James Lester

A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents

Wiedbusch, M., Lester, J., & Azevedo, R. (2023, March 3). METACOGNITION AND LEARNING.

Early prediction of student knowledge in game-based learning with distributed representations of assessment questions

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 54(1), 40–57.

A learning analytics approach towards understanding collaborative inquiry in a problem-based learning environment

Saleh, A., Phillips, T. M., Hmelo-Silver, C. E., Glazewski, K. D., Mott, B. W., & Lester, J. C. (2022, February 26). BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY.

Affective Dynamics and Cognition During Game-Based Learning

IEEE TRANSACTIONS ON AFFECTIVE COMPUTING, 13(4), 1705–1717.

If We Build It, Will They Learn? An Analysis of Students' Understanding in an Interactive Game During and After a Research Project

Horwitz, P., Reichsman, F., Lord, T., Dorsey, C., Wiebe, E., & Lester, J. (2022, August 5). TECHNOLOGY KNOWLEDGE AND LEARNING, Vol. 8.

Investigating Student Interest and Engagement in Game-Based Learning Environments

ARTIFICIAL INTELLIGENCE IN EDUCATION, PT I, Vol. 13355, pp. 711–716.

Investigating a visual interface for elementary students to formulate AI planning tasks

JOURNAL OF COMPUTER LANGUAGES, 73.

Lessons Learned for AI Education with Elementary Students and Teachers

Ottenbreit-Leftwich, A., Glazewski, K., Jeon, M., Jantaraweragul, K., Hmelo-Silver, C. E., Scribner, A., … Lester, J. (2022, September 14). INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION.

Leveraging Student Goal Setting for Real-Time Plan Recognition in Game-Based Learning

ARTIFICIAL INTELLIGENCE IN EDUCATION, PT I, Vol. 13355, pp. 78–89.

Multimodal Behavioral Disengagement Detection for Collaborative Game-Based Learning

ARTIFICIAL INTELLIGENCE IN EDUCATION: POSTERS AND LATE BREAKING RESULTS, WORKSHOPS AND TUTORIALS, INDUSTRY AND INNOVATION TRACKS, PRACTITIONERS AND DOCTORAL CONSORTIUM, PT II, Vol. 13356, pp. 218–221.

Robust Adaptive Scaffolding with Inverse Reinforcement Learning-Based Reward Design

ARTIFICIAL INTELLIGENCE IN EDUCATION: POSTERS AND LATE BREAKING RESULTS, WORKSHOPS AND TUTORIALS, INDUSTRY AND INNOVATION TRACKS, PRACTITIONERS AND DOCTORAL CONSORTIUM, PT II, Vol. 13356, pp. 204–207.

A reinforcement learning approach to adaptive remediation in online training

Spain, R., Rowe, J., Smith, A., Goldberg, B., Pokorny, R., Mott, B., & Lester, J. (2021, July 23). JOURNAL OF DEFENSE MODELING AND SIMULATION-APPLICATIONS METHODOLOGY TECHNOLOGY-JDMS, Vol. 7.

Adaptively Scaffolding Cognitive Engagement with Batch Constrained Deep Q-Networks

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT I, Vol. 12748, pp. 113–124.

Designing a Visual Interface for Elementary Students to Formulate AI Planning Tasks

2021 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING (VL/HCC 2021).

Detecting Disruptive Talk in Student Chat-Based Discussion within Collaborative Game-Based Learning Environments

LAK21 CONFERENCE PROCEEDINGS: THE ELEVENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE, pp. 405–415.

Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning

Dever, D. A., Wiedbusch, M. D., Cloude, E. B., Lester, J., & Azevedo, R. (2021, August 27). DISCOURSE PROCESSES.

Enhancing Multimodal Affect Recognition with Multi-Task Affective Dynamics Modeling

2021 9TH INTERNATIONAL CONFERENCE ON AFFECTIVE COMPUTING AND INTELLIGENT INTERACTION (ACII).

Game-Based Learning Analytics for Supporting Adolescents' Reflection

JOURNAL OF LEARNING ANALYTICS, 8(2), 51–72.

Investigating Student Reflection during Game-Based Learning in Middle Grades Science

LAK21 CONFERENCE PROCEEDINGS: THE ELEVENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE, pp. 280–291.

Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II, Vol. 12749, pp. 355–360.

Modeling Secondary Students' Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 30(4), 511–528.

Multidimensional Team Communication Modeling for Adaptive Team Training: A Hybrid Deep Learning and Graphical Modeling Framework

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT I, Vol. 12748, pp. 293–305.

Multimodal Trajectory Analysis of Visitor Engagement with Interactive Science Museum Exhibits

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II, Vol. 12749, pp. 151–155.

Predictive Student Modeling in Game-Based Learning Environments with Word Embedding Representations of Reflection

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, 31(1), 1–23.

Artificial Intelligence for Personalized Preventive Adolescent Healthcare

[Review of ]. JOURNAL OF ADOLESCENT HEALTH, 67(2), 552–558.

Coordinating scaffolds for collaborative inquiry in a game-based learning environment

JOURNAL OF RESEARCH IN SCIENCE TEACHING, 57(9), 1490–1518.

Fostering Engagement in Health Behavior Change: Iterative Development of an Interactive Narrative Environment to Enhance Adolescent Preventive Health Services

JOURNAL OF ADOLESCENT HEALTH, 67(2), S34–S44.

Innovative Digital Technologies to Improve Adolescent and Young Adult Health

Ozer, E. M., & Lester, J. C. (2020, August). JOURNAL OF ADOLESCENT HEALTH, Vol. 67, pp. S3–S3.

Multimodal learning analytics for game-based learning

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 51(5), 1505–1526.

The Impact of Contextualized Emotions on Self-Regulated Learning and Scientific Reasoning during Learning with a Game-Based Learning Environment

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, 30(1), 97–120.

4D Affect Detection: Improving Frustration Detection in Game-Based Learning with Posture-Based Temporal Data Fusion

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2019), PT I, Vol. 11625, pp. 144–156.

A Multimodal Assessment Framework for Integrating Student Writing and Drawing in Elementary Science Learning

IEEE Transactions on Learning Technologies, 12(1), 3–15.

Collaborative inquiry play A design case to frame integration of collaborative problem solving with story-centric games

INFORMATION AND LEARNING SCIENCES, 120(9/10), 547–566.

Construction and Validation of an Anticipatory Thinking Assessment

FRONTIERS IN PSYCHOLOGY, 10.

Designing and Developing Interactive Narratives for Collaborative Problem-Based Learning

INTERACTIVE STORYTELLING, ICIDS 2019, Vol. 11869, pp. 86–100.

ENGAGING ADOLESCENTS IN A SELF-ADAPTIVE PERSONALIZED BEHAVIOR CHANGE SYSTEM FOR ADOLESCENT PREVENTIVE HEALTHCARE

JOURNAL OF ADOLESCENT HEALTH, 64(2), S60–61.

HEALTH QUEST: PROMOTING ADOLESCENTS' HEALTH SCIENCE CAREER INTERESTS THROUGH TECHNOLOGY-RICH LEARNING EXPERIENCES

Ozer, E. M., Penilla, C., Spain, R. D., Mott, B. W., Woodson, D., & Lester, J. C. (2019, February). JOURNAL OF ADOLESCENT HEALTH, Vol. 64, pp. S134–S134.

Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II, Vol. 11626, pp. 195–200.

Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II, Vol. 11626, pp. 314–318.

The Role of Achievement Goal Orientation on Metacognitive Process Use in Game-Based Learning

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II, Vol. 11626, pp. 36–40.

Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments

Learning and Instruction, 101162.

Detecting and Addressing Frustration in a Serious Game for Military Training

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, 28(2), 152–193.

Gaze-Enhanced Student Modeling for Game-based Learning

PROCEEDINGS OF THE 26TH CONFERENCE ON USER MODELING, ADAPTATION AND PERSONALIZATION (UMAP'18), pp. 63–72.

Identifying How Metacognitive Judgments Influence Student Performance During Learning with MetaTutorIVH

INTELLIGENT TUTORING SYSTEMS, ITS 2018, 10858, 140–149.

Impact of Learner-Centered Affective Dynamics on Metacognitive Judgements and Performance in Advanced Learning Technologies

In Lecture Notes in Computer Science (pp. 312–316).

Infusing Computational Thinking into Middle Grade Science Classrooms: Lessons Learned

WIPSCE'18: PROCEEDINGS OF THE 13TH WORKSHOP IN PRIMARY AND SECONDARY COMPUTING EDUCATION, pp. 109–114.

Introducing the Computer Science Concept of Variables in Middle School Science Classrooms

Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE '18, 906–911.

Special Issue on the Generalized Intelligent Framework for Tutoring (GIFT): Creating a Stable and Flexible Platform for Innovations in AIED Research

Sottilare, R. A., Baker, R. S., Graesser, A. C., & Lester, J. C. (2018, June). INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, Vol. 28, pp. 139–151.

Towards Adaptive Support for Anticipatory Thinking

PROCEEDINGS OF THE TECHNOLOGY, MIND, AND SOCIETY CONFERENCE (TECHMINDSOCIETY'18).

Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment

LEARNING AND INSTRUCTION, 54, 93–103.

"Thanks Alisha, Keep in Touch": Gender Effects and Engagement with Virtual Learning Companions

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017, Vol. 10331, pp. 299–310.

Affect Dynamics in Military Trainees Using vMedic: From Engaged Concentration to Boredom to Confusion

In Lecture Notes in Computer Science (pp. 238–249).

Balancing Learning and Engagement in Game-Based Learning Environments with Multi-objective Reinforcement Learning

In Lecture Notes in Computer Science (pp. 323–334).

Enhancing Writing Achievement Through a Digital Learning Environment: Case Studies of Three Struggling Adolescent Male Writers

READING & WRITING QUARTERLY, 33(1), 1–19.

Inducing Stealth Assessors from Game Interaction Data

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017, Vol. 10331, pp. 212–223.

Is More Agency Better? The Impact of Student Agency on Game-Based Learning

In Lecture Notes in Computer Science: Vol. 10331 LNAI (pp. 335–346).

Play in the Museum: Design and Development of a Game-Based Learning Exhibit for Informal Science Education

INTERNATIONAL JOURNAL OF GAMING AND COMPUTER-MEDIATED SIMULATIONS, 9(3), 96–113.

Toward affect-sensitive virtual human tutors: The influence of facial expressions on learning and emotion

International conference on affective computing and intelligent, 184–189.

Using multi-channel data with multi-level modeling to assess in-game performance during gameplay with CRYSTAL ISLAND

COMPUTERS IN HUMAN BEHAVIOR, 76, 641–655.

Decomposing Drama Management in Educational Interactive Narrative: A Modular Reinforcement Learning Approach

In Interactive Storytelling (pp. 270–282).

Development of a Self-Adaptive Personalized Behavior Change System for Adolescent Preventive Healthcare

Journal of Adolescent Health, 58(2), S70.

Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science

International Journal of Artificial Intelligence in Education, 27(1), 130–153.

Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data

Journal of Science Education and Technology, 25(3), 474–488.

Face-to-Face Interaction with Pedagogical Agents, Twenty Years Later

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, 26(1), 25–36.

Game-based learning: creating a multidisciplinary community of inquiry

ON THE HORIZON, 24(1), 88–93.

Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment

In A. Micarelli, J. Stamper, & K. Panourgia (Eds.), Intelligent Tutoring Systems (Vol. 9684, pp. 165–175).

Integrating real-time drawing and writing diagnostic models: An evidence-centered design framework for multimodal science assessment

Intelligent tutoring systems, its 2016, 0684, 165–175.

Predicting Learning from Student Affective Response to Tutor Questions

INTELLIGENT TUTORING SYSTEMS, ITS 2016, Vol. 9684, pp. 154–164.

Use of Theory in Computer-Based Interventions to Reduce Alcohol Use Among Adolescents and Young Adults

Journal of Adolescent Health, 58(2), S69–S70.

Use of theory in computer-based interventions to reduce alcohol use among adolescents and young adults: a systematic review

BMC PUBLIC HEALTH, 16.

Using Multi-level Modeling with Eye-Tracking Data to Predict Metacognitive Monitoring and Self-regulated Learning with CRYSTAL ISLAND

INTELLIGENT TUTORING SYSTEMS, ITS 2016, Vol. 9684, pp. 240–246.

DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 277–286.

Diagrammatic Student Models: Modeling Student Drawing Performance with Deep Learning

In Lecture Notes in Computer Science (Vol. 9146, pp. 216–227).

Improving Student Problem Solving in Narrative-Centered Learning Environments: a Modular Reinforcement Learning Framework

In Lecture Notes in Computer Science (pp. 419–428).

Leveraging collaboration to improve gender equity in a game-based learning environment for middle school computer science

2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT).

Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 64–73.

Modeling Self-Efficacy Across Age Groups with Automatically Tracked Facial Expression

In Lecture Notes in Computer Science (pp. 582–585).

The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support

In Lecture Notes in Computer Science (pp. 265–276).

The Mars and Venus effect: The influence of user gender on the effectiveness of adaptive task support

User modeling, adaptation and personalization, 9146, 265–276.

Two Modes Are Better Than One: A Multimodal Assessment Framework Integrating Student Writing and Drawing

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 205–215.

A Supervised Learning Framework for Modeling Director Agent Strategies in Educational Interactive Narrative

IEEE TRANSACTIONS ON COMPUTATIONAL INTELLIGENCE AND AI IN GAMES, 6(2), 203–215.

Affect and Engagement in Game-Based Learning Environments

IEEE TRANSACTIONS ON AFFECTIVE COMPUTING, 5(1), 45–56.

Designing game-based learning environments for elementary science education: A narrative-centered learning perspective

INFORMATION SCIENCES, 264, 4–18.

Generalizability of goal recognition models in narrative-centered learning environments

User modeling, adaptation, and personalization, umap 2014, 8538, 278–289.

Leveraging semi-supervised learning to predict student problem-solving performance in narrative-centered learning environments

In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (pp. 664–665).

Serious games go informal: a museum-centric perspective on intelligent game-based learning

Intelligent tutoring systems, its 2014, 8474, 410–415.

A Markov Decision Process Model of Tutorial Intervention in Task-Oriented Dialogue

In Lecture Notes in Computer Science (pp. 828–831).

Automatically Recognizing Facial Indicators of Frustration: A Learning-Centric Analysis

2013 HUMAINE ASSOCIATION CONFERENCE ON AFFECTIVE COMPUTING AND INTELLIGENT INTERACTION (ACII), pp. 159–165.

Discovering Behavior Patterns of Self-Regulated Learners in an Inquiry-Based Learning Environment

In Lecture Notes in Computer Science (pp. 209–218).

Embodied Affect in Tutorial Dialogue: Student Gesture and Posture

In Lecture Notes in Computer Science (pp. 1–10).

Personalizing Embedded Assessment Sequences in Narrative-Centered Learning Environments: A Collaborative Filtering Approach

In Lecture Notes in Computer Science (pp. 369–378).

Serious Games Get Smart: Intelligent Game-Based Learning Environments

AI MAGAZINE, 34(4), 31–45.

Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

International Journal of Artificial Intelligence in Education, 23(1-4), 94–114.

Utilizing Dynamic Bayes Nets to Improve Early Prediction Models of Self-regulated Learning

In User Modeling, Adaptation, and Personalization (pp. 228–241).

Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning

Computers & Education, 59(2), 497–504.

Exploring Inquiry-Based Problem-Solving Strategies in Game-Based Learning Environments

In Intelligent Tutoring Systems (pp. 470–475).

Multimodal analysis of the implicit affective channel in computer-mediated textual communication

ICMI '12: Proceedings of the ACM International Conference on Multimodal Interaction, 145–152.

Predicting Student Self-regulation Strategies in Game-Based Learning Environments

In Intelligent Tutoring Systems (pp. 141–150).

Real-Time Narrative-Centered Tutorial Planning for Story-Based Learning

In Intelligent Tutoring Systems (pp. 476–481).

The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments

In Intelligent Tutoring Systems (pp. 464–469).

Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction

In Intelligent Tutoring Systems (pp. 52–58).

Affect, Learning, and Delight

In S. D'Mello, A. Graesser, B. Schuller, & J. C. Martin (Eds.), Affective Computing and Intelligent Interaction. ACII 2011 (pp. 2–2).

Director Agent Intervention Strategies for Interactive Narrative Environments

In Interactive Storytelling (pp. 140–151).

Early Prediction of Cognitive Tool Use in Narrative-Centered Learning Environments

In Lecture Notes in Computer Science (pp. 320–327).

Generalizing Models of Student Affect in Game-Based Learning Environments

In Affective Computing and Intelligent Interaction (pp. 588–597).

Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue

In Lecture Notes in Computer Science (pp. 98–105).

Modeling Learner Affect with Theoretically Grounded Dynamic Bayesian Networks

In Affective Computing and Intelligent Interaction (pp. 286–295).

Modeling Narrative-Centered Tutorial Decision Making in Guided Discovery Learning

In Lecture Notes in Computer Science (pp. 163–170).

Predicting Facial Indicators of Confusion with Hidden Markov Models

In Affective Computing and Intelligent Interaction (pp. 97–106).

When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning Environments

In Lecture Notes in Computer Science (pp. 534–536).

Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models

In Intelligent Tutoring Systems (pp. 55–64).

Developing Empirically Based Student Personality Profiles for Affective Feedback Models

In Intelligent Tutoring Systems (pp. 285–295).

Integrating Learning and Engagement in Narrative-Centered Learning Environments

In Intelligent Tutoring Systems (pp. 166–177).

Optimizing Story-Based Learning: An Investigation of Student Narrative Profiles

In Intelligent Tutoring Systems (pp. 155–165).

Investigating the role of student motivation in computer science education through one-on-one tutoring

Computer Science Education, 19(2), 111–135.

Predicting User Psychological Characteristics from Interactions with Empathetic Virtual Agents

In Intelligent Virtual Agents (pp. 330–336).

Affective Transitions in Narrative-Centered Learning Environments

In Intelligent Tutoring Systems (pp. 490–499).

Archetype-Driven Character Dialogue Generation for Interactive Narrative

In Intelligent Virtual Agents (pp. 45–58).

Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue

In Intelligent Tutoring Systems (pp. 239–249).

Modeling self-efficacy in intelligent tutoring systems: An inductive approach

USER MODELING AND USER-ADAPTED INTERACTION, 18(1-2), 81–123.

Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes

In Intelligent Tutoring Systems (pp. 530–539).

Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects

In Intelligent Tutoring Systems (pp. 510–519).

Early Prediction of Student Frustration

In Affective Computing and Intelligent Interaction (pp. 698–709).

Inducing User Affect Recognition Models for Task-Oriented Environments

In User Modeling 2007 (pp. 380–384).

Modeling and evaluating empathy in embodied companion agents

McQuiggan, S. W., & Lester, J. C. (2007, April). INTERNATIONAL JOURNAL OF HUMAN-COMPUTER STUDIES, Vol. 65, pp. 348–360.

Diagnosing self-efficacy in intelligent tutoring systems: An empirical study

Lecture Notes in Computer Science, (4053), 565–574.

Narrative-centered tutorial planning for inquiry-based learning environments

Lecture Notes in Computer Science, (4053), 675–684.

Dialogue Management for Conversational Case-Based Reasoning

In Lecture Notes in Computer Science (pp. 77–90).

Workshop on Social and Emotional Intelligence in Learning Environments

In Intelligent Tutoring Systems (pp. 913–913).

Narrative prose generation

Callaway, C. B., & Lester, J. C. (2002, August). ARTIFICIAL INTELLIGENCE, Vol. 139, pp. 213–252.

The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?

COGNITION AND INSTRUCTION, 19(2), 177–213.

Deictic believability: Coordinated gesture, locomotion, and speech in lifelike pedagogical agents

APPLIED ARTIFICIAL INTELLIGENCE, 13(4-5), 383–414.

Intelligent multi-shot 3D visualization interfaces

Bares, W. H., & Lester, J. C. (1999, December). KNOWLEDGE-BASED SYSTEMS, Vol. 12, pp. 403–412.

Lifelike pedagogical agents for mixed-initiative problem solving in constructivist learning environments

USER MODELING AND USER-ADAPTED INTERACTION, 9(1-2), 1–44.

Habitable 3D learning environments for situated learning

In Intelligent tutoring systems: 4th International Conference, ITS '98, San Antonio, Texas, USA, August 16-19, 1998: Proceedings (pp. 76–85).