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Artificial Intelligence in Education

25th International Conference, AIED 2024, Recife, Brazil, July 8–12, 2024, Proceedings, Part I

  • Conference proceedings
  • © 2024

Overview

Editors:
  1. Andrew M. Olney

    1. University of Memphis, Memphis, USA

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  2. Irene-Angelica Chounta

    1. University of Duisburg-Essen, Duisburg, Germany

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  3. Zitao Liu

    1. Jinan University, Guangzhou, China

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  4. Olga C. Santos

    1. UNED, Madrid, Spain

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  5. Ig Ibert Bittencourt

    1. Universidade Federal de Alagoas, Maceio, Brazil

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Part of the book series: Lecture Notes in Computer Science (LNCS, volume 14829)

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

Included in the following conference series:

Conference proceedings info: AIED 2024.

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About this book

This book constitutes the refereed proceedings of the 25th International Conference on Artificial Intelligence in Education, AIED 2024, held in Recife, Brazil, in July 8–12, 2024, Proceedings. 

The 49 full papers and 27 short papers presented in this book were carefully reviewed and selected from 334 submissions. The papers present results in high-quality research on intelligent systems and the cognitive sciences for the improvement and advancement of education. 

Keywords

Table of contents (34 papers)

  1. Front Matter

    Pages i-xxxi
    Download chapter PDF

  2. Full Papers

    1. Front Matter

      Pages 1-1
      Download chapter PDF

    2. From Learning Actions to Dynamics: Characterizing Students’ Individual Temporal Behavior with Sequence Analysis

      • Esteban Villalobos, Mar Pérez-Sanagustín, Julien Broisin
      Pages 3-17

    3. Explainable Automatic Grading with Neural Additive Models

      • Aubrey Condor, Zachary Pardos
      Pages 18-31

    4. PBChat: Enhance Student’s Problem Behavior Diagnosis with Large Language Model

      • Penghe Chen, Zhilin Fan, Yu Lu, Qi Xu
      Pages 32-45

    5. Generating Situated Reflection Triggers About Alternative Solution Paths: A Case Study of Generative AI for Computer-Supported Collaborative Learning

      • Atharva Naik, Jessica Ruhan Yin, Anusha Kamath, Qianou Ma, Sherry Tongshuang Wu, Charles Murray et al.
      Pages 46-59

    6. Automated Assessment of Encouragement and Warmth in Classrooms Leveraging Multimodal Emotional Features and ChatGPT

      • Ruikun Hou, Tim Fütterer, Babette Bühler, Efe Bozkir, Peter Gerjets, Ulrich Trautwein et al.
      Pages 60-74

    7. Ruffle &Riley: Insights from Designing and Evaluating a Large Language Model-Based Conversational Tutoring System

      • Robin Schmucker, Meng Xia, Amos Azaria, Tom Mitchell
      Pages 75-90Open Access

    8. Knowledge Tracing Unplugged: From Data Collection to Model Deployment

      • Luiz Rodrigues, Anderson P. Avila-Santos, Thomaz E. Silva, Rodolfo S. da Penha, Carlos Neto, Geiser Challco et al.
      Pages 91-104

    9. Grading Documentation with Machine Learning

      • Marcus Messer, Miaojing Shi, Neil C. C. Brown, Michael Kölling
      Pages 105-117

    10. Supporting Teaching-to-the-Curriculum by Linking Diagnostic Tests to Curriculum Goals: Using Textbook Content as Context for Retrieval-Augmented Generation with Large Language Models

      • Xiu Li, Aron Henriksson, Martin Duneld, Jalal Nouri, Yongchao Wu
      Pages 118-132

    11. VerAs: Verify Then Assess STEM Lab Reports

      • Berk Atil, Mahsa Sheikhi Karizaki, Rebecca J. Passonneau
      Pages 133-148

    12. Evaluating the Effectiveness of Comparison Activities in a CTAT Tutor for Algorithmic Thinking

      • Amanda Keech, Kasia Muldner
      Pages 149-162

    13. Automated Long Answer Grading with RiceChem Dataset

      • Shashank Sonkar, Kangqi Ni, Lesa Tran Lu, Kristi Kincaid, John S. Hutchinson, Richard G. Baraniuk
      Pages 163-176

    14. Knowledge Tracing as Language Processing: A Large-Scale Autoregressive Paradigm

      • Bojun Zhan, Teng Guo, Xueyi Li, Mingliang Hou, Qianru Liang, Boyu Gao et al.
      Pages 177-191

    15. Can GPT4 Answer Educational Tests? Empirical Analysis of Answer Quality Based on Question Complexity and Difficulty

      • Luiz Rodrigues, Filipe Dwan Pereira, Luciano Cabral, Geber Ramalho, Dragan Gasevic, Rafael Ferreira Mello
      Pages 192-205

    16. Understanding Gender Effects in Game-Based Learning: The Role of Self-Explanation

      • J. Elizabeth Richey, Huy A. Nguyen, Mahboobeh Mehrvarz, Nicole Else-Quest, Ivon Arroyo, Ryan S. Baker et al.
      Pages 206-219

    17. Calcium Regulation Assignment: Alternative Styles in Successfully Learning About Biological Mechanisms

      • Marco Kragten, Bert Bredeweg
      Pages 220-234

    18. Who’s Helping Who? When Students Use ChatGPT to Engage in Practice Lab Sessions

      • Jérôme Brender, Laila El-Hamamsy, Francesco Mondada, Engin Bumbacher
      Pages 235-249

    19. Deep-IRT with a Temporal Convolutional Network for Reflecting Students’ Long-Term History of Ability Data

      • Emiko Tsutsumi, Tetsurou Nishio, Maomi Ueno
      Pages 250-264
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Other volumes

  1. Artificial Intelligence in Education

  2. Artificial Intelligence in Education

  3. Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky

  4. Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky

Editors and Affiliations

  • University of Memphis, Memphis, USA

    Andrew M. Olney

  • University of Duisburg-Essen, Duisburg, Germany

    Irene-Angelica Chounta

  • Jinan University, Guangzhou, China

    Zitao Liu

  • UNED, Madrid, Spain

    Olga C. Santos

  • Universidade Federal de Alagoas, Maceio, Brazil

    Ig Ibert Bittencourt

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