngenierÃa Informática Red de computadoras Ciencias sociales IngenierÃa de software Ciencias de la Computación IngenierÃa Informática y Redes Aplicación informática en ciencias sociales y del comportamiento Computadoras y Educación TeorÃa de la Computación |
| Ãndice Dewey: |
006.3 Inteligencia artificial |
| Resumen: |
Este conjunto de dos volúmenes LNAI 12748 y 12749 constituye las actas arbitradas de la 22.ª Conferencia Internacional sobre Inteligencia Artificial en la Educación, AIED 2021, celebrada en Utrecht, PaÃses Bajos, en junio de 2021.* Los 40 artÃculos completos presentados junto con 76 artÃculos breves, Se revisaron y seleccionaron cuidadosamente 2 artÃculos de paneles, 4 artÃculos de la industria, 4 artÃculos de consorcios doctorales y 6 artÃculos de talleres entre 209 presentaciones. La conferencia brinda oportunidades para el intercambio de enfoques, técnicas e ideas de los numerosos campos que componen AIED, incluidas la informática, las ciencias cognitivas y del aprendizaje, la educación, el diseño de juegos, la psicologÃa, la sociologÃa, la lingüÃstica, asà como muchas áreas de dominios especÃficos. . *La conferencia se realizó de manera virtual debido a la pandemia de COVID-19. |
| Nota de contenido: |
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. |
| En lÃnea: |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
| Link: |
https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i |
|  |
22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I
