000			05970nam a22003735i 4500
001			319572
003			MX-SnUAN
005			20160429161308.0
007			cr nn 008mamaa
008			160111s2015 gw | s |||| 0|eng d
020			_a9783319197739 _9978-3-319-19773-9
035			_avtls000421423
039		9	_y201601110959 _zstaff
050		4	_aQ334-342
245	1	0	_aArtificial intelligence in education : _b17th international conference, aied 2015, madrid, spain, june 22-26, 2015. Proceedings / _cedited by Cristina Conati, Neil Heffernan, Antonija Mitrovic, M. Felisa Verdejo.
264		1	_aCham : _bSpringer International Publishing : _bSpringer, _c2015.
300			_axxxiv, 931 páginas : _b184 ilustraciones
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aLecture Notes in Computer Science, _x0302-9743 ; _v9112
500			_aSpringer eBooks
505	0		_aIs a Dialogue-Based Tutoring System that Emulates Helpful Co-constructed Relations During Human Tutoring Effective -- Educational Question Answering Motivated by Question-Specific Concept Maps -- A Study of Automatic Speech Recognition in Noisy Classroom Environments for Automated Dialog Analysis -- Teachable Agents with Intrinsic Motivation -- Temporal Generalizability of Face-Based Affect Detection in Noisy Classroom Environments -- Transfer Learning for Predictive Models in Massive Open Online Courses -- Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions -- Comparing Representations for Learner Models in Interactive Simulations -- Games Are Better than Books: In-Situ Comparison of an Interactive Job Interview Game with Conventional Training -- Predicting Comprehension from Students’ Summaries -- A Tutorial Dialogue System for Real-Time Evaluation of Unsupervised Dialogue Act Classifiers: Exploring System Outcomes -- Positive Impact of Collaborative Chat Participation in an edX MOOC -- Who Needs Help? Automating Student Assessment Within Exploratory Learning Environments -- Moody Agents: Affect and Discourse During Learning in a Serious Game -- Examining the Predictive Relationship Between Personality and Emotion Traits and Learners’ Agent-Direct Emotions -- Evaluating Human and Automated Generation of Distractors for Diagnostic Multiple-Choice Cloze Questions to Assess Children’s Reading Comprehension -- Machine Learning for Holistic Evaluation of Scientific Essays -- Learning to Diagnose a Virtual Patient: An Investigation of Cognitive Errors in Medical Problem Solving -- Studying Student Use of Self-Regulated Learning Tools in an Open-Ended Learning Environment -- Situated Pedagogical Authoring: Authoring Intelligent Tutors from a Student’s Perspective -- Two Modes are Better Than One: A Multimodal Assessment Framework Integrating Student Writing and Drawing -- To Resolve or Not to Resolve? That Is the Big Question About Confusion -- Motivational Design in an Intelligent Tutoring System That Helps Students Make Good Task Selection Decisions -- SNS Messages Recommendation for Learning Motivation -- How Spacing and Variable Retrieval Practice Affect the Learning of Statistics Concepts -- Leveraging Multiple Views of Text for Automatic Question Generation -- Mind Wandering During Learning with an Intelligent Tutoring System -- Deep Stealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments -- Learning Mental Models of Human Cognitive Processing by Creating Cognitive Models -- A Player Model for Adaptive Gamification in Learning Environments -- Exploring the Impact of a Learning Dashboard on Student Affect -- Cognitive Tutor Use in Chile: Understanding Classroom and Lab Culture -- TARLAN: A Simulation Game to Improve Social Problem-Solving Skills of ADHD Children -- Blocking vs. Interleaving: Examining Single-Session Effects Within Middle School Math Homework -- Impact of Adaptive Educational System Behaviour on Student Motivation -- Understanding Student Success in Chemistry Using Gaze Tracking and Pupillometry -- Attentive Learner: Improving Mobile MOOC Learning via Implicit Heart Rate Tracking -- Distractor Quality Evaluation in Multiple Choice Questions -- Interpreting Freeform Equation Solving -- ITS Support for Conceptual and Perceptual Connection Making Between Multiple Graphical Representations -- Discovering Individual and Collaborative Problem-Solving Modes with Hidden Markov Models -- Improving Student Problem Solving in Narrative-Centered Learning Environments: A Modular Reinforcement Learning Framework -- Filtering of Spontaneous and Low Intensity Emotions in Educational Contexts -- Contextual Recommendation of Educational Contents -- Coherence Over Time: Understanding Day-to-Day Changes in Students’Open-Ended Problem Solving Behaviors -- From Learning Companions to Testing Companions: Experience with a Teachable Agent Motivates Students’ Performance on Summative Tests -- Negotiation-Driven Learning -- From Heterogeneous Multisource Traces to Perceptual-Gestural Sequences: The PeTra Treatment Approach -- Probability Based Scaffolding System with Fading -- Understanding Students’ Use of Code-Switching in a Learning by Teaching Technology.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aConati, Cristina, _eeditor. _9299220
700	1		_aHeffernan, Neil, _eeditor. _9363908
700	1		_aMitrovic, Antonija, _eeditor. _9329700
700	1		_aVerdejo, M. Felisa, _eeditor. _9331461
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9783319197722
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-3-319-19773-9 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942			_c14
999			_c319572 _d319572