TY - CONF TI - InVis: An EDM Tool for Graphical Rendering and Analysis of Student Interaction Data AU - Sheshadri, V. AU - Lynch, C. AU - Barnes, T. T2 - EDM 2014 A2 - Gutierrez-Santos, S. A2 - Santos, O.C. C2 - 2014/// C3 - EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining CY - London, UK DA - 2014/// PY - 2014/// PB - CEUR-WS ER - TY - CONF TI - Snag'em: Graph Data Mining for a Social Networking Game AU - Cateté, V. AU - Hicks, A. AU - Barnes, T. AU - Lynch, C. T2 - EDM 2014 A2 - Gutierrez-Santos, S. A2 - Santos, O.C. C2 - 2014/6/4/ C3 - EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining CY - London, UK DA - 2014/6/4/ PY - 2014/// PB - CEUR-WS ER - TY - CONF TI - Evaluation of Logic Proof Problem Difficulty Through Student Performance Data AU - Mostafavi, Behrooz AU - Barnes, Tiffany T2 - EDM 2014 A2 - Gutierrez-Santos, S. A2 - C, O. C2 - 2014/// C3 - EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining CY - London, UK DA - 2014/// PY - 2014/// PB - CEUR-WS ER - TY - CONF TI - Extracting temporal features using BCIpy AU - Peters, Justis AU - Jauhari, Sagar AU - Barnes, Tiffany T2 - Intelligent Tutoring Systems (ITS2014) C2 - 2014/6/5/ C3 - Proceedings of the Workshop on Utilizing EEG Input in Intelligent Tutoring Systems CY - Honolulu, Hawaii DA - 2014/6/5/ PY - 2014/6/5/ ER - TY - CONF TI - Use and development of entertainment technologies in after school STEM program AU - Cateté, Veronica AU - Wassell, Katherine AU - Barnes, Tiffany T2 - 45th ACM technical symposium on Computer science education AB - This design research paper examines the implementation and curriculum changes of an after school computer science program that promotes computational thinking to middle school students. The program, Students in Programming, Robotics, and Computer Science (SPARCS), can adapt to different presentation environments, such as independent after school sessions or a semester-long apprenticeship program. We trace one implementation of the program through the initial deployment, the development of infrastructure, and a reorganization of content to address student interests. We found that student attrition dropped and the average session enjoyment increased when our sessions integrated consumer technologies such as mobile applications, video games, and the Minecraft computer game. In this paper, we provide readers a framework for running computing outreach activities around similar consumer technologies. C2 - 2014/// C3 - SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education CY - Georgia, Atlanta DA - 2014/// PY - 2014/3/5/ DO - 10.1145/2538862.2538952 SP - 163–168 KW - CS Education KW - SPARCS outreach KW - curriculum KW - games KW - mobile applications ER - TY - CONF TI - Balancing physical and cognitive challenge: A study of players psychological responses to exergame play AU - Nickel, Andrea AU - Barnes, Tiffany AU - Payton, Jamie AU - Wikstrom, Erik T2 - Foundations of Digital Games C2 - 2014/4/3/ CY - Fort Lauderdale, FL DA - 2014/4/3/ PY - 2014/4/3/ ER - TY - CONF TI - Part of the game: Changing level creation to identify and filter low quality user-generated levels AU - Hicks, Andrew AU - Cateté, Veronica AU - Barnes, Tiffany T2 - Foundations of Digital Games (FDG2014) C2 - 2014/4/3/ CY - Fort Lauderdale, FL DA - 2014/4/3/ PY - 2014/4/3/ ER - TY - CONF TI - Exploring differences in problem solving with data-driven approach maps AU - Eagle, Michael AU - Barnes, Tiffany T2 - EDM2014 C2 - 2014/// C3 - Educational Data Mining CY - London, UK DA - 2014/// PY - 2014/// SP - 76–83 ER - TY - CONF TI - Generating hints for programming problems using intermediate output AU - Peddycord, Barry, III AU - Hicks, Andrew AU - Barnes, Tiffany T2 - EDM2014 C2 - 2014/// C3 - Educational Data Mining CY - London, UK DA - 2014/// PY - 2014/// SP - 92–98 ER - TY - CONF TI - Exploration of student's use of rule application references in a propositional logic tutor AU - Eagle, Michael AU - Polamreddi, Vinaya AU - Mostafavi, Behrooz AU - Barnes, Tiffany T2 - EDM2014 C2 - 2014/// C3 - Educational Data Mining CY - London, UK DA - 2014/// PY - 2014/// SP - 249–252 ER - TY - JOUR TI - Reflections from a computational service learning trip to Haiti AU - Burns, Richard AU - Eugene, Wanda AU - Barnes, Tiffany AU - Chandler, Stephen AU - Harwell, Megan AU - Omokaro, Osarieme T2 - The Journal of Computing Sciences in Colleges AB - This paper describes the experiences from two week-long service learning trips to Cap-Haitien, Haiti where a small group of computing students, faculty, and volunteers engaged young women from near... DA - 2014/1// PY - 2014/1// DO - 10.5555/2544322.2544331 VL - 29 IS - 3 SP - 43–50 ER - TY - CHAP TI - Can Diagrams Predict Essay Grades? AU - Lynch, Collin F. AU - Ashley, Kevin D. AU - Chi, Min T2 - Intelligent Tutoring Systems AB - Diagrammatic models of argument have grown in prominence in recent years. While they have been applied in a number of tutoring contexts, it has not yet been shown that student-produced diagrams can be used to effectively grade students or predict their future performance. We show that manually-assigned diagram grades and automatic structural features of argument diagrams can be used to predict students’ future essay grades, thus supporting the use of argument diagrams for instruction. We also show that the automatic features are competitive with expert human grading despite the fact that semantic content was ignored in automatic processing. PY - 2014/// DO - 10.1007/978-3-319-07221-0_32 SP - 260-265 OP - PB - Springer International Publishing SN - 9783319072203 9783319072210 UR - http://dx.doi.org/10.1007/978-3-319-07221-0_32 DB - Crossref ER - TY - CHAP TI - When Is Tutorial Dialogue More Effective Than Step-Based Tutoring? AU - Chi, Min AU - Jordan, Pamela AU - VanLehn, Kurt T2 - Intelligent Tutoring Systems AB - It is often assumed that one-on-one dialogue with a tutor, which involves micro-steps, is more effective than conventional step-based tutoring. Although earlier research often has not supported this hypothesis, it may be because tutors often are not good at making micro-step decisions. In this paper, we compare a micro-step based NL-tutoring system that employs induced pedagogical policies, Cordillera, to a well-evaluated step-based ITS, Andes. Our overall conclusion is that the pairing of effective policies with a micro-step based system does significantly outperform a step-based system; however, there is no significant difference in the absence of effective policies. Moreover, while micro-step tutoring is more time-consuming, the findings still hold for five out of six learning performance measures when time on task is factored out. PY - 2014/// DO - 10.1007/978-3-319-07221-0_25 SP - 210-219 OP - PB - Springer International Publishing SN - 9783319072203 9783319072210 UR - http://dx.doi.org/10.1007/978-3-319-07221-0_25 DB - Crossref ER - TY - CONF TI - Making games and apps in introductory computer science (abstract only) AU - Barnes, Tiffany AU - Catete, Veronica AU - Hicks, Andrew AU - Peddycord, Barry T2 - the 45th ACM technical symposium AB - The new CS Principles curriculum, a pilot Advanced Placement course, offers novice students an exciting opportunity to learn computing in a hands-on, fun way. High school and college teachers of introductory computer science course are invited to this workshop to learn basic game and mobile phone development. Participants will learn GameMaker, AppInventor, and Touch Develop. These tools allow students to create and have fun with computing while teaching object-oriented and event-driven programming and game architectures. Participants should bring their own laptops (ideally with AppInventor installed). Windows 7 phones will be provided during the workshop. We will provide links to curricular modules for the CS Principles: Beauty and Joy of Computing course. C2 - 2014/// C3 - Proceedings of the 45th ACM technical symposium on Computer science education - SIGCSE '14 DA - 2014/// DO - 10.1145/2538862.2539000 PB - ACM Press SN - 9781450326056 UR - http://dx.doi.org/10.1145/2538862.2539000 DB - Crossref ER - TY - JOUR TI - An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. AU - Eseryel, D. AU - Law, V. AU - Ifenthaler, D. AU - Ge, X. AU - Miller, R.B. T2 - Educational Technology & Society DA - 2014/// PY - 2014/// VL - 17 IS - 1 SP - 42–53 ER - TY - JOUR TI - The influence of information technology self-leadership on product and process innovation. AU - Eseryel, U.Y. AU - Bakker, D. AU - Eseryel, D. T2 - Journal of Leadership and Management DA - 2014/// PY - 2014/// VL - 1 IS - 2 SP - 95–109 ER - TY - JOUR TI - Metacognition AU - Winne, P. H. AU - Azevedo, R. T2 - Cambridge Handbook of the Learning Sciences, 2nd edition DA - 2014/// PY - 2014/// SP - 63-87 ER - TY - CONF TI - When is tutorial dialogue more effective than step-based tutoring? AU - Chi, M. AU - Jordan, P. AU - VanLehn, K. C2 - 2014/// C3 - Intelligent tutoring systems, its 2014 DA - 2014/// VL - 8474 SP - 210-219 ER - TY - CONF TI - Survival analysis on duration data in intelligent tutors AU - Eagle, M. AU - Barnes, T. AB - Effects such as student dropout and the non-normal distribution of duration data confound the exploration of tutor efficiency, time-in-tutor vs. tutor performance, in intelligent tutors. We use an accelerated failure time (AFT) model to analyze the effects of using automatically generated hints in Deep Thought, a propositional logic tutor. AFT is a branch of survival analysis, a statistical technique designed for measuring time-to-event data and account for participant attrition. We found that students provided with automatically generated hints were able to complete the tutor in about half the time taken by students who were not provided hints. We compare the results of survival analysis with a standard between-groups mean comparison and show how failing to take student dropout into account could lead to incorrect conclusions. We demonstrate that survival analysis is applicable to duration data collected from intelligent tutors and is particularly useful when a study experiences participant attrition. C2 - 2014/// C3 - Intelligent tutoring systems, its 2014 DA - 2014/// DO - 10.1007/978-3-319-07221-0_22 VL - 8474 SP - 178-187 ER - TY - JOUR TI - Note-taking within MetaTutor: Interactions between an intelligent tutoring system and prior knowledge on note-taking and learning AU - Trevors, G. AU - Duffy, M. AU - Azevedo, R. T2 - Educational Technology Research and Development: ETR & D DA - 2014/// PY - 2014/// VL - 62 IS - 5 SP - 507-528 ER - TY - CONF TI - Modeling student dropout in tutoring systems AU - Eagle, M. AU - Barnes, T. AB - Intelligent tutors have been shown to be almost as effective as human tutors in supporting learning in many domains. However, the construction of intelligent tutors can be costly. One way to address this problem is to use previously collected data to generate models to provide intelligent feedback to otherwise non-personalized tutors. In this work, we explore how we can use previously collected data to build models of student dropout over time; we define dropout as ceasing to interact with the tutor before the completion of all required tasks. We use survival analysis, a statistical method of measuring time to event data, to model how long we can expect students to interact with a tutor. Future work will explore ways to use these models to to provide personalized feedback, with the goal of preventing students from dropping out. C2 - 2014/// C3 - Intelligent tutoring systems, its 2014 DA - 2014/// DO - 10.1007/978-3-319-07221-0_104 VL - 8474 SP - 676-678 ER - TY - JOUR TI - Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning AU - Azevedo, R. T2 - Metacognition and Learning DA - 2014/// PY - 2014/// VL - 9 IS - 2 SP - 217-228 ER - TY - CONF TI - Building games to learn from their players: Generating hints in a serious game AU - Hicks, A. AU - Peddycord, B. AU - Barnes, T. AB - This paper presents a method for generating hints based on observed world states in a serious game. BOTS is an educational puzzle game designed to teach programming fundamentals. To incorporate intelligent feedback in the form of personalized hints, we apply data-driven hint-generation methods. This is especially challenging for games like BOTS because of the open-ended nature of the problems. By using a modified representation of player data focused on outputs rather than actions, we are able to generate hints for players who are in similar (rather than identical) states, creating hints for multiple cases without requiring expert knowledge. Our contributions in this work are twofold. Firstly, we generalize techniques from the ITS community in hint generation to an educational game. Secondly, we introduce a novel approach to modeling student states for open-ended problems, like programming in BOTS. These techniques are potentially generalizable to programming tutors for mainstream languages. C2 - 2014/// C3 - Intelligent tutoring systems, its 2014 DA - 2014/// DO - 10.1007/978-3-319-07221-0_39 VL - 8474 SP - 312-317 ER - TY - JOUR TI - Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments? AU - Taub, M. AU - Azevedo, R. AU - Bouchet, F. AU - Khosravifar, B. T2 - Computers in Human Behavior DA - 2014/// PY - 2014/// VL - 39 SP - 356-367 ER -