KENNETH R. KOEDINGER
|
Home address Email: Koedinger@cmu.edu |
Office address (412)-268-7667 |
Web page: www-2.cs.cmu.edu/~pact/koedinger.html Fax: (412)-268-1266
BIO
STATEMENT
I have an MS in Computer Science, a PhD in Cognitive
Psychology, and experience teaching in an urban high school. This
multidisciplinary background supports my research goals of understanding human
learning and creating educational technologies that increase student
achievement. I have developed computer models of student thinking and learning
that are used to guide the design of educational materials, practices and
technologies. These cognitive models provide the basis for an approach to
educational technology called "Cognitive Tutors". My colleagues and I
have developed Cognitive Tutors for mathematics, science, and language and have
tested them in the laboratory and as part of real courses. In a whole-year classroom study with our
Algebra Cognitive Tutor, we found that students in our experimental classes
outperformed students in control classes by 50-100% on targeted real world
problem solving skills and by 10-25% on standardized tests. My research has contributed new principles
and techniques for the design of educational software and has produced basic
cognitive science research results on the nature of mathematical thinking and
learning. I have authored 126 peer-reviewed
publications, 10 book chapters, and 59 other papers and have been a Project Investigator on 16 major grants. I am a co-founder and board member of Carnegie Learning,
Inc. and the CMU Director of the Pittsburgh Science of Learning Center. The
center leverages computational approaches to identify the instructional
conditions that cause robust student learning. The center started in 2004 and
is funded by the National Science Foundation for $5 million per year until
2014.
EDUCATION
Ph. D. Cognitive Psychology.
M.S. Computer Science. University of
B.S. Double major: Math and Computer Science.
University of
WORK
EXPERIENCE
Professor. Human-Computer Interaction Institute, School
of Computer Science and Psychology Department, Humanities and Social Sciences,
Carnegie Mellon University. 2005 to present.
Associate Professor. Human-Computer Interaction Institute.
Co-Founder, Board of
Directors, and Consultant. Carnegie Learning, Inc. July,
1998 to present
Senior Research Scientist. Human-Computer Interaction Institute.
Research Computer Scientist. Human-Computer Interaction Institute.
Postdoctoral Fellowship. McDonnell post-doctoral fellowship in
Cognitive Studies and Educational Practice with John R. Anderson. Department of Psychology, Carnegie Mellon
University. Fall, 1990 to Fall, 1993.
Graduate Research Assistant. Knowledge engineer on the MENDEL Intelligent
Tutoring System project,
awards
James Chen
UMUAI Journal Best Paper Award for “Addressing the assessment challenge in an
online system that tutors as it assesses”, 2009
Best paper
award at
the First International Conference on Educational Data Mining for “A response
time model for bottom-out hints as worked examples”, 2008.
Best paper
award at
the 8th International Conference on Intelligent Tutoring Systems for “Adapting
to when students game an intelligent tutoring system”, 2006.
Best paper
award at
the 7th International Conference on Intelligent Tutoring Systems for “Toward
tutoring help seeking”, 2004.
Best student
paper award
at the Artificial Intelligence in Education 2003 conference for my PhD student,
Santosh Mathan: “Recasting the feedback debate: Benefits of tutoring error
detection and correction skills” by Mathan, S. & Koedinger, K. R., 2003.
Awarded the Allen Newell Medal for Research Excellence by the School of
Computer Science at Carnegie Mellon University.
"For pioneering research at the boundary of computer science and
psychology leading to the ACT-R model of human cognition, for the development
of tutoring systems based on this model, and for demonstrating the application
of these tutoring systems to real-world education in public schools." 2001
Named one of Pittsburgh's "40 under 40", an award given by Pittsburgh
Magazine and Pittsburgh Urban Magnet Project (PUMP) to local leaders under the
age of 40 who are front-runners in their fields and are committed to the city of
Pittsburgh. Recognized for cognitive
psychology research, development of intelligent computer tutors, as co-director
of PACT Center, and as a co-founder of Carnegie Learning, Inc. 2000.
Best paper award at the 5th
International Conference on Intelligent Tutoring Systems for “Limitations of
student control: Do students know when they need help?” 2000.
The US Department of Education designated the
Cognitive Tutor Algebra course as an "Exemplary
Curriculum" for K12 mathematics.
One of five in the nation. 1999.
A “FIRST”
award for the Algebra cognitive tutor and its adaptation and evaluation for
the college-level Intermediate Algebra course.
1997.
Best student
paper award
for my PhD student Neil Heffernan at the Nineteenth Annual Meeting of the
Cognitive Science Society for “The composition effect in symbolizing: The role
of symbol production vs. text comprehension” by Heffernan and Koedinger, 1997.
Best paper award at the 7th World
Conference on Artificial Intelligence in Education for "Intelligent tutoring
goes to school in the big city", August, 1995.
CURRENT
GRANTS
National
Science Foundation, Science of Learning Centers. “Toward a Decade of PSLC
Research: Investigating Instructional, Social, and Learner Factors in Robust
Learning through Data-Driven Analysis and Modeling” by Kenneth R. Koedinger et
al.
Department
of Education, Institute of Education Sciences, Cognition and Student Learning
Research Grant #R305A100074: "Improving Students’ Skill at Solving Equations
Through Better Encoding of Algebraic Concepts" by Julie L. Booth, Kenneth
R. Koedinger, and Kristie J. Newton.
Department
of Education, Institute of Education Sciences, Mathematics and Science
Education Research Grant #R305A100150: "Transforming Algebra
Assignments" by M. Suzanne Donovan, Julie L. Booth, Kenneth R. Koedinger,
Andrew Elliot, and E. Juliana Paré-Blagoev.
National Science Foundation, Research and Evaluation on
Education in Science and Engineering (REESE).
Award No. 0910176. Learning by Teaching a Synthetic Student: Using
SimStudent to Study the Effect of Tutor Learning. Noboru Matsuda, Kenneth R. Koedinger, William W.
Cohen, and Gabriel Stylianides.
Department of
Education,
Department
of Education,
Department
of Education, Institute of Education Sciences, Cognition and Student Learning
Research Grant #R305B070487: "Bridging the Bridge to Algebra: Measuring
and Optimizing the Influence of Prerequisite Skills on a Pre-Algebra
Curriculum" by Philip I. Pavlik & Kenneth R. Koedinger.
Department
of Education, Institute of Education Sciences, Effective Mathematics Education
Research Grant # R305A070440: “Making Longitudinal Web-Based Assessment Give
Cognitively Diagnostic Reports to Teachers, Parents and Students While
Employing Mastery Learning” by Neil T. Heffernan, Kenneth R. Koedinger, &
Brian Junker.
Previous
Grants and Fellowships
Goldman
Sachs Foundation. “Improving College
Prospects by Improving Math Achievement” by Suzanne Donnovan & Juliana
Pare-Blagoev (SERP) and Julie Booth & Ken Koedinger (CMU). January, 2007 to December, 2009.$149,661
National
Science Foundation, Science of Learning Centers. “Pittsburgh Science of
Learning Center: Studying Robust Learning with Learning Experiments in Real
Classrooms” by Kenneth R. Koedinger et al.
Advanced
Learning Technologies (ALT), NSF Award No. REC-0537198. "Building Cognitive Tutors with
Programming by Demonstration: When Simulated Students help Cognitive Modeling and
Educational Studies" by William W. Cohen, Kenneth R. Koedinger, and Noboru
Matsuda.
Office
of Naval Research, N00014-02-1-0220: "Affordable Cognitive Modeling
Authoring Tools using HCI Methods" by Kenneth R. Koedinger, Vincent
Aleven, and Neil Heffernan.
Gift
from CMU Alumni Ronald Zdrojkowski to support research of post doc Phil Pavlik,
2005-2008. $411,000
GE
Foundation. "Facilitating Accountability for Standards-Based Math
Education at All Levels Program" by Kenneth R. Koedinger and Carolyn
Rose. Grant # 5003341.
Department
of Education,
Interagency
Education Research Initiative (IERI), NSF Award No. REC-0115635. “Collaborative Research: Understanding and
Cultivating the Transition from Arithmetic to Algebraic Reasoning.” PIs: Mitchell J. Nathan (University of
Colorado), Kenneth R. Koedinger (CMU), and Sharon J. Derry (University of
Wisconsin).
Grable
Foundation. “Authoring Tools for Cognitive Tutors: Making a Powerful Educational
Technology Available for More Students” by Kenneth R. Koedinger.
NSF
Digital Society & Technologies: “Improving Life-Long Learning Skills with
Interactive Learning Environments” by Vincent Aleven and Kenneth R. Koedinger.
May, 2003 to May, 2006.
NSF
ITR: "Putting a face on Cognitive Tutors: Bringing active inquiry into
active problem solving" by Albert Corbett, Kenneth R. Koedinger, Scott
Stevens, Brad Myers, and Micki Chi. $2,414,648
Department
of Education, FIPSE and NSF: "Opening the Genetics Gateway with Cognitive
Tutors" by Albert Corbett, Beth Jones, and Kenneth R. Koedinger.
The
William and Flora Hewlett Foundation, Grant # 2002-7803: "Four Courses,
Millions of Users: Creating a New
Paradigm for Online Education" by Joel Smith et al.
NSF
ITR/PE, NSF Grant No. EIA-0113864: “Tutoring explanation and discovery
learning: Achieving deep understanding through tutorial dialog” by Vincent Aleven
and Kenneth R. Koedinger.
NSF
Research on Learning and Education: “Tracking the course of mathematical
problem solving” by John R. Anderson, Cameron Carter, and Kenneth R.
Koedinger.
NSF
Research on Learning and Education:
“Dynamic scaffolding to improve learning and transfer of hidden skills”
by Marsha C. Lovett, Brian W. Junker, Joel B. Greenhouse, Kenneth R. Koedinger,
and Robert E. Kass.
NSF
Learning and Intelligent
Carnegie
Learning, Inc: "Cognitive Tutors
for middle school math" by Albert Corbett and Kenneth R. Koedinger. August, 1999 to October, 2002.
Office
of Naval Research, N00014-02-1-0443:
"Cognitive Tutor tools for advanced instructional strategies"
by Kenneth R. Koedinger, Vincent Aleven, and Neil Heffernan.
James
S. McDonnell Foundation, Cognitive Studies for Educational Practice:
"Bridges to representational fluency: Grounding and abstraction in early
algebra instruction" by Kenneth R. Koedinger, Mitchell J. Nathan and
Martha Alibali. May, 1998 to May, 2002.
NSF
Learning and Intelligent Systems:
"A next-generation intelligent learning environment for statistical
reasoning" by Marsha C. Lovett, Joel B. Greenhouse, Brian W. Junker,
Robert E. Kass, Kenneth R. Koedinger, and Michael M. Meyer. January, 1998 to January, 2001.
SRI
CILT (Center for Innovations in Learning Technologies) minigrant: “Aligning
TIMSS with Math Standards” by Kenneth R. Koedinger. 1999.
Heinz,
Buhl, Grable, Mellon, and Pittsburgh Foundations: "The PACT Center: Enhancing mathematics achievement through the
application of advanced cognitive technology" by John R. Anderson, Albert
Corbett, and Kenneth R. Koedinger. July,
1995 to July, 1999.
Department
of Defense Education Administration, Presidential Technology Initiative:
"Meeting high standards for mathematics achievement with cognitive tutor
technology" by Kenneth R. Koedinger.
October, 1997 to October, 1998.
James
S. McDonnell Foundation, Cognitive Studies for Educational Practice:
"Understanding early algebra and bridging to symbolic algebra" by
Kenneth R. Koedinger, Mitchell J. Nathan and Hermina J. M. Tabachneck. January, 1995 to May, 1998.
Darpa
CAETI, subcontract from BBN for remote testing of an intelligent algebra tutor
(PAT) and development of plug-in tutor agents.
Kenneth R. Koedinger. September,
1995 to August, 1997.
Department
of Education, FIPSE: "A cognitive
tutor for developmental math" by Kenneth R. Koedinger and John R.
Anderson, September, 1994 to September, 1997.
Office
of Naval Research: "A usability
evaluation of RIDES" by Kenneth R. Koedinger and Albert Corbett. June, 1995 to August, 1996.
IBM: Minigrant to prototype a version of ANGLE on
an IBM personal computer platform,
University
of Wisconsin, National Center for Research in Mathematical Sciences
Education: Minigrant for
"Mathematical conjecturing and proof knowledge in high school geometry
students",
McDonnell
Post-Doctoral Research Fellowship. James
S. McDonnell foundation program in Cognitive Studies and Educational
Practice. September, 1990 to September,
1992.
Laboratory
Graduate Fellowship. United States Air
Force program on Skill Acquisition and Intelligent Tutoring Systems. August, 1987 through August, 1990.
TEACHING
EXPERIENCE
Research Methods for the Learning Sciences. 15, 6, and 7 students. Spring, 2006, 2007, 2010.
Human-Computer Interaction
for Computer Scientists. Supervised 3 PhD students who
prepared and delivered most lectures. 7 students. Spring, 2004.
Educational Technology:
Design, Implementation, & Evaluation. 20
students. Fall, 2003.
Cognitive Modeling and
Intelligent Tutoring Systems. 5
students. Spring, 2003
Introduction to
Human-Computer-Interaction Methods. 54 students. Fall, 2002.
HCI Professional Masters
Project Course. 25 students. Spring & Summer, 2002.
Cognitive Modeling and
Intelligent Tutoring Systems. 19 students. Fall, 2001.
HCI Professional Masters
Project Course. 31 students. Spring & Summer, 2001.
Cognitive Modeling and
Intelligent Tutoring Systems. Four week version taught at
the University of Canterbury, Christchurch, New Zealand. 7 students.
Spring, 2001.
Cognitive Modeling and Intelligent
Tutoring Systems. 17 students. Fall, 2000.
Introduction to
Human-Computer-Interaction. 28 students. Spring, 2000.
Introduction to
Human-Computer-Interaction. Required course for HCI
Professional Masters and undergraduate HCI second majors. 53 students.
Fall, 1999.
HCI Professional Masters
Project Course. Taught the first project course for the new
HCI Masters program, applying HCI techniques for usability design. HCI Institute, Carnegie Mellon University.
Spring and Summer, 1996.
High School Math Teacher: Taught two high school geometry classes for
three months as part of a special arrangement to get first hand experience in
the high school classroom. Langley High
School, Pittsburgh, PA, Spring, 1992.
Guest Lectures: Introduction to Cognitive Psychology,
Psychology Department,
Teaching Assistant. Information Processing Psychology and
Artificial Intelligence, Dr. John R. Anderson, Psychology Department, Carnegie
Mellon University. Fall, 1987.
Instructor. Self-Paced LISP, Psychology Department,
Instructor. Algebraic Language Programming, Computer
Science Department,
CURRENT
GRADUATE STUDENTS
Thesis
Chair: Erin Walker (Human-Computer Interaction), Ruth Wylie (Human-Computer
Interaction), Ben Shih (Machine Learning),
prior
graduate STUDENTS
Thesis Chair:
Ido
Roll (Human-Computer Interaction). 2009 Thesis. Structured Invention Tasks to
Prepare Students for Future Learning: Means, Mechanisms, and Cognitive
Processes.
Hao
Cen (Machine Learning). 2009 Thesis. Generalized Learning Factors
Analysis: Improving Cognitive Models
with Machine Learning. Current Position: Research Associate at WorldQuant LLC.
Lisa
Anthony (Human-Computer Interaction). 2008 Thesis. Developing Handwriting-based
Intelligent Tutors to Enhance Mathematics Learning. Current position: Senior Member, Engineering
Staff, Lockheed Martin Advanced Technology Laboratories.
Aaron
Bauer (Human-Computer Interaction). 2008 Thesis. Evaluating the Effect of
Technology on Note-taking.
Norma
Chang (Psychology). 2006 Thesis: Learning to Discriminate and Generalize
through Problem Comparisons. Current
position: Senior Research Scientist, National Research Center for Teaching
& Learning, University of Phoenix.
Ryan
Baker (Human-Computer Interaction). 2005 Thesis: Designing Intelligent Tutors
That Adapt to When Students Game the System.
Current position: Assistant Professor at Worcester Polytechnic
Institute.
Octav
Popescu (Language Technologies). 2004 Thesis: Logic-Based Natural Language
Understanding in Intelligent Tutoring Systems.
Current position: Post doc at Carnegie Mellon University.
Santosh
Mathan (Human-Computer Interaction). 2003 Thesis: Recasting the Feedback
Debate: Benefits of Tutoring Error Detection and Correction Skills. Current position: Research scientist in Human
Centered Systems at Honeywell Labs.
Neil T. Heffernan (Computer Science). 2001 Thesis: Intelligent Tutoring Systems have Forgotten
the Tutor: Adding a Cognitive Model of Human Tutors. Current position: Associate Professor of
Computer Science at Worcester Polytechnic Institute.
Lisa
Haverty (Psychology). 1999 Thesis: The Importance of Basic Number Knowledge to
Advanced Mathematical Problem Solving.
Current position: Cognitive Scientist, Arnold Worldwide.
Adisack
Nhouyvanisvong (Psychology). 1999 Thesis. Enhancing
Mathematical Competence and Understanding: Using Open-ended Problems and
Informal Strategies. Current position: Psychometrician, Pearson VUE.
Committee Member:
Dario
Salvucci (Computer Science, 1998), Kevin Gluck (Psychology, 1999), Jeff Collins
(English, 2003), Lara Meyer (Psychology, 2004).
academic
Service
University and Department
Service
Talks to help University-Foundation relations
at the request of the Director of Foundation Relations, Kathy Lachenauer. Grable Foundation,
Participation on the HCII Executive
Committee, 2001 to present.
Talks to Alumni as part of the Technology
Breakfast Bytes series organized by the CMU Alumni office. Palo Alto,
University committee to select the first
director of the new Office for Technology in Education, Fall, 1999.
HCII committee to form a new PhD program in
Human-Computer Interaction, Winter, 1998-99.
Assistance to the Technology Transfer Office
in completing Invention Evaluation Forms, 1997 and 1999.
Human-Computer Interaction Institute seminar
organizer, August, 1994 to August, 1997.
Editorial
Boards
Cognition and
Instruction, Journal of the Learning Sciences (former)
Reviewer for Journals
Cognitive Science, Artificial Intelligence and
Education, The Journal of the Learning Sciences, Cognition and Instruction, Journal of Educational Psychology, American Educational Research Journal, Journal of Research in Mathematics Education.
James S. McDonnell Foundation, Cognitive
Studies and Educational Practice
Spencer Foundation, Education Program
Department of Education, Fund of the Improvement of Post-Secondary Education
Department of Education, Institute for Education Sciences
National Science Foundation
Conference
Program Committees
Program Co-Chair for Artificial Intelligence
in Education 2007
Artificial Intelligence in Education, 1999,
2003, 2005
International Conference on
Intelligent Tutoring Systems, 2000, 2002, 2004, 2006
Cognitive Science, 2001,
2002, 2006, 2007
Fourth International Conference of the
Learning Sciences, 2000, 2002
Sixteenth National Conference on Artificial
Intelligence, 1999
Fourth International Conference on
Intelligent Tutoring Systems, 1998
Third International Conference on the
Learning Sciences, 1998
Membership in
Professional Organizations:
Cognitive Science Society
International AI in Education Society
International Society of the Learning
Sciences
Association for Computing Machinery
American Educational Research Association
National
Advisory Roles
Department of Education advisory panel for
the design of the education technology effectiveness study, November, 2002 and
January, 2003.
Briefing to congressional aids on Educational
Technology organized by the American Psychological Association, June, 2002.
National Research Council commissioned writer
for a NRC book “How People Learn: A Targeted Report for Teachers”. 2000-2001
Member of NSF Blue Ribbon Panel on “Childhood
Transitions to the Workplace”. National
Science Foundation, February 17-18, 2000.
Briefing on educational technology to the
Undersecretary of Education, Marshall Smith, Department of Education.
“Cognitive Tutors: Bringing advanced cognitive research to the classroom”.
Invited presentation
to the National Academy of Sciences, Board on Testing and Assessment’s
committee on Foundations of Assessment.
“Cognitive Tutors and assessing implicit knowledge”. October 2-4, 1998.
Invited paper for and participant in the
National Council of Teachers of Mathematics Standards 2000 Technology
Conference. Contributed paper
“Intelligent Cognitive Tutors as Modeling Tool and Instructional Model”. June 5-7, 1998.
National Advisory Committee member for the
NSF project "Electronic Homework and Intelligent Tutoring on the World
Wide Web: Course Delivery Tools for Large Enrollment Courses" by Beverly
Woolf et al. at the University of Mass, July, 1997 to July, 1999.
Advisory board for Vanderbilt Learning
Technology Group’s NSF project on Jasper video series for anchored instruction
of mathematics.
Invited
Talks
International
Psychometric Society Meeting. Keynote Address. 2009.
Presented
the IES Practice Guide “Organizing Instruction and Study” to teachers at an EEP
(Experts/Evidence/Practitioners) professional development forum organized by
the Regional Educational Laboratory Mid-Atlantic based at Penn State University
in the College of Education,
Askwith
Education Forum at the
Korean
Twenty-First
National Conference on Artificial Intelligence. “Cognitive Tutors and
Opportunities for Convergence of Human and Machine Learning Theory”. Plenary
speaker. Boston, Massachusetts, July, 2006.
Department
of Education’s Office of Special Education Programs
(OSEP) Research Project Directors meeting. July, 2004.
Concord
Consortium. “Cognitive Tutors As Research Platform: Exploring the Role of
Meta-Cognition in Learning” July, 2004.
Educational
Technology Workshop. University of Sao
Paulo, School of the Future - Research Nucleus on Technologies for Education
Brazil Ed Workshop. Sao Paulo,
Brazil. March, 2004.
Psychology
Seminar. "Cognitive Tutors and the
Role of Meta-Cognition in Learning".
Carnegie Mellon University.
January, 2004.
Psychology
Seminar. "Cognitive Tutors and the Role of Meta-Cognition in
Learning"
Cognitive
Science Seminar. "Cognitive Tutors
and the Role of Meta-Cognition in Learning". University of Colorado – Boulder. February, 2003.
Computer
Science Distinguished Lecture Series. "Cognitive Tutors: Bringing Advanced
Technology to the Classroom". Vanderbilt University. November, 2002.
Psychology
of Mathematics Education -
Center
for the Study of Learning, Instruction, and Teacher Development and Institute
for Math and Science Education joint seminar. University of Illinois-Chicago.
"Cognitive Tutors: Bringing Learning Research to the Classroom".
October, 2002.
American
Psychological Association. Forum on
Educational Technology. Invited
speaker. June, 2002.
10th
International Conference on Artificial Intelligence in Education. “The Student is Not Like Me”. San Antonio, Texas. Keynote address. May, 2001.
Automated
Deduction in Education Workshop. 17th
International Conference on Automated Deduction. Pittsburgh, PA. Invited speaker.
Social
Science Data Infrastructure Conference. “Learning Factors Analysis: Mining
Student-Tutor Interactions to Optimize Instruction”.
Cognition
and Development Seminar. School of
Education, University of California-Berkeley.
“Supporting Meta-Cognitive Knowledge Construction: Steps Toward Third
Generation Intelligent Tutors for Mathematics”.
Invited speaker.
Center
for Interdisciplinary Research on Constructive Learning Environments (CIRCLE)
Seminar. LRDC, University of
Pittsburgh. “Supporting Meta-Cognitive
Knowledge Construction: Steps Toward Third Generation Intelligent Tutors for
Mathematics”.
Institute
for Communicating and Collaborative Systems, and Human Communication Research
Centre seminars.
Learning by Design. Workshop sponsored by the Centre for Research
in Development, Instruction and Training
(CREDIT).
Bulgarian Forum on High School Math Software sponsored by Best Practices in Education,
Banki, Bulgaria. Invited
participant. August 10-15, 1999.
Gordan
Research Conference on Innovations in College Chemistry Teaching, “Overcoming
expert blindspot: Cognitive theory and methods for improving instructional
effectiveness”, Connecticut College,
Center
for Innovation in Learning Seminar,
Long
Island Consortium for Interconnected Learning (LICIL) symposium, SUNY
Farmingdale. Invited speaker.
High
Schools That Work Conference, Southern Regional Education Board,
Human-Computer
Interaction Seminar,
DREI'97
institute on Cryptography and Network Security at
American
Psychological Association, Applied Experimental and Engineering Psychology
Meeting. Main tutorial.
Office
of Naval Research, C41 Workshop. Invited
Speaker. “Effectiveness of Intelligent
Computer-aided Instruction”. August,
1996.
Institute
for the Learning Sciences, Northwestern University. Learning Science Seminar
Speaker. “Intelligent Tutoring Goes to
School”. December, 1995.
Human
Factors Branch, NASA AMES. Guest
lecture.
Computer
Science Department, University of Chicago.
AI seminar speaker.
Psychology
and Human Development,
Cognitive
Science department,
Learning
Research and
Centre
for Applied Cognitive Science, Ontario Institute for Studies in Education,
University of Toronto. Colloquium
speaker. November, 25, 1991.
Vanderbilt
University Computer Science department. Gave Artificial Intelligence seminar and guest
lectured for an Intelligent Tutoring Systems course.
Workshop
on “Cognitive Clichés and Intermediate Methods for Problem Solving” hosted by
the Artificial Intelligence Lab of the Centre d’Estudis Avancats de Blanes in
Blanes, Spain, June 17-19, 1991.
NATO
Advanced Research Workshop on “Student Modeling: The Key to Individualized Knowledge-Based
Instruction”, Ste. Adele, Quebec, Canada, May 5-8, 1991.
publications
1. Diziol, D., Walker, E., Rummel, N., & Koedinger, K. R. (in press). Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration. To appear in Educational Psychology Review. DOI: 10.1007/s10648-009-9116-9.
2. Roll, I., Aleven, V., McLaren, B.M., & Koedinger, K. R. (in press). Online Assessment and Tutoring of Help-Seeking: Toward Domain Learning through Metacognitive Improvement. Learning and Instruction.
3. Roll,
4. Aleven, V., McLaren, B., Sewall, J., & Koedinger, K. R. (2009). Example-tracing tutors: A new paradigm for intelligent tutoring systems. International Journal of Artificial Intelligence in Education, (IJAIED). Special Issue on "Authoring Systems for Intelligent Tutoring Systems." in press,19: 105-154.
5. Leena M., Razzaq, L., Patvarczki, J., Shane F.J., Almeida, S. F., Vartak, M., Feng, M., Heffernan, N. T., & Koedinger, K. R. (2009). The Assistment Builder: Supporting the life cycle of tutoring system content creation. IEEE Transactions on Learning Technologies, 2(2), 157-166.
6. Walker, E., Rummel, N., & Koedinger, K. R. (2009). CTRL: A research framework for providing adaptive collaborative learning support. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 19(5): 387-431.
7. Feng, M., Heffernan, N.T., & Koedinger, K.R. (2009). Addressing the assessment challenge in an online system that tutors as it assesses. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI). 19(3), pp. 243-266. [2009 James Chen Annual Award for Best UMUAI Paper]
8. Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A., Koedinger, K. R. (2008). Why students engage in "gaming the system" behavior in interactive learning environments. Journal of Interactive Learning Research, 19 (2), 185-224.
9. Heffernan, N. T., Koedinger, K. R., & Razzaq, L. (2008). Expanding the model-tracing architecture: A 3rd generation intelligent tutor for algebra symbolization. International Journal of Artificial Intelligence in Education, 18, 153-178.
10. Koedinger,
K. R., Alibali, M. W., & Nathan, M. M. (2008). Trade-offs between grounded
and abstract representations: Evidence from algebra problem solving. Cognitive
Science, 32(2): 366-397.
11. Anthony,
L., Yang, J., & Koedinger, K. R. (2008) Toward Next-Generation Intelligent
Tutors: Adding Natural Handwriting Input, IEEE
Multimedia, Vol. 15, No. 3, pp. 64-68
12. Baker, R. S. J. d., Corbett, A. T. & Koedinger, K. R. (2007). The difficulty factors approach to the design of lessons in intelligent tutor curricula. International Journal of Artificial Intelligence in Education, 17(4), 341-369.
13. Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking. Metacognition and Learning, 2(2).
14. Koedinger, K. R. & Aleven, V. (2007). Exploring the assistance dilemma in experiments with Cognitive Tutors. Educational Psychology Review, 19 (3): 239-264.
15. Ritter S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007). Cognitive tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14 (2):249-255.
16. Baker, R.S., Corbett, A.T., Koedinger, K.R. (2006). Responding to problem behaviors in Cognitive Tutors: Towards educational systems which support all students. National Association for the Dually Diagnosed (NADD) Bulletin, 9 (4), 70-75.
17. Aleven, V., McLaren, B.M., Roll, I., & Koedinger, K.R. (2006). Toward meta-cognitive tutoring: A model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education, 16, 101-128. http://aied.inf.ed.ac.uk/
18. Rittle-Johnson, B. & Koedinger, K. R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction. 23(3), 313-349.
19. Mathan, S. A. & Koedinger, K. R. (2005) Fostering the Intelligent Novice: Learning from errors with metacognitive tutoring. Educational Psychologist. 40(4), 257-265.
20. Sohn, M.-H., Goode, A., Koedinger, K. R., Stenger, V. A, Fissell, K., Carter, C. S., & Anderson, J. R. (2004). Behavioral equivalence, but not neural equivalence: Neural evidence of alternative strategies in mathematical thinking. Nature Neuroscience, 7, 1193-1994.
21. Koedinger, K. R. & Nathan, M. J.
(2004). The real story behind
story problems: Effects of representations on quantitative reasoning. The
Journal of the Learning Sciences, 13 (2), 129-164.
Builds upon conference paper Koedinger & Tabachneck (1995).
22. Heffernan, N. & Koedinger, K.R. (2002). The design and formative analysis of a dialog-based tutor. Sciences et Techniques Educatives, 9(1-2), 11-35.
23. Aleven, V., & Koedinger,
K. R. (2002). An effective metacognitive
strategy: Learning by doing and explaining with a computer-based Cognitive
Tutor. Cognitive Science, 26(2).
Builds upon conference proceedings Aleven, Koedinger, & Cross (1999) and
Aleven, Koedinger, Sinclair, & Snyder (1998).
24. Haverty, L. A., Koedinger, K. R., Klahr, D., & Alibali, M. W. (2000). Solving induction problems in mathematics: Not-so-trivial pursuit. Cognitive Science, 24(2), 249-298.
25. Nathan, M. J. & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. Cognition and Instruction, 18(2), 207-235.
26. Nathan, M. J. & Koedinger, K.R. (2000). Teachers' and researchers'
beliefs of early algebra development. Journal for Research in Mathematics Education, 31 (2), 168-190.
Builds upon conference proceedings Nathan, Koedinger, & Tabachneck (1997).
27. Nathan, M. J. & Koedinger, K. R. (2000). Moving beyond teachers' intuitive beliefs about algebra learning. Mathematics Teacher, 93, 218-223.
28. Alibali, M. W. & Koedinger, K. R. (1999). The developmental progression from implicit to explicit knowledge: A computational approach. (Commentary on Z. Dienes & J. Perner, A theory of implicit and explicit knowledge.) Behavioral and Brain Sciences, 10, 755-756.
29. Koedinger, K. R., Suthers, D. D., & Forbus, K. D.
(1999). Component-based construction of
a science learning space. International Journal of Artificial
Intelligence in Education, 10.
Builds upon conference proceedings Koedinger,
Suthers, & Forbus (1998).
30. Miller, C. S., Lehman, J. F., & Koedinger, K. R. (1999). Goals and learning in microworlds. Cognitive Science, 23, (3), 305-336.
31. Koedinger, K. R., & Anderson, J. R. (1998). Illustrating principled design: The early evolution of a cognitive tutor for algebra symbolization. Interactive Learning Environments, 5, 161-180.
32. Koedinger,
K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to school in the
big city. International Journal of Artificial Intelligence in Education, 8, 30-43.
Builds upon conference proceedings Koedinger, Anderson, Hadley, & Mark
(1995).
33. Ritter, S. & Koedinger, K. R.
(1996). An architecture for
plug-in tutoring agents. In Journal of
Artificial Intelligence in Education, 7 (3/4), 315-347. Charlottesville, VA: Association for the
Advancement of Computing in Education.
Builds upon conference proceedings Ritter & Koedinger (1995).
34. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4 (2), 167-207.
35. Koedinger, K.R., & Anderson, J.R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550.
36. Streibel, M.J., Stewart, J., Koedinger, K.R., Collins, A., & Junck, J.R. (1987). MENDEL: An intelligent tutoring system for genetics problem solving, conjecturing, and understanding. Machine-Mediated Learning, 2, 129-160.
37. Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (in press). Developing a generalizable system to detect when students game the system. To appear in User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI).
38. Rittle-Johnson, B. & Koedinger, K.R. (in press). It’s not a one-way street: Iterating between conceptual and procedural lessons can improve mathematics knowledge. British Journal of Educational Psychology. doi:10.1348/000709908X398106
39. Martin, B., Mitrovic, T., Mathan, S., & Koedinger, K.R. (submitted). Evaluating and improving adaptive educational systems with learning curves.
40. Nathan,
M. J., Stephens, A. C., Masarik, D. K., Alibali, M. W., & Koedinger, K. R.
(submitted). Representational fluency in middle school: A classroom-based
study. Submitted for peer review.
Builds upon conference proceedings Nathan, Stephens, Masarik, Alibali, &
Koedinger (2002)
41. Walker, E., Rummel, N., Koedinger, K. R. (accepted with minor revisions). Integrating collaboration and cognitive tutoring data in evaluation of a reciprocal peer tutoring environment. Research and Practice in Technology Enhanced Learning.
42. Walker, E., Rummel, N., Koedinger, K. R. (submitted). Integrating collaboration and cognitive tutoring data in evaluation of a reciprocal peer tutoring environment. Submitted for peer review.
43. Koedinger,
K. R. & MacLaren, B. A. Developing a pedagogical domain theory of early
algebra problem solving. Unpublished manuscript.
Builds upon technical report Koedinger & MacLaren (2002) and conference
proceedings Koedinger & MacLaren (1997).
44. Koedinger, K. R., & Sueker, E. L.
F. Monitored design of an
effective learning environment for algebraic problem solving. Unpublished manuscript.
Builds upon conference proceedings Koedinger & Sueker (1996).
45. Koedinger,
K. R. & McLaughlin, E. A. (to appear). Seeing language learning inside the
math: Cognitive analysis yields transfer.
To appear in Proceedings of the
32nd Annual Conference of the Cognitive Science Society.
46. Li, N., Cohen, W. W., & Koedinger, K. R. (2010). A computational model of accelerated future learning through feature recognition. To appear in Proceedings of the 10th International Conference of Intelligent Tutoring Systems.
47. Roll, I., Aleven, V., & Koedinger, K. R. (2009). Helping students know ‘further’ – Increasing flexibility of students’ knowledge using symbolic invention tasks. In Proceedings of the 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands. July 29-August 1, 2009.
48. Matsuda,
N., Lee, A., Cohen, W. W., & Koedinger, K. R. (2009). A computational model
of how learner errors arise from weak prior knowledge. In Proceedings
of the 31st Annual Conference of the Cognitive Science Society. Amsterdam,
The Netherlands. July 29-August 1, 2009.
49. Salden, R., Koedinger, K.R., Aleven, V., & McLaren, B.M. (2009) Does Cognitive Load Theory Account for Beneficial Effects of Worked Examples in Tutored Problem Solving? Proceedings of the 3rd International Cognitive Load Theory Conference (CLT-09). Heerlen, the Netherlands, March 2-4, 2009.
50. Walker, E., Rummel, N., Koedinger, K.R. (2009) Beyond
Explicit Feedback: New Directions in Adaptive Collaborative Learning Support.
Proceedings of the 9th International Conference on Computer Supported
Collaborative Learning (CSCL-09), 552-556.
51. Walker, E., Rummel, N., Koedinger, K.R. (2009). Modeling
Helping Behavior in an Intelligent Tutor for Peer Tutoring. Proceedings of the 14th
International Conference on Artificial Intelligence in Education, (AIED09)
pp. 341-348.
52. Koedinger, K.R. & McLaughlin, E.A. (in press). A quasi-experimental evaluation of an on-line formative assessment and tutoring system. Journal of Educational Computing Research. ASSISTment-quasi-exp2010-revised.pdf
53. Ryan Shaun Joazeiro de Baker, Adriana M. J. B. de Carvalho,
Jay Raspat, Vincent Aleven, Albert T. Corbett, Kenneth R. Koedinger:
Educational Software Features that Encourage and Discourage "Gaming the
System". Proceedings of the
14th International Conference on Artificial Intelligence in
Education, (AIED09) pp. 475-482. Amsterdam, IOS Press.
54. Pavlik Jr., P. I., Cen, H.,
& Koedinger, K. R. (2009). Performance
Factors Analysis - A New Alternative to Knowledge Tracing. Proceedings of the 14th
International Conference on Artificial Intelligence in Education, (AIED09)
pp. 531-538.
Amsterdam, IOS Press.
55. Pavlik Jr., P. I., Cen, H.,
& Koedinger, K. R. (2009). Learning
factors transfer analysis: Using learning curve analysis to automatically
generate domain models. In T. Barnes, M. Desmarais, C. Romero & S. Ventura
(Eds.), Proceedings of the The 2nd
International Conference on Educational Data Mining (pp. 121-130). Cordoba,
Spain.
56. Wylie, R., Koedinger, K. R., Mitamura, T. (2009). Is self-explanation always better? The effects of adding self-explanation prompts to an English grammar tutor. In Proceedings of the 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands. July 29-August 1, 2009.
57. Shih, B., Koedinger, K.R., and Scheines, R. (2008). A response time model for bottom-out hints as worked examples. In Proceedings of the First International Conference on Educational Data Mining. 117-126 [Conference Best Paper]
58. Koedinger, K. R., Cunningham, K., & Skogsholm, A. (2008). An open repository and analysis tools for fine-grained, longitudinal learner data. In Proceedings of the First International Conference on Educational Data Mining. 157-166
59. Pavlik, P. I., Cen, H., Wu, L., & Koedinger, K. R. (2008). Using item-type performance covariance to improve the skill model of an existing tutor. In Proceedings of the First International Conference on Educational Data Mining. 77-86.
60. Feng, M., Beck, J., Heffernan N., & Koedinger, K. R. (2008). Can an intelligent tutoring system predict math proficiency as well as a standardized test? In Proceedings of the First International Conference on Educational Data Mining, 107-116.
61. Feng, M., Heffernan, N., Beck, J., &
Koedinger, K. R. (2008). Can we predict which groups of questions
students will learn from? In Proceedings
of the First International Conference on Educational Data Mining, 218-225.
62. Cen,
H., Koedinger, K. R., Junker, B. (2008). Comparing two IRT models for
conjunctive skills. In B. Woolf et al. (Eds): ITS 2008, Proceedings of the 9th International Conference of
Intelligent Tutoring Systems, pp. 796-798. Springer-Verlag Berlin
Heidelberg
63. Cui, Y., Kumar, R., Rose, C.P., &
Koedinger, K. R. (2008). Story generation to accelerate math problem
authoring for practice and assessment. In B. Woolf et al. (Eds): ITS 2008, Proceedings of the 9th
International Conference of Intelligent Tutoring Systems, pp. 790-792 Springer-Verlag
Berlin Heidelberg.
64. Matsuda,
N., Cohen, W., Sewall, J., Lacerda, G., & Koedinger, K. R. (2008). Why
tutored problem solving may be better than example study: Theoretical
implications from a simulated-student study. In B. Woolf et al. (Eds.): ITS
2008, Proceedings of the 9th
International Conference of Intelligent Tutoring Systems, pp. 111-121
65. Pavlik, P. I., Bolster, T., Wu, S., Koedinger, K., MacWhinney, B. (2008). Using optimally selected drill practice to train basic facts. In B. Woolf et al. (Eds.): ITS 2008, Proceedings of the 9th International Conference of Intelligent Tutoring Systems, pp. 593-602 Springer-Verlag Berlin Heidelberg.
66. Walker,
E., Rummel, N., Koedinger, K. R. (2008).
To Tutor the tutor: Adaptive domain support for peer tutoring. In B.
Woolf et al. (Eds): ITS 2008, Proceedings
of the 9th International Conference of Intelligent Tutoring Systems,
pp. 626-635
67. Booth, J.L., & Koedinger, K.R. (2008). Key misconceptions in algebraic problem solving. In B.C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. 571-576
68. Koedinger, K. R., Pavlik Jr., P. I., McLaren, B. M., & Aleven, V. (2008). Is it better to give than to receive? The assistance dilemma as a fundamental unsolved problem in the cognitive science of learning and instruction. In B.C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. (pp. 2155-2160).
69. McLaren, B.M., Lim, S., & Koedinger, K.R. (2008). When and how often should worked examples be given to students? New results and a summary of the Current state of research. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2176-2181).
70. McLaren, B.M., Lim, S., & Koedinger, K.R. (2008). When is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring. In B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Eds), Proceedings of the 9th International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science, 5091 (pp. 677-680). Berlin: Springer.
71. Cen, H., Koedinger, K.R., & Junker, B. (2007). Is over practice necessary? – improving learning efficiency with the Cognitive Tutor through educational data mining. In Luckin, R., Koedinger, K. R. & Greer, J. (Eds.). Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED2007), 511-518. Amsterdam, IOS Press.
72. Matsuda, N., Cohen, W., Sewall, J., Lacerda, G., & Koedinger, K. R. (2007) Predicting students’ performance with SimStudent: Learning cognitive skills from observation. In R. Lukin, K.R. Koedinger, and J. Greer, (Eds.) Proceedings of the 13th International Conference on Artificial Intelligence in Education, (AIED07) pp.467-476. Amsterdam, IOS Press.
73. Matsuda, N., Cohen, W., Sewall, J., Lacerda, G., & Koedinger, K. R. (2007) Evaluating a simulated student using real students’ data for training and testing. In C. Conati, K. McCoy, and G. Paliouras, (Eds.) Proceedings of the 11th International Conference on User Modeling, UM2007, LNAI 4511, pp. 107-116 Berlin: Springer-Verlag.
74. McLaren, B. M., Lim, S., Yaron, D., Koedinger, K.R. (2007) Can a polite intelligent tutoring system lead to improved learning outside of the lab? In R. Lukin, K.R. Koedinger, and J. Greer, (Eds.) Proceedings of the 13th International Conference on Artificial Intelligence in Education, (AIED07) pp.433-440. Amsterdam, IOS Press.
75. Nwaigwe, A., Koedinger, K.R., VanLehn, K., Hausmann, R.,& Weinstein, A. (2007). Exploring alternative methods for error attribution in learning curves analysis in Intelligent Tutoring Systems. In Luckin, R., Koedinger, K. R. & Greer, J. (Eds.). Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED2007), 246-253. Amsterdam, IOS Press.
76. VanLehn, K., Koedinger, K.R., Skogsholm, A., Nwaigwe, A., Hausmann, R.G.M., Weinstein, A., & Billings, B. (2007). What’s in a step? Toward general, abstract representations of tutoring system log data. In C.Conati, K. McCoy, and G. Paliouras, (Eds.) Proceedings of the 11th International Conference on User Modeling, UM2007, LNAI 4511, pp. 455-459 Berlin: Springer-Verlag.
77. Roll,
78. Walker, E., McLaren, B.M., Rummel, N., & Koedinger, K. R. (2007) Who says three’s a crowd? using a cognitive tutor to support peer tutoring. In R. Lukin, K.R. Koedinger, and J. Greer, (Eds.) Proceedings of the 13th International Conference on Artificial Intelligence in Education, (AIED07) pp.399-406. Amsterdam, IOS Press.
79. Kao, Y. S., Roll, I., Koedinger, K. R. (2007, August). Sources of difficulty in geometry area problem solving. Poster presented at the 19th Annual Meeting of the Cognitive Science Society, Nashville, TN
80. Pavlik Jr., P. I., Presson, N., & Koedinger, K. R. (2007). Optimizing knowledge component learning using a dynamic structural model of practice. In R. Lewis & T. Polk (Eds.) Proceedings of the Eighth International Conference of Cognitive Modeling.
81. Baker, R., Corbett, A., Koedinger, K. R., Evenson, S., Roll, I., Wagner, A., Naim, M., Raspat, J., Baker, D., & Beck, J. (2006). Adapting to when students game an intelligent tutoring system. In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 392-401. Berlin: Springer-Verlag. [Conference Best Paper Award]
82. Baker, R., Corbett, A., Koedinger, K. R., & Roll, I. (2006). Generalizing detection of gaming the system across a tutoring curriculum. In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 402-411. Berlin: Springer-Verlag.
83. Feng, M., Heffernan, N. T., & Koedinger, K. R. (2006). Predicting state test scores better with intelligent tutoring systems: Developing metrics to measure assistance required. In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 31-40. Berlin: Springer-Verlag.
84. Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. R. (2006). The Cognitive Tutor Authoring Tools (CTAT): Preliminary evaluation of efficiency gains. In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 61-70. Berlin: Springer-Verlag.
85. Aleven, V., Sewall, J., McLaren, B. M., & Koedinger, K. R. (2006). Rapid authoring of intelligent tutors for real-world and experimental use. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson, & W. Didderen (Eds.), Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (ICALT 2006), (pp. 847-851). Los Alamitos, CA: IEEE Computer Society.
86. Cen, H., Koedinger, K. R., & Junker, B. (2006). Learning Factors Analysis: A general method for cognitive model evaluation and improvement. In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 164-175. Berlin: Springer-Verlag.
87. McLaren, B. M., Lim, S., Gagnon, F., Yaron, D., and Koedinger, K. R. (2006). Studying the effects of personalized language and worked examples in the context of a web-based intelligent tutor. In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 318-328. Berlin: Springer-Verlag.
88. Roll, I., Aleven, V., McLaren, B. M., Ryu, E., Baker, R., Koedinger, K. R. (2006). The help tutor: Does metacognitive feedback improve students' help-seeking actions, skills and learning? In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 360-369. Berlin: Springer-Verlag.
89. Walker, E., Koedinger, K. R., McLaren, B. M., Rummel, N. (2006). Cognitive tutors as research platforms: Extending an established tutoring system for collaborative and metacognitive experimentation. In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 207-216. Berlin: Springer-Verlag.
90. Roll,
91. Feng, M., Heffernan, N.T, Koedinger, K.R. (2006). Addressing the Testing Challenge with a Web-Based E-Assessment System that Tutors as it Assesses. In Proceedings of the 15th International World Wide Web Conference, 307-316. ACM Press: New York, NY. 2006. ISBN:1-59593-332-9.
92. Anthony, L., Yang, J., & Koedinger, K. R. (2005) "Evaluation of Multimodal Input for Entering Mathematical Equations on the Computer." ACM Conference on Human Factors in Computing Systems (CHI 2005), Portland, OR, 4 Apr 2005, pp. 1184-1187.
93. Matsuda, N., Cohen, W. W., & Koedinger, K. R. (2005). Building Cognitive Tutors with Programming by Demonstration. In S. Kramer & B. Pfahringer (Eds.), Technical report: TUM-I0510 (Proceedings of the International Conference on Inductive Logic Programming) (pp. 41-46): Institut fur Informatik, Technische Universitat Munchen.
94. Roll, R., Baker, R., Aleven, V., McLaren, B., Koedinger, K. R. (2005). Modeling students' metacognitive errors in two intelligent tutoring systems. Proceedings of User Modeling 2005, 367-376.
95. Baker, R.S., Corbett, A., Koedinger, K. R., Roll, I. (2005). Detecting when students game the system, across tutor subjects and classroom cohorts. Proceedings of User Modeling 2005, 220-224.
96. Aleven, V., McLaren, B., Roll, I., Ryu, E. & Koedinger K.R. (2005). An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED2005). Amsterdam, IOS Press.
97. Baker, R.S., Roll, I., Corbett, A.T., Koedinger, K.R. (2005). Do performance goals lead students to game the system? Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED2005), 57-64. Amsterdam, IOS Press.
98. Martin, B., Mitrovic, T., Mathan, S., & Koedinger, K.R. (2005). On using learning curves to evaluate ITS: Automatic and semi-automatic skill coding with a view towards supporting on-line assessment. Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED2005). Amsterdam, IOS Press.
99. Razzaq, L., Feng, M., Nuzzo-Jones, G., Heffernan, N.T., Koedinger, K. R., Junker, B., Ritter, S., Knight, A., Aniszczyk, C., Choksey, S., Livak, T., Mercado, E., Turner, T.E., Upalekar. R, Walonoski, J.A., Macasek. M.A., Rasmussen, K.P. (2005). The Assistment Project: Blending Assessment and Assisting. Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED2005). Amsterdam, IOS Press.
100. Rose, C., P., Cohen, W., Donmez, P., Knight, A., Gweon, G., Heffernan, N., Junker, B. & Koedinger, K.R. (2005). Automatic and semi-automatic skill coding with a view towards supporting on-line assessment. Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED2005). Amsterdam, IOS Press.
101. Turner, T.E., Macasek, M.A., Nuzzo-Jones, G., Heffernan, N.T., & Koedinger, K. R. (2005). The Assistment Builder: A rapid development tool for ITS. Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED2005). Amsterdam, IOS Press.
102. Aleven, V., McLaren, B., Roll, I., & Koedinger, K. R. (2004). Toward tutoring help seeking. In J.C. Lester, R.M. Vicari, & F. Parguacu (Eds.) Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 227-239. Berlin: Springer-Verlag. [Conference Best Paper Award.]
103. Aleven, V., Ogan, A., Torrey, C., & Koedinger, K. R. (2004). Evaluating the effectiveness of a tutorial dialogue system for self-explanation. In J.C. Lester, R.M. Vicari, & F. Parguacu (Eds.) Proceedings of the 7th International Conference on Intelligent Tutoring Systems. Berlin: Springer-Verlag.
104. Anthony, L., Corbett, A. T., Wagner, A. Z., Stevens, S. M., & Koedinger, K. R. (2004). Student question-asking patterns in an intelligent algebra tutor. In J.C. Lester, R.M. Vicari, & F. Parguacu (Eds.) Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 455-467. Berlin: Springer-Verlag.
105. Baker, R. S., Corbett, A. T., & Koedinger, K. R.. (2004). Detecting student misuse of Intelligent Tutoring Systems. In J.C. Lester, R.M. Vicari, & F. Parguacu (Eds.) Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 531-540. Berlin: Springer-Verlag.
106. Baker, R. S., Wagner, A. Z., Corbett, A. T., & Koedinger, K. R. (2004). The social role of technical personnel in the deployment of Intelligent Tutoring Systems. In J.C. Lester, R.M. Vicari, & F. Parguacu (Eds.) Proceedings of the 7th International Conference on Intelligent Tutoring Systems. Berlin: Springer-Verlag.
107. Croteau, E., Heffernan, N. T.,& Koedinger, K. R., (2004). Why are algebra word problems difficult? Using tutorial log files and the power law of learning to select the best fitting cognitive model. In J.C. Lester, R.M. Vicari, & F. Parguacu (Eds.) Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 240-250. Berlin: Springer-Verlag.
108. Koedinger, K. R., Aleven, V., Heffernan, N., McLaren, B., & Hockenberry, M. (2004). Opening the door to non-programmers: Authoring intelligent tutor behavior by demonstration. In J.C. Lester, R.M. Vicari, & F. Parguacu (Eds.) Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 162-174. Berlin: Springer-Verlag.
109. Chang, N. M., Koedinger, K. R., & Lovett, M. C. (2004). The impact of spurious correlations on students' problem-solving. In Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society, 228-233. Mahwah, NJ: Lawrence Erlbaum Associates.
110. Baker, R. S., Corbett, A.T., Koedinger, K.R. (2004). Learning to distinguish between representations of data: A cognitive tutor that uses contrasting cases. Proceedings of the International Conference of the Learning Sciences, 58-65.
111. Baker, R. S., Corbett, A.T., Koedinger, K.R., Wagner, A.Z. (2004). Off-task behavior in the Cognitive Tutor classroom: When students "game the system". Proceedings of ACM CHI 2004: Computer-Human Interaction, 383-390.
112. John, B., Prevas, K., Salvucci, D., & Koedinger, K. R. (2004). Predictive Human Performance Modeling Made Easy. Proceedings of CHI, 2004 (Vienna, Austria, April 24-29, 2004) ACM, New York
113. Mitrovic, A., Koedinger, K. R., & Martin, B. (2003). A comparative analysis of cognitive tutoring and constraint-based modeling. In Brusilovsky, P., Corbett, A., & de Rosis, F. (Eds.) Proceedings of the Ninth International Conference on User Modeling (pp. 313-322). Berlin, Springer-Verlag.
114. Koedinger, K. R., Aleven, V., & Heffernan, N. (2003). Toward a rapid development environment for Cognitive Tutors. In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Artificial Intelligence in Education: Shaping the Future of Learning through Intelligent Technologies, Proceedings of AI-ED 2003 (pp. 455-457). Amsterdam, IOS Press.
115. Aleven, V., Popescu, O. & Koedinger, K. R. (2003). A tutorial dialog system to support self-explanation: Evaluation and open questions. In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Artificial Intelligence in Education: Shaping the Future of Learning through Intelligent Technologies, Proceedings of AI-ED 2003 (pp. 39-46). Amsterdam, IOS Press. [Nominated as a best conference paper.]
116. Mathan, S. & Koedinger, K. R. (2003). Recasting the feedback debate: Benefits of tutoring error detection and correction skills. In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Artificial Intelligence in Education: Shaping the Future of Learning through Intelligent Technologies, Proceedings of AI-ED 2003 (pp. 13-18). Amsterdam, IOS Press. [Best Student Paper Award.]
117. Baker, R. S., Corbett, A. T., Koedinger, K. R. & Schneider, M. P. (2003). A formative evaluation of a tutor for scatterplot generation: Evidence on difficulty factors. In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Artificial Intelligence in Education: Shaping the Future of Learning through Intelligent Technologies, Proceedings of AI-ED 2003 (pp. 107-114). Amsterdam, IOS Press.
118. Chang, N.M., Koedinger, K.R., & Lovett, M.C. (2003). Learning spurious correlations instead of deeper relations. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25th Cognitive Science Society. Boston, MA: Cognitive Science Society.
119. Koedinger, K. R. (2002). Toward evidence for instructional design principles: Examples from Cognitive Tutor Math 6. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant, & K. Nooney (Eds.), Proceedings of twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 21-49. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
120. Nathan, M. J., Stephens, A. C., Masarik, D. K., Alibali, M. W., & Koedinger, K. R. (2002). Representational fluency in middle school: A classroom based study. In Proceedings of PME-NA XXXIII (the North American Chapter of the International Group for the Psychology of Mathematics Education).
121. Rittle-Johnson, B., & Koedinger, K.R. (2002). Comparing instructional strategies for integrating conceptual and procedural knowledge. In Proceedings of PME-NA XXXIII (the North American Chapter of the International Group for the Psychology of Mathematics Education), pp. 969-978.
122. Koedinger, K. R. & Terao, A. (2002). A cognitive task analysis of using pictures to support pre-algebraic reasoning. In C. D. Schunn & W. Gray (Eds.), Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society, 542-547. Mahwah, NJ: Lawrence Erlbaum Associates.
123. Aleven, V., Popescu, O., & Koedinger, K. R. (2002). Pilot-testing a tutorial dialogue system that supports self-explanation. In S.A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Proceedings of the 6th International Conference on Intelligent Tutoring Systems, 344-354. Berlin: Springer-Verlag.
124. Heffernan, N., & Koedinger, K. R. (2002). An intelligent tutoring system incorporating a model of an experienced human tutor. In S.A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Proceedings of the 6th International Conference on Intelligent Tutoring Systems, 596-608. Berlin: Springer-Verlag.
125. MacLaren, B. & Koedinger, K. R. (2002). When and why does mastery learning work: Instructional experiments with ACT-R “SimStudents”. In S.A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Proceedings of the 6th International Conference on Intelligent Tutoring Systems, 355-366. Berlin: Springer-Verlag.
126. Mathan, S., & Koedinger, K. R. (2002). An empirical assessment of comprehension fostering features in an intelligent tutoring system. In S.A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Proceedings of the 6th International Conference on Intelligent Tutoring Systems, 330-343. Berlin: Springer-Verlag.
127.
Baker,
R.S., Corbett, A.T., Koedinger, K.R. (2001). Toward a model of learning
data representations. In Proceedings of
the Twenty-Third Annual Conference of the Cognitive Science Society, (pp.
45-50).
128.
Rittle-Johnson, B. & Koedinger, K. R.
(2001). Using cognitive models to guide instructional design: The case of
fraction division. In Proceedings of the
Twenty-Third Annual Conference of the Cognitive Science Society, (pp.
857-862).
129. Aleven V., Popescu, O., & Koedinger, K. R. (2001). Towards tutorial dialog to support self-explanation: Adding natural language understanding to a cognitive tutor. In J. D. Moore, C. L. Redfield, & W. L. Johnson (Eds.), Artificial Intelligence in Education: AI-ED in the Wired and Wireless Future, Proceedings of AI-ED 2001 (pp. 246-255). Amsterdam, IOS Press.
130. Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert blind spot: when content knowledge eclipses pedagogical content knowledge. In L. Chen et al. (Eds.), Proceedings of the Third International Conference on Cognitive Science. (pp. 644-648). Beijing, China: USTC Press.
131. Mathan, S., Koedinger, K. R., Corbett, A., & Hyndman, A. (2000). Effective strategies for bridging gulfs between users and computer systems. In Proceedings of HCI-Aero 2000: International Conference on Human Computer Interaction in Aeronautics. (pp 197 – 202). Toulouse, France.
132. Aleven, V., & Koedinger, K.R. (2000). Limitations of student control: Do students know when they need help? In Proceedings of the 5th International Conference on Intelligent Tutoring Systems, ITS 2000, edited by G. Gauthier, C. Frasson, and K. VanLehn, 292-303. Berlin: Springer Verlag. [Conference best paper.]
133. Aleven, V., Koedinger, K. R., & Cross, K. (1999). Tutoring answer-explanation fosters learning with understanding. In Lajoie, S. P. & Vivet, M. (Eds.) Artificial Intelligence in Education, Open Learning Environments: New Computational Technologies to Support Learning, Exploration, and Collaboration, Proceedings of AIED-99, (pp. 199-206). Amsterdam: IOS Press.
134. Mark, M. A., & Koedinger, K. R. (1999). Strategic support of algebraic expression writing. In Kay, J. (Ed.) Proceedings of the Seventh International Conference on User Modeling, (pp. 149-158). SpringerWein, New York.
135.
Nhouyvanisvong,
A. & Koedinger, K. R. (1998). Goal specificity and learning:
Reinterpretation of the data and cognitive theory. In
Proceedings of the Twentieth Annual
Conference of the Cognitive Science Society, (pp. 764-769).
136.
Heffernan,
N. & Koedinger, K. R. (1998). A developmental model for algebra
symbolization: The results of a
difficulty factors assessment. In
Gernsbacher, M. A. &
137. Koedinger, K. R., Suthers, D. D., & Forbus, K. D. (1998). Component-based construction of a science learning space. In Goettl, B. P., Halff, H. M., Redfield, C. L., & Shute, V. J. (Eds.) Intelligent Tutoring Systems, Proceedings of the Fourth International Conference, (pp. 166-175). Lecture Notes in Computer Science, 1452. Berlin: Springer-Verlag.
138. Mark, M. A., Koedinger, K. R., & Hadley, W. S. (1998). Elaborating models of algebraic expression writing. In Goettl, B. P., Halff, H. M., Redfield, C. L., & Shute, V. J. (Eds.) Intelligent Tutoring Systems, Proceedings of the Fourth International Conference, (pp. 524-533). Lecture Notes in Computer Science, 1452. Berlin: Springer-Verlag.
139. Aleven, V., Koedinger, K. R., Sinclair, H. C., & Snyder, J. (1998). Combatting shallow learning in a tutor for geometry problem solving. In Goettl, B. P., Halff, H. M., Redfield, C. L., & Shute, V. J. (Eds.) Intelligent Tutoring Systems, Proceedings of the Fourth International Conference. (pp. 364-373). Lecture Notes in Computer Science, 1452. Berlin: Springer-Verlag.
140. Koedinger, K.R., & MacLaren, B. A. (1997). Implicit strategies and errors in an improved model of early algebra problem solving. In Shafto, M. G. & Langley, P. (Eds.) Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, (pp. 382-387). Hillsdale, NJ: Erlbaum.
141. Heffernan, N. & Koedinger, K. R. (1997). The composition effect in symbolizing: The role of symbol production vs. text comprehension. In Shafto, M. G. & Langley, P. (Eds.) Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, (pp. 307-312). Hillsdale, NJ: Erlbaum. [Marr prize winner for best student paper.]
142. Nathan, M. J., Koedinger, K.R., & Tabachneck, H. J. M. (1997). Teachers' and researchers' beliefs of early algebra development. In Shafto, M. G. & Langley, P. (Eds.) Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, (pp. 554-559). Hillsdale, NJ: Erlbaum.
143. Koedinger, K. R., & Sueker, E. L. F. (1996). PAT goes to college: Evaluating a cognitive tutor for developmental mathematics. In Proceedings of the Second International Conference on the Learning Sciences, (pp. 180-187). Charlottesville, VA: Association for the Advancement of Computing in Education.
144. MacLaren, B. A., & Koedinger, K. R. (1996). Toward a dynamic model of early algebra acquisition. In Proceedings of the European Conference on AI in Education, (pp. 38-44). Lisbon, Portugal.
145. Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1995). Intelligent tutoring goes to school in the big city. In Proceedings of the 7th World Conference on Artificial Intelligence in Education, (pp. 421-428). Charlottesville, VA: Association for the Advancement of Computing in Education. [Best conference paper award.]
146. Ritter, S. & Koedinger, K. R. (1995). Towards lightweight tutoring agents. In Proceedings of the 7th World Conference on Artificial Intelligence in Education, (pp. 91-98). Charlottesville, VA: Association for the Advancement of Computing in Education.
147. Tabachneck, H. J. M., Koedinger, K. R., & Nathan, M. J. (1995). A cognitive analysis of the task demands of early algebra. In Moore, J. D. & Lehman, J. F. (Eds.) Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society, (pp. 397-402). Mahwah, NJ: Erlbaum.
148. Tabachneck, H. J. M., Koedinger, K. R., & Nathan, M. J. (1994). Toward a theoretical account of strategy use and sense-making in mathematics problem solving. In Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society, (pp. 836-841). Hillsdale, NJ: Erlbaum.
149. Koedinger, K. R. & Anderson, J. R. (1993). Effective use of intelligent software in high school math classrooms. In Proceedings of the World Conference on Artificial Intelligence in Education, (pp. 241-248). Charlottesville, VA: Association for the Advancement of Computing in Education.
150. Koedinger, K. R. (1992). The nature of geometry expertise: A challenge for speedup learning. In the proceedings of the Machine Learning workshop on Knowledge Compilation and Speedup Learning, Aberdeen, Scotland, July.
151. Koedinger, K.R. (1991). On the design of novel notations and actions to facilitate thinking and learning. In Proceedings of the International Conference on the Learning Sciences, (pp. 266-273). Charlottesville, VA: Association for the Advancement of Computing in Education.
152. Koedinger, K.R., & Anderson, J.R. (1991). Interaction of deductive and inductive reasoning strategies in geometry novices. In Proceedings of the Thirteenth Annual Conference of the Cognitive Science Society, Hillsdale, NJ: Erlbaum.
153. Koedinger, K.R., & Anderson, J.R. (1989). Perceptual chunks in geometry problem solving: A challenge to theories of skill acquisition. In Proceedings of the Eleventh Annual Conference of the Cognitive Science Society, Hillsdale, NJ: Erlbaum.
154.
Booth, J.L., Paré-Blagoev,
J. & Koedinger, K.R. (2010). Transforming equation-solving assignments to
improve algebra learning: A collaboration with the SERP-MSAN Partnership. Paper to be presented at the annual
meeting of the American
Educational Research Association
155.
156.
Booth,
J.L., Koedinger, K.R. (2009). Facilitating the Diagrammatic Advantage
for Algebraic Word Problems. Paper presented at AERA, 2009.
157.
Koedinger, K.R. (2009).
“Is abstraction better than concreteness?” is the wrong question. Paper presented at the meeting of the Society for
Research in Child Development in Boston, MA.
158.
Booth, J.L., Koedinger, K.R., & Siegler,
R.S. (2008, August). Using self-explanation to improve algebra learning. Poster
to be presented at the 30th annual meeting of the Cognitive Science Society in
Washington, DC.
159. Booth, J.L., Koedinger, K.R., & Siegler, R.S. (2007, August). The effect of prior conceptual knowledge on procedural performance and learning in algebra. Poster presented at the 29th annual meeting of the Cognitive Science Society in Nashville, TN.
160. Booth, J.L., & Koedinger, K.R. (2007, March). Are diagrams always helpful tools? The effect of presentation format on students' solutions of algebra problems. Poster presented at the meeting of the Society for Research in Child Development in Boston, MA.
161. VanLehn, K. & Koedinger, K. R. (2007). In vivo experimentation for understanding robust learning: Pros and cons. Symposium at the annual meeting of the American Educational Research Association.
162. Baker R.S., Corbett A.T., Koedinger K.R. (2002). Distinct errors arising from a single misconception. Poster at the Twenty-Forth Annual Conference of the Cognitive Science Society.
163. Baker R.S., Corbett A.T., Koedinger K.R. (2002). The resilience of overgeneralization of knowledge about data representations. Paper prepared for the annual meeting of the American Educational Research Association Conference, New Orleans.
164. Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert blind spot: When content knowledge eclipses pedagogical content knowledge. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
165. Rittle-Johnson, B. & Koedinger, K. R. (2001). Concepts, procedures & context: Difficulty factors for learning fraction arithmetic. Poster presented at the Biennial meeting of the Society for Research in Child Development, Minneapolis, MN.
166. Koedinger, K. R. & Cross, K. (2000). Making informed decisions in educational technology design: Toward meta-cognitive support in a cognitive tutor for geometry. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
167. Corbett, A., Koedinger, K. R., & Anderson, J. R. (1999). Intelligent computer tutors: Out of the research lab and into the classroom. Paper prepared for the annual meeting of the American Educational Research Association, Montreal, Canada.
168. Koedinger, K. R. & Alibali, M. W. (1999). A developmental model of algebra problem solving: Trade-offs between grounded and abstract representations. Paper prepared for the annual meeting of the American Educational Research Association, Montreal, Canada.
169. Shapiro, L., Sueker, E. & Koedinger, K. (1998). Quantitative Literacy Developmental Algebra. Presented at the annual meeting of the American Educational Research Association, San Diego, CA.
170. Verzoni, K. A. & Koedinger, K. R. (1997). Student learning of negative number: A classroom study and difficulty factors assessment. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
171. Nathan, M. J. , Koedinger, K.R., & Tabachneck, H. J. M. (1996). Difficulty factors in arithmetic and algebra: The disparity of teachers' beliefs and students' performances. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
172. Koedinger, K.R., & Tabachneck, H.J.M. (1995). Verbal reasoning as a critical component in early algebra. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
173. Koedinger, K.R. (1994). Conjecturing and argumentation in high school geometry students. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
174. Koedinger, K.R., & Tabachneck, H.J.M. (1994). Two strategies are better than one: Multiple strategy use in word problem solving. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
175. Koedinger, K.R. (1989a). An improved ideal student model for geometry proof problem solving. Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
176. Lehrer, R., & Koedinger, K.R. (1988). Conceptual change and fuzzy induction. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
177. Streibel, M.J., Stewart, J., Collins, A., & Koedinger, K.R. (1986). On the design of an intelligent, advice-giving tutorial microcomputer system for undergraduate genetics problem-solving. Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
178.
Snyder,
J. & Koedinger, K. R. (1999).
Cognitive Tutor Geometry.
179.
Koedinger, K. R., Baker, R., Cunningham, K.,
Skogsholm, A., Leber, B., Stamper, J. (in press). A data repository for the EDM community: The
PSLC DataShop. To appear in C. Romero,
180.
Koedinger, K. R., Aleven, V., Roll,
181.
Ritter, Steven; Haverty, Lisa; Koedinger,
Kenneth; Hadley, William; Corbett, Albert. Integrating intelligent software
tutors with the math classroom. G. Blume and K. Heid (Eds.), Research on
Technology and the Teaching and Learning of Mathematics: Vol. 2 Cases and
Perspectives.
182. Razzaq, Heffernan, Koedinger, Feng, Nuzzo-Jones, Junker, Macasek, Rasmussen, Turner & Walonoski (2007). A Web-based Authoring Tool for Intelligent Tutors: Assessment and Instructional Assistance. In Nadia Nedjah, et al. (Eds.) Intelligent Educational Machines. Intelligent Systems Engineering Book Series. Springer. http://www.springerlink.com/content/m2g23834641m858n/fulltext.pdf.
183.
Koedinger,
K. R. & Corbett, A. T. (2006). Cognitive Tutors: Technology bringing
learning science to the classroom. In K. Sawyer (Ed.) The
184.
Aleven,
V., McLaren, B. M., & Koedinger, K.R. (2006). Towards computer-based
tutoring of help-seeking skills. In Help
Seeking in Academic Settings: Goals, Groups and Contexts. (259-296)
185.
Kalchman, M. & Koedinger, K. R. (2005). Teaching and learning functions. In Donovan,
S. & Bransford, J. (Eds.) How
Students Learn.
186.
Koedinger, K. R. (2001). Cognitive tutors as modeling tool and
instructional model. In Forbus, K. D.
& Feltovich, P. J. (Eds.) Smart Machines in Education: The Coming
Revolution in Educational Technology, (pp. 145-168).
Earlier version Koedinger (1998), position paper for NCTM Standards 2000,
Technology Workshop. See http://www.carnegielearning.com/
research_fs.html.
187.
Corbett,
A. T., Koedinger, K. R., & Hadley, W. H. (2001). Cognitive Tutors: From the research
classroom to all classrooms. In Goodman,
P. S. (Ed.) Technology Enhanced Learning:
Opportunities for Change, (pp. 235-263).
188.
Koedinger, K. R. (1998). Conjecturing and argumentation in high school
geometry students. In Lehrer, R. and
Chazan, D. (Eds.) New Directions in the
Teaching and Learning of Geometry.
189.
Corbett, A. T., Koedinger, K. R., &
Anderson, J. R. (1997). Intelligent
tutoring systems. In Helander, M. G.,
Landauer, T. K., & Prabhu, P. V. (Ed.s) Handbook
of Human-Computer Interaction, (pp. 849-874).
190.
Koedinger, K.R., &
191.
Baker, R., de Carvalho, A., Raspat, J., Aleven,
V., Corbett, A., Koedinger, K.R. (to appear). Using Taxonomies and Educational
Data Mining to Understand How Educational Software Design Impacts Gaming the
System. Symposium presentation at
American Educational Research Association.
192. Baker, R., de Carvalho, A., Raspat, J., Aleven, V., Corbett, A., Koedinger, K., Cocea, Hershkovitz (to appear) Educational Data Mining Methods For Studying Student Behaviors Minute by Minute Across an Entire School Year. Symposium presentation at International Conference of the Learning Sciences.
193.
Roll,
194.
Anthony,
195.
Koedinger, K.R. (2009) Fostering Learning in the
Networked World: Presenting the 21st-Century
Cyber Learning
196.
McLaren, B.M., Koedinger, K.R. (2009) In vivo
learning experiences with a stoichiometry tutor: Worked examples lead to more
efficient learning. Presented as part of
"In Vivo Experimentation on Worked Examples
Across Domains" Symposium at EARLI 2009.
197.
Walker, E., Rummel, N., Koedinger, K.R. (2009)
The influence of correct and erroneous worked examples on learning from peer
tutoring. As part of the Symposium
"In Vivo experimentation on worked examples across domains", EARLI
2009.
198.
Wylie, R., Koedinger, K.R., Mitamura, T. (2009)
Practice makes Perfect? Structuring
Practice Opportunities for Learning in an ESL Grammar Tutor. Computer Assisted Language Instruction
Consortium (CALICO). March 10-14, 2009.
199. Wylie, R., Koedinger, K.R., Mitamura, T. (2009) Self-Explaining Language: Effects of Adding Self-Explanation Prompts to an ESL Grammar Tutor. Presented as part of "In Vivo Experimentation on Self-Explanations Across Domains" Symposium at European Association for Research on Learning and Instruction (EARLI), August 25-29, 2009.
200.
Pavlik, P.I., Koedinger, K.R. (2009)
Understanding the Advantages of Retrieval for Long-term Retention Using
Modeling. Poster presented at the
50th Annual Meeting of the Psychonomic Society, Boston, MA.
201. Baker, R.S.J.d., de Carvalho, A.M.J.A., Raspat, J., Aleven, V., Corbett, A.T., Koedinger, K.R. (2009) Educational Software Features that Encourage and Discourage "Gaming the System". Proceedings of the 14th International Conference on Artificial Intelligence in Education, 475-482.
202. Booth, J. L., Koedinger, K. R., & Siegler, R. S. (2007a). The effect of prior conceptual knowledge on procedural performance and learning in algebra. Abstract in D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 137-142). Austin, Texas: Cognitive Science Society.
203. Booth, J. L., Koedinger, K. R., & Siegler, R. S. (2007b). The effect of corrective and typical self-explanation on algebraic problem solving. Poster presented at the Science of Learning Centers Awardee’s Meeting in Washington, DC, October, 2007.
204. Anthony, L., Yang, J., and Koedinger, K.R. (2007) Benefits of Handwritten Input for Students Learning Algebra Equation Solving. In Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED2007), 521-523. Amsterdam, IOS Press
205. Shih, B., Koedinger, K.R., and Scheines, R. (2007) Optimizing Student Models for Causality. In Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED2007), 644-646. Amsterdam, IOS Press
206. Matsuda, N., Cohen, W. W., & Koedinger, K. R. (2005). Applying Programming by Demonstration in an Intelligent Authoring Tool for Cognitive Tutors. In AAAI Workshop on Human Comprehensible Machine Learning (Technical Report WS-05-04) (pp. 1-8). Menlo Park, CA: AAAI association.
207.
Cen, H., Koedinger, K.
R., & Junker, B. (2005). Automating
Cognitive Model Improvement by A* Search and Logistic Regression. In Proceedings of AAAI'05 workshop on
Educational Data Mining.
208.
Feng, M., Heffernan, N. T., & Koedinger, K. R. (2005). Looking for Sources of Error in Predicting Student's
Knowledge. In Proceedings of AAAI'05 workshop on Educational Data Mining.
209.
McLaren, B. M., Walker, E., Koedinger, K., Rummel, N., Spada, H., and
Kalchman, M. (2005). Improving Algebra
Learning and Collaboration through Collaborative Extensions to the Algebra
Cognitive Tutor. Presented at the Conference on Computer Supported Collaborative
Learning (CSCL-05), Taipei, Taiwan in May/June 2005.
210.
Turner, T.E., Macasek,
M.A., Nuzzo-Jones, G., Heffernan, N..T, Koedinger, K. (2005). The Assistment
Builder: A Rapid Development Tool for ITS. Poster in the 12th Annual Conference
on Artificial Intelligence in Education 2005 Workshop on Adaptive Systems for
Web-Based Education: Tools and Reusability, Amsterdam
211.
McLaren, B. M., Koedinger, K. R., Schneider, M., Harrer, A., & Bollen,
L. (2004).
Bootstrapping Novice Data: Semi-Automated Tutor Authoring Using Student Log
Files. In the Proceedings of the Workshop on Analyzing Student-Tutor
Interaction Logs to Improve Educational Outcomes, Seventh International
Conference on Intelligent Tutoring Systems (ITS-2004), August
2004.
212. McLaren, B. M., Koedinger, K. R., Schneider, M., Harrer, A., and Bollen, L. (2004). Towards Cognitive Tutoring in a Collaborative, Web-based environment. In M. Matera, S. Comai (Eds.), Engineering Advanced Web Applications: Proceedings of Workshops in Connection with the 4th International Conference on Web Engineering (pp. 167-179). Princeton: Rinton Press.
213. Koedinger, K. R. & Mathan, S. (2004). Distinguishing qualitatively different kinds of learning using log files and learning curves. In the Working Notes of the ITS2004 Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes.
214. McLaren, B. M., Koedinger, K. R., Schneider, Harrer, A., & Bollen, L. (2004). Bootstrapping novice data: Semi-automated tutor authoring using student log files. In the Working Notes of the ITS2004 Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes.
215.
Cohen, J., Casey, B. J., Munakata, Y., O'Reilly,
R. & Koedinger, K. R. (2002). Moving to the "front" of the class:
Prefrontal cortex, development and learning.
35th Winter Conference on Brain Research. January 26 -
216.
Aleven,
V., Popescu, O., & Koedinger, K. R. (2001). A tutorial dialogue
system with knowledge-based understanding and classification of student
explanations. In the Working Notes of the 2nd IJCAI Workshop on Knowledge And
Reasoning In Practical Dialogue Systems,
217.
Aleven
V., Popescu, O. & Koedinger, K. R.
(2001). Pedagogical content knowledge in a tutorial dialogue system to
support self-explanation. In Papers of the AIED-2001 Workshop on Tutorial
Dialogue Systems, 59-70. Available
via http://www.hcrc.ed.ac.uk/aied2001/workshops.html.
218. Aleven, V., & Koedinger, K. R. (2001). Investigations into help seeking and learning with a Cognitive Tutor. In R. Luckin (Ed.), Working Notes of the AIED-2001 Workshop "Help Provision and Help Seeking in Interactive Learning Environments".
219.
Heffernan, N. T., & Koedinger, K. R. (2001)
The Design and Formative Analysis of a Dialog-Based Tutor. In Papers of the
AIED-2001 Workshop on Tutorial Dialogue Systems. Available
via http://www.hcrc.ed.ac.uk/aied2001/workshops.html.
220. Koedinger, K. R., Corbett, A. T., Ritter, S., & Shapiro, L. (2000). Carnegie Learning's Cognitive TutorÔ: Summary Research Results. White paper. Available from carnegielearning.com.
221. Aleven, V., & Koedinger, K. R. (2000). The need for tutorial dialog to support self-explanation. In Building Dialogue Systems for Tutorial Applications, Papers of the 2000 AAAI Fall Symposium, edited by C. P. Rose and R. Freedman, 65-73. Technical Report FS-00-01. Menlo Park, CA: AAAI Press.
222. Heffernan, N. & Koedinger, K. R. (2000). Building a 3rd generation ITS for symbolization: Adding a tutorial model with multiple tutorial strategies. Building Dialogue Systems for Tutorial Applications. In Building Dialogue Systems for Tutorial Applications, Papers of the 2000 AAAI Fall Symposium, edited by C. P. Rose and R. Freedman. Technical Report FS-00-01. Menlo Park, CA: AAAI Press.
223. Heffernan, N. & Koedinger, K. R. (2000). Intelligent tutoring systems are missing the tutor: Building a more strategic dialog-based tutor. Learning Algebra with the Computer, a Transdisciplinary Workshop. Intelligent Tutoring Systems Workshop.
224. Koedinger, K. R. (2000). A demo of PAT: A Cognitive Tutor for algebra. Learning Algebra with the Computer, a Transdisciplinary Workshop. Intelligent Tutoring Systems Workshop.
225. Popescu, O. & Koedinger, K. R. (2000). Towards understanding geometry explanations. Building Dialogue Systems for Tutorial Applications. AAAI Fall Symposium 2000.
226. Junker, B., Koedinger, K. R., & Trottini, M. (2000). Finding improvements in student models for intelligent tutoring systems via variable selection for a linear logistic test model. Presented at the Annual North American Meeting of the Psychometric Society, Vancouver, BC, Canada.
227. Koedinger, K. R. & Junker, B. (1999). Learning Factors Analysis: Mining student-tutor interactions to optimize instruction. Presented at Social Science Data Infrastructure Conference. New York University. November, 12-13, 1999.
228. Koedinger, K. R. (1998). Intelligent cognitive tutors as modeling tool and instructional model. Invited paper for the National Council of Teachers of Mathematics Standards 2000 Technology Conference. On web at http://www.carnegielearning.com/ research_fs.html.
229. Nathan, M. J., & Koedinger, K.R. (1993). A Comparative Analysis of Learning Environment Design: The Case of Mathematical Word Problem Solving. Panel at the 1993 Conference on AI & Education (Edinburgh, UK).
230.
Koedinger, K. R. (1992). Emergent properties and structural
constraints: Advantages of diagrammatic
representations for reasoning and learning.
In the working notes of the 1992 AAAI
Spring Symposia on Reasoning with Diagrammatic Representations,
231. Koedinger, K.R., & Anderson, J.R. (1990b). Theoretical and empirical motivations for the design of ANGLE: A New Geometry Learning Environment. Appears in the working notes of the 1990 AAAI Spring Symposia on Knowledge-Based Environments for Learning and Teaching, Stanford University, March 27-29.
232. Koedinger, K.R. (1989b). An example of insight through referent-based reasoning. Presented at the Seventh Annual Pitt-CMU Graduate Student Conference on Cognition. Pittsburgh, PA.
233. Koedinger, K.R. (1987). Abstract planning and successive refinement by geometry experts. Presented at the Fifth Annual Pitt-CMU Graduate Student Conference on Cognition. Pittsburgh, PA.
234. Koedinger, K.R., Maclin, R., Streibel, M.J., & Stewart, J. (1987). Intelligent tutoring systems design issues for a genetics laboratory microworld called MENDEL. Presented at the Third International Conference on Artificial Intelligence and Education, Pittsburgh, PA.
235. Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007). Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
236. Matsuda, N., Cohen, W. W., Sewall, J. & Koedinger, K. R. (2006). Applying Machine Learning to Cognitive Modeling for Cognitive Tutors, Technical report CMU-ML-06-105, School of Computer Science, Carnegie Mellon University.
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