KENNETH R. KOEDINGER

Web page: www-2.cs.cmu.edu/~pact/koedinger.html         

BIO STATEMENT

KENNETH R. KOEDINGER is a professor of Human Computer Interaction and Psychology at Carnegie Mellon University. Dr. Koedinger has an M.S. in Computer Science, a Ph.D. in Cognitive Psychology, and experience teaching in an urban high school. His multidisciplinary background supports his research goals of understanding human learning and creating educational technologies that increase student achievement. Dr. Koedinger has created Cognitive Models, computer simulations 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 that support learning within rich problem-solving environments. Cognitive Tutors for mathematics, science, and language have been created, are in uses in 100s of schools, and have been repeatedly demonstrated to improve student learning. Dr. Koedinger’s 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. Dr. Koedinger has authored over 250 peer-reviewed publications and has been a project investigator on over 45 grants. Dr. Koedinger is a co-founder of Carnegie Learning, Inc. and leads LearnLab (see learnlab.org), now the scientific arm of CMU’s Simon Initiative (see cmu.edu/simon).

EDUCATION

Ph. D. Cognitive Psychology. Carnegie Mellon University.  December, 1990.

M.S.  Computer Science. University of Wisconsin, Madison.  May, 1986.

B.S.  Double major: Math and Computer Science. University of Wisconsin, Madison.  Graduated with distinction. May, 1984.

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.  School of Computer Science, Carnegie Mellon University.  2001 to 2005.  Psychology Department, Humanities and Social Sciences, Carnegie Mellon University. 2004 to present.

Co-Founder, Board of Directors, and Consultant.  Carnegie Learning, Inc. July, 1998 to present

Senior Research Scientist.   Human-Computer Interaction Institute.  School of Computer Science, Carnegie Mellon University.  Research faculty position equivalent to associate professor.  1999 to 2001.

Research Computer Scientist.   Human-Computer Interaction Institute.  School of Computer Science, Carnegie Mellon University. Research faculty position equivalent to assistant professor.  Fall, 1993 to 1999.

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, School of Education, University of Wisconsin, Madison.  May, 1985 through August, 1986.

AWARDS

Best paper award at the 5th International Conference on Educational Data Mining for “Automated student model improvement”, 2012.

James Chen UMUAI Journal Best Paper Award for “Evaluating and improving adaptive educational systems with learning curves”, 2011.

Awarded the Distinguished Development Award by the Association for Educational Communications and Technology in recognition of “Ground-Breaking Work on LearnLab and Cognitive and Meta-Cognitive Tutors”, 2010.

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, Award #ACI-1443068, CIF21 DIBBs: Building a Scalable Infrastructure for Data-Driven Discovery and Innovation in Education, Kenneth R. Koedinger et al.  Jan, 2015 to Dec, 2019.

National Science Foundation, Data-Driven Methods to Improve Student Learning from Online Courses, August, 2014 to July, 2016. Award No. 1418244.

National Science Foundation, Learning by Teaching a Synthetic Peer: Investigating the effect of tutor scaffolding for tutor learning. Noboru Matsuda (PI), Kenneth R. Koedinger, William W. Cohen, & Gabriel Stylianides. October 1, 2013 to September 30, 2016. Award No. DRL-1252440.

Department of Education, Institute of Education Sciences, National Center for Education Research, Predoctoral Research Training Grant # R305B090023.  “Program in Interdisciplinary Education Research (PIER)” by David Klahr, Sharon Carver, and a list of co-PIs including Koedinger.  2009 to 2015.

PREVIOUS GRANTS AND FELLOWSHIPS

National Science Foundation, Science of Learning Centers, Award #SBE-0836012. “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.  October, 2009 to February, 2016.  

Department of Education, Institute of Education Sciences Grant #R305C100024, “National Center for Cognition and Mathematics Instruction” by Steve Schneider, James Pellegrino, Kenneth R. Koedinger, Neil Heffernan, Julie Booth, Mitchell Nathan, and Martha Alibali.  July 1, 2010 to June 30, 2015.

Carnegie Corporation, Lowering Barriers to the Use of Evidence-Based Educational Innovations, Kenneth R. Koedinger and Marsha Lovett. Aug, 2014 to July 2015.

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. August 1, 2009 to July 31, 2012.

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.  July 1, 2010 to June 30, 2013.

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.  June 1, 2010 to May 31, 2013.

Department of Education, Institute of Education Sciences. Award No. R305A090519. “Learning by Teaching Synthetic Student: Using SimStudent to Study the Effect of Tutor Learning”. Noboru Matsuda, Kenneth R. Koedinger, William W. Cohen, and Gabriel Stylianides. June 1, 2009 to May 31, 2012.  

Department of Education, Institute of Education Sciences, Math & Science Education. Research Grant # R305A090170: “ASSISTments Meets Science Learning (AMSL)” by Janice Gobert, Neil T. Heffernan, Kenneth R. Koedinger, & Joe Beck.  February 1, 2009 to January 31, 2012.

DARPA ENGAGE (ONR N00014-12-C-0284), by Vincent Aleven, Ken Koedinger, and others. February, 2012 – July, 2013.

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. July 1, 2007 to June 30, 2011.

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. July 1, 2007 to June 30, 2011.

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.

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.  October 1, 2004 to September 30, 2009.  

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. September 15, 2005 to August 31, 2008.

Gift from CMU Alumni Ronald Zdrojkowski to support research of post doc Phil Pavlik, 2005-2008.

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. December 1, 2002 to December 1, 2005.  Renewal: December 1, 2005 to December 1, 2008.

GE Foundation. "Facilitating Accountability for Standards-Based Math Education at All Levels Program" by Kenneth R. Koedinger and Carolyn Rose.  Grant # 5003341. September 1, 2004 to August 31, 2007.

Department of Education, Institute of Education Sciences, Effective Mathematics Education Research Grant #R305K030140: “Using Web-Based Cognitive Assessment Systems for Predicting Student Performance on State Exams” by Kenneth R. Koedinger, Brian Junker, Neil T. Heffernan, and Steven Ritter. October 2003 to October 2007.

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).  October 1, 2001 to September 30, 2006.

Grable Foundation. “Authoring Tools for Cognitive Tutors: Making a Powerful Educational Technology Available for More Students” by Kenneth R. Koedinger.  April 1, 2004 to May 31, 2006.  

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.

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.  May 1, 2002 to May 1, 2005.

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.  October 1, 2001 to September 30, 2004.

NSF Research on Learning and Education: “Tracking the course of mathematical problem solving” by John R. Anderson, Cameron Carter, and Kenneth R. Koedinger.   October 1, 2000 to September 30, 2003.  

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. September 1, 2000 to August 31, 2003.  

NSF Learning and Intelligent Systems Center, NSF Award No. CDA-9720359:  "CIRCLE: Center for Interdisciplinary Research on Constructive Learning Environments" by Kurt VanLehn, John Anderson, Kevin Ashley, Michelene Chi, Albert Corbett, Kenneth R. Koedinger, Alan Lesgold, Lori Levin, Johanna Moore, Martha Pollack.  Joint with University of Pittsburgh.  January, 1998 to January, 2003.

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.  April 1, 2002 to September 20, 2002.

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, October 9, 1992.

University of Wisconsin, National Center for Research in Mathematical Sciences Education:  Minigrant for "Mathematical conjecturing and proof knowledge in high school geometry students", October 7, 1992.

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

E-learning Design Principles. 10, 21, and 15 students. Fall 2013, 2014, 2015.

Research Methods for the Learning Sciences. 15, 6, 7, 7, and 7 students. Spring, 2006, 2007, 2010, 2012, 2013.

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, Carnegie Mellon University, Spring and Fall, 1991.  Intelligent Tutoring Systems, Computer Science Department, Vanderbilt University, Fall, 1991.

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, Carnegie Mellon University.  Lectured and supervised use of LISP Intelligent Tutoring System.  Summer, 1987.

Instructor.  Algebraic Language Programming, Computer Science Department, University of Wisconsin, Madison.  Full teaching responsibility for this Pascal programming course.  August, 1984 through May, 1985.

CURRENT GRADUATE STUDENTS

PRIOR GRADUATE STUDENTS

Thesis Chair:

Kelly Rivers (Human-Computer Interaction)

Chris MacLellan (Human-Computer Interaction).

Nesra Yannier (Human-Computer Interaction) 2016
Eliane Stampfer (Human-Computer Interaction)

Derek Lomas (Human-Computer Interaction)

Nan Li (Computer Science). 2013 Thesis.  

Turadg Aleahmed (Human-Computer Interaction). 2012 Thesis. Improving Students' Study Practices Through the Principled Design of Research Probes. Current position: Coursera.

Ruth Wylie (Human-Computer Interaction). 2011 Thesis. Examining the Generality of Self-Explanation. Current position: Postdoctoral fellow at Arizona State Univeristy.

Ben Shih (Machine Learning). 2011 Thesis. Target Sequence Clustering. Current position: Postdoctoral fellow at the University of California San Diego.

Erin Walker (Human-Computer Interaction). 2010 Thesis. Automated Adaptive Assistance for Peer Tutoring. Current position: Assistant Professor at the University of Arizona.

Ido Roll (Human-Computer Interaction). 2009 Thesis. Structured Invention Tasks to Prepare Students for Future Learning: Means, Mechanisms, and Cognitive Processes. Current position: Science Teaching and Learning Fellow, Carl Wieman Science Education Initiative, University of British Columbia

Hao Cen (Machine Learning). 2009 Thesis. Generalized Learning Factors Analysis:  Improving Cognitive Models with Machine Learning.  Current position: Industry.

Lisa Anthony (Human-Computer Interaction). 2008 Thesis. Developing Handwriting-based Intelligent Tutors to Enhance Mathematics Learning.  Current position: Assistant Professor, Computer and Information Science and Engineering (CISE) at University of Florida.

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: Associate Professor at Columbia Teacher’s College.

Octav Popescu (Language Technologies). 2004 Thesis: Logic-Based Natural Language Understanding in Intelligent Tutoring Systems.  Current position: Researcher 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: 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), Mingyu Feng (Computer Science, WPI, 2009).

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, August 20, 2003. Heinz Endowments, January 20, 2004.  Buhl Foundation, July 19, 2004.

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, July 18, 2000. Seattle, July 19, 2000.  Austin, October 9, 2000. Atlanta, October 10, 2000.

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 past and present

        Cognition and Instruction, Journal of the Learning Sciences

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.

Reviewer of Grant Proposals

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  

National Assessment of Educational Progress (NAEP) Design and Analysis Committee, 2011 to current.

Educational Testing Service (ETS) Visiting Research Panel, 2011 to current.

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”.  May 7, 1999.

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

Learning@Scale Conference Keynote Address, 2016.

Invited Speaker. Stanford University, 2014.

Invited Speaker. University of Indiana. March, 2013.

Invited Speaker. Massachusetts Institute of Technology. Feb, 2013.

University of Delaware, College of Education & Human Development. Worked examples, student explanation, and practice: Instructional strategies to enhance complex learning. Invited Speaker. April, 2012.

APA Division 15 Invited Presentation. Bridging the Gap Between Psychological Science and Educational Practice. August, 2012.

Invited Speaker. Arizona State University. 2011.

Invited Speaker.  Educational Testing Service.  2011.

MITER Lectures.  “The Science of Learning Goes to School” and “Psychometrics and Technology-Enhanced Education Research.” Invited Speaker. University of Minnesota. February, 2011.

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, April 24, 2009.

Askwith Education Forum at the Harvard Graduate School of Education.  “Studying Robust Learning through Rigorous Experiments in Real Classrooms” Harvard University. March 6, 2007.

Korean Academy of Science and Technology.  Conference on Learning. Plenary speaker. Seoul, Korea, November, 2006.

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" University of Freiburg. June, 2003.

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 - North America.  "Toward evidence for instructional design principles: Examples from Cognitive Tutor Math 6".  Athens, GA.  Plenary Speaker.  October, 2002.

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.  June 16, 2000.

Social Science Data Infrastructure Conference. “Learning Factors Analysis: Mining Student-Tutor Interactions to Optimize Instruction”. New York University.  November, 12-13, 1999.

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.  October 15, 1999.

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”.  September 24, 1999.

Institute for Communicating and Collaborative Systems, and Human Communication Research Centre seminars. University of Edinburgh.  “Coding the Human Memome: Cognitive Methods for Intelligent Tutor Design”.  Invited speaker.  September 13, 1999.

Learning by Design. Workshop sponsored by the Centre for Research in Development, Instruction and Training  (CREDIT).   University of Nottingham.  Invited participant.  September 9-12, 1999.

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, June 20, 1999.

Center for Innovation in Learning Seminar, Carnegie Mellon University.  March 20, 1998.

Long Island Consortium for Interconnected Learning (LICIL) symposium, SUNY Farmingdale.  Invited speaker.  March 13, 1998.

High Schools That Work Conference, Southern Regional Education Board, Pittsburgh.  Invited speaker.  March 3, 1998.

Human-Computer Interaction Seminar, Carnegie Mellon University.  February, 1998.

DREI'97 institute on Cryptography and Network Security at Rutgers University.  Invited speaker.  July 29, 1997.

American Psychological Association, Applied Experimental and Engineering Psychology Meeting.  Main tutorial.  March 6, 1997.

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.  March 21, 1994.

Computer Science Department, University of Chicago.  AI seminar speaker.  March 31, 1993.

Psychology and Human Development, Vanderbilt University.  Job talk.  March 16, 1992.

Cognitive Science department, University of California - San Diego.  Job talk.  March 5, 1992.

Learning Research and Development Center, University of Pittsburgh.  Colloquium speaker.  January, 29, 1992.

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.  October 3, 1991.

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

Books

1. Snyder, J. & Koedinger, K. R.  (1999). Cognitive Tutor Geometry.  Pittsburgh, PA: Carnegie Learning.

Chapters in Books

2. Aleven, V., McLaughlin, E. A., Glenn, R. A., & Koedinger, K. R. (2016). Instruction based on adaptive learning technologies. In R. E. Mayer and P. A. Alexander (Eds), Handbook of Research on Learning and Instruction.
3. Koedinger, K.R. & Wiese, E.S. (2015).   In Resnick, L.B., Asterhan, C. and Clarke, S.N. (Eds.), Socializing Intelligence through Academic Talk and Dialogue. Washington, DC: American Educational Research Association.
4. Koedinger, K.R. & McLaughlin, E.A. (2014). The knowledge-learning-instruction (KLI) dependency: How the domain-specific and domain-general interact in STEM learning. In M. McDaniel, R. Frey, S. Fitzpatrick, & H.L. Roediger (Eds), Integrating cognitive science with innovative teaching in STEM disciplines [E-reader version]. doi: http://dx.doi.org/10.7936/K76Q1V59.
5. Aleven, V., & Koedinger, K. R. (2013). Knowledge component approaches to learner modeling. In R. Sottilare, A. Graesser, X. Hu, & H. Holden (Eds.), Design recommendations for adaptive intelligent tutoring systems (Vol. I, Learner Modeling, pp. 165-182). Orlando, FL: US Army Research Laboratory.
6. Koedinger, K.R. & Roll, I. (2012). Learning to think: Cognitive mechanisms of knowledge transfer.  In Holyoak, K.J. & Morrison, R. G. (Eds.), Oxford Handbook of Thinking and Reasoning.
7. Aleven, V., Roll, I., & Koedinger, K. R. (2012). Progress in assessment and tutoring of lifelong learning skills: An intelligent tutor agent that helps students become better help seekers. In P. J. Durlach & A. M. Lesgold (Eds.), Adaptive technologies for training and education (pp. 69-95). New York: Cambridge University Press.
8. Koedinger, K.R., Baker, R., Cunningham, K., Skogsholm, A., Leber, B., Stamper, J. (2011).  A data repository for the EDM community: The PSLC DataShop. In C. Romero, S. Ventura, M. Pechenizkiy, R.S.J.d. Baker (Eds.).  Handbook of Educational Data Mining (pp. 43-55). Boca Raton, FL: CRC Press.
9. Shih, B., Koedinger, K.R., and Scheines, R. (2011). A response time model for bottom-out hints as worked examples. In C. Romero, S. Ventura, M. Pechenizkiy, R.S.J.d. Baker (Eds.).  Handbook of Educational Data Mining (pp. 201-212). Boca Raton, FL: CRC Press.
10. Koedinger, K.R., Aleven, V., Roll, I., & Baker, R. (2009). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 897-964). The Educational Psychology Series. New York: Routledge.
11. Ritter, S., Haverty, L, Koedinger, K. R., Hadley, W. and Corbett, A. T. (2008). Integrating intelligent software tutors with the math classroom. In G. Blume and K. Heid (Eds.), Research on Technology and the Teaching and Learning of Mathematics: Vol. 2 Cases and Perspectives (pp. 157-181). Charlotte, NC: IAP.
12. 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.
13. Koedinger, K. R. & Corbett, A. T. (2006). Cognitive Tutors: Technology bringing learning science to the classroom. In K. Sawyer (Ed.) The Cambridge Handbook of the Learning Sciences, (pp. 61-78). Cambridge University Press.
14. 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) Mahwah, NJ: Lawrence Erlbaum.
15. Kalchman, M. & Koedinger, K. R. (2005).  Teaching and learning functions. In Donovan, S. & Bransford, J. (Eds.) How Students Learn. Washington, D.C.: National Academy Press.
16. 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).  Menlo Park, CA:  AAAI/MIT Press.
    Earlier version Koedinger (1998), position paper for NCTM Standards 2000, Technology Workshop.  See http://www.carnegielearning.com/ research_fs.html.
17. 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). Mahwah, NJ: Lawrence Erlbaum Associates.
18. 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.  Hillsdale, NJ: Lawrence Erlbaum Associates.
19. 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).  Amsterdam, The Netherlands: Elsevier Science B. V.
20. Koedinger, K.R., & Anderson, J.R. (1993a).  Reifying implicit planning in geometry:  Guidelines for model-based intelligent tutoring system design.  In Lajoie, S., & Derry, S. (Eds.) Computers as Cognitive Tools.  Hillsdale, NJ:  Erlbaum.

Refereed Journal Papers

21. Yannier, N., Hudson, S.E., Wiese, E., Koedinger, K.R. (2016). Adding Physical Objects to an Interactive Game Improves Learning and Enjoyment. ACM Transactions on Computer-Human Interaction, 23 (4), 26. DOI=http://dx.doi.org/10.1145/293466
22. Koedinger, K.R., Yudelson, M.V., & Pavlik, P.I. (2016). Testing theories of transfer using error rate learning curves.  Topics in Cognitive Science, 8 (3), 589–609.
23. MacLellan, C.J., Harpstead, E., Aleven, V., Koedinger K.R. (2016) TRESTLE: A Model of Concept Formation in Structured Domains. Advances in Cognitive Systems, 4, 131-150.
24. Koedinger, K.R. & Aleven, V. (2016). An Interview Reflection on “Intelligent Tutoring Goes to School in the Big City.” International Journal of Artificial Intelligence in Education, 26(1), 13-24.
25. Aleven, V., Roll, I.,  McLaren, B.M., & Koedinger, K.R. (2016). Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems. International Journal of Artificial Intelligence in Education, 26, (1), 205-223.
26. Rivers, K. & Koedinger, K.R. (2015). Data-Driven Hint Generation in Vast Solution Spaces: A Self-Improving Python Programming Tutor. International Journal of Artificial Intelligence in Education: 1-28.
27. Koedinger, K.R., D'Mello, S., McLaughlin, E. A., Pardos, Z. A. and Rosé, C. P. (2015). Data mining and education. WIREs Cognitive Science, 6: 333–353. doi:10.1002/wcs.1350 K
28. Li, N., Matsuda, N., Cohen, W., & Koedinger, K.R. (2015). Integrating representation learning and skill learning in a human-like intelligent agent. Artificial Intelligence, 219, 67-91.
29. Booth, J.L., Cooper, L.A., Donovan, M.S., Huyghe, A., Koedinger, K.R., Paré-Blagoev, E.J. (2015). Design-Based Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk (JESPAR), 20, Issues. 1-2.
30. Matsuda, N., Cohen, W. W., & Koedinger, K. R. (2015). Teaching the Teacher: Tutoring SimStudent leads to more Effective Cognitive Tutor Authoring. International Journal of Artificial Intelligence in Education, 25(1), 1-34.
31. Pavlik, P.I., Yudelson, M., & Koedinger, K. R. (2015). A Measurement Model of Microgenetic Transfer for Improving Instructional Outcomes. International Journal of Artificial Intelligence in Education, 25(3), 346-379.
32. Davenport, J. L., Leinhardt, G., Greeno, J., Koedinger, K. R., Klahr, D., Karabinos, M., &  Yaron, D. J. (2014). Evidence-Based Approaches to Improving Chemical Equilibrium Instruction. Journal of Chemical Education, 91 (10), 1517-1525. DOI: 10.1021/ed5002009
33. Koedinger, K. R., McLaughlin, E. A., & Stamper, J. C. (2014). Data-driven learner modeling to understand and improve online learning: MOOCs and technology to advance learning and learning research (Ubiquity symposium). Ubiquity, May (2014), pp 1-13. DOI: 10.1145/2591682
34. Roll, I., Baker, R. S. J. d., Aleven, V., & Koedinger, K. R. (2014). On the Benefits of Seeking (and Avoiding) Help in Online Problem-Solving Environments, Journal of the Learning Sciences, 23(4), 537-560, DOI: 10.1080/10508406.2014.88397.
35. Walker, E., Rummel, N., & Koedinger, K.R. (2014).  Adaptive intelligent support to improve peer tutoring in algebra.  In International Journal of Artificial Intelligence in Education, 24(1), 33-61.
36. Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342, 935-937.
37. Koedinger, K.R., Brunskill, E., Baker, R.S.J.d., McLaughlin, E.A., Stamper, J. (2013). New potentials for data-driven intelligent tutoring system development and optimization. AI Magazine, 34(3), 27-41.
38. Koedinger, K.R., Stamper, J.C., Leber, B., & Skogsholm, A. (2013). LearnLab's DataShop: A Data Repository and Analytics Tool Set for Cognitive Science. Topics in Cognitive Science,  5(3), 668–669.
39. Li, N., Cohen, W., & Koedinger, K.R. (2013). Problem Order Implications for Learning. International Journal of Artificial Intelligence in Education, 23, 71-93.
40. Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. J., & Koedinger, K. R. (2013).  Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment. International Journal of Artificial Intelligence in Education, 23, 1-21.
41. Booth, J.L., Lange, K.E., Koedinger, K.R., & Newton, K.J. (2013). Example problems that improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24-34.
42. Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., William, W. C., Stylianides, G. J., & Koedinger, K. R. (2013). Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology, 105(4), 1152-1163. doi: 10.1037/a0031955
43. Koedinger, K.R., Corbett, A.C., & Perfetti, C. (2012).  The Knowledge-Learning-Instruction (KLI) framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science, 36 (5), 757-798. ISSN: 0364-0213 print / 1551-6709 online DOI: 10.1111/j.1551-6709.2012.01245.x
44. Li, N., Schreiber, A., Cohen, W., & Koedinger, K.R. (2012). Efficient complex skill acquisition through representation learning. Advances in Cognitive Systems, 2, 149-166.
45. Anthony, L., Yang, J., and Koedinger, K.R. (2012). A paradigm for a handwriting-based intelligent tutor. International Journal of Human-Computer Studies, Volume 70, Issue 11, 866-887. [DOI link]
46. Booth, J.L., & Koedinger, K.R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology, 82, 492–511.
47. Martin, B., Mitrovic, T., Mathan, S., & Koedinger, K.R. (2011). Evaluating and improving adaptive educational systems with learning curves. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 21(3), 249-283. [2011 James Chen Annual Award for Best UMUAI Paper]
48. Walker, E., Rummel, N., & Koedinger, K. R. (2011). Designing automated adaptive support to improve student helping behaviors in a peer tutoring activity. International Journal of Computer-Supported Collaborative Learning, 6 (2), 279-306.
49. Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2011). Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction, 21, 267-280.
50. Salden, R.J.C.M., Koedinger, K.R., Renkl, A., Aleven, V., & McLaren, B.M. (2010). Accounting for beneficial effects of worked examples in tutored problem solving. Educational Psychology Review. doi: 10.1007/s10648-010-9143-6.
51. Koedinger, K.R., McLaughlin, E.A., & Heffernan, N. T. (2010). A quasi-experimental evaluation of an on-line formative assessment and tutoring system. Journal of Educational Computing Research, 43 (4), 489-510.
52. Aleven, V., Roll, I., McLaren, B.M., & Koedinger, K.R. (2010). Automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system. Educational Psychologist, 45(4), 224-233.
53. Diziol, D., Walker, E., Rummel, N., & Koedinger, K. (2010). Using intelligent tutor technology to implement adaptive support for student collaboration. Educational Psychology Review, 22(1), 89-102.
54. 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]
55. 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, 19(2), 105-154.
56. Razzaq, L., Patvarczki, 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.
57. 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.
58. Walker, E., Rummel, N., & Koedinger, K. R. (2009). Integrating collaboration and intelligent tutoring data in evaluation of a reciprocal peer tutoring environment.  Research and Practice in Technology Enhanced Learning, 4(3), 221-251.
59. Rittle-Johnson, B. & Koedinger, K.R. (2009). Iterating between lessons on concepts and procedures can improve mathematics knowledge. British Journal of Educational Psychology, 79, 483 - 500.
60. 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.
61. 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.
62. Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (2008).  Developing a generalizable detector of when students game the system.  User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 18(3), 287-314.
63. 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(2), 153-178.
64. 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.
65. 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.
66. 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).
67. Koedinger, K. R. & Aleven, V. (2007).  Exploring the assistance dilemma in experiments with Cognitive Tutors.  Educational Psychology Review, 19 (3): 239-264.
68. 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.
69. 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.
70. 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/
71. Rittle-Johnson, B. & Koedinger, K. R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction. 23(3), 313-349.
72. Mathan, S. A. & Koedinger, K. R. (2005) Fostering the Intelligent Novice: Learning from errors with metacognitive tutoring. Educational Psychologist. 40(4), 257-265.
73. 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.
74. 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. [PDF]
    Builds upon conference paper Koedinger & Tabachneck (1995).
75. 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.
76. 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).
77. 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.
78. Nathan, M. J. & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. Cognition and Instruction, 18(2), 207-235.
79. 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).
80. Nathan, M. J. & Koedinger, K. R. (2000). Moving beyond teachers' intuitive beliefs about algebra learning. Mathematics Teacher, 93, 218-223.
81. 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.
82. 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, 292-313.
    Builds upon conference proceedings Koedinger, Suthers, & Forbus (1998).
83. Miller, C. S., Lehman, J. F., & Koedinger, K. R. (1999).  Goals and learning in microworlds. Cognitive Science, 23, (3), 305-336.
84. 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.
85. 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).
86. 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).
87. 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.
88. Koedinger, K.R., & Anderson, J.R. (1990).  Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550.
89. 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.

Refereed Papers – Submitted

Refereed Papers in Conference Proceedings^[a]

90. Carvalho, P.F., McLaughlin, E.A., & Koedinger, K.R. (2017).  Is there an explicit learning bias? Students beliefs, behaviors and learning outcomes.  In Proceedings of the 39th Annual Meeting of the Cognitive Science Society.
91. Lomas, J.D., Koedinger, K.R., Patel, N., Shodhan, S., Poonwala, N., & Forlizzi, J.L., (2017). Is Difficulty Overrated? The Effects of Choice, Novelty and Suspense on Intrinsic Motivation in Educational Games. In Proceedings of the SIGCHI Conference on Human Factors in Computing System, pp. xx-xx. [Honarable mention]
92. Patel, R., Liu, R., & Koedinger, K.R. (2016).  When to Block versus Interleave Practice?  Evidence Against Teaching Fraction Addition before Fraction Multiplication.  In Proceedings of the 38th Annual Meeting of the Cognitive Science Society.
93. Lomas, J.D., Forlizzi, J., Poonwala, N., Patel, N.,  Shodhan, S., Patel, K., Koedinger, K.R., Brunskill, E. (2016). Interface Design Optimization as a Multi-Armed Bandit Problem. In Proceedings of the SIGCHI Conference on Human Factors in Computing System, pp. 4142-4153. ACM, New York.
94. Rivers, K., Harpstead, E., & Koedinger, K. (2016). Learning Curve Analysis for Programming: Which Concepts do Students Struggle With? In Proceedings of the 2016 ACM Conference on International Computing Education Research (pp. 143-151). ACM.
95. Koedinger, K.R. & McLaughlin, E.A. (2016). Closing the loop with quantitative cognitive task analysis. In T. Barnes, M. Chi and M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (pp. 412-417). Raleigh, NC.
96. Koedinger, K. R., McLaughlin, E. A., Jia, J. Z., & Bier, N. L. (2016). Is the Doer Effect a causal relationship?  How can we tell and why it’s important. In Proceedings of the Sixth International Conference on Learning, Analytics and Knowledge, pp.388-397. Edinburgh, United Kingdom.
97. Yannier, N., Koedinger, K.R., Hudson, S.E. (2015). Learning from Mixed-Reality Games: Is Shaking a Tablet as Effective as Physical Observations? In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, 1045-1054. [Conference Honorable Mention]
98. Liu, R. & Koedinger, K.R. (2015). Variations in learning rate: Student classification based on systematic residual error patterns across practice opportunities. In Proceedings of 8th International Conference on Educational Data Mining. Madrid, Spain.
99. Koedinger, K.R., Kim, J., Jia, J., McLaughlin, E.A., & Bier, N.L. (2015). Learning is not a spectator sport: Doing is better than watching for learning from a MOOC. In Proceedings of the Second (2015) ACM Conference on Learning at Scale, 111-12.
100. Wiese, E.S., Patel, R., Olsen, J., & Koedinger, K.R. (2015, July) Transitivity is not obvious: Probing prerequisites for learning. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, & P. P. Maglio, (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 2655-2660). Austin, TX: Cognitive Science Society. Poster presented at CogSci, Pasadena CA.
101. Wiese, E.S. & Koedinger, K.R. (2014) Investigating scaffolds for sense making in fraction addition and comparison. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1515-1520) Quebec City, Canada.
102. Wiese, E.S. & Koedinger, K.R. (2014) Toward sense making with grounded feedback. Proceedings of the 12th International Conference on Intelligent Tutoring Systems (pp. 695-697). Young Researcher Paper presented at ITS, Honolulu, Hawaii.
103. Kaser, T., Koedinger, K.R., & Gross, M. (2014). Different parameters-same prediction: An analysis of learning curves. In Proceedings of 7th International Conference on Educational Data Mining. London, UK.
104. Liu, R., Koedinger, K.R., & McLaughlin, E. A. (2014). Interpreting Model Discovery and Testing Generalization to a New Dataset. In Stamper, J., Pardos, Z., Mavrikis, M., McLaren, B.M. (eds.) Proceedings of the 7th International Conference on Educational Data Mining (pp.107-113). London, UK.
105. MacLellan, C.J., Koedinger, K.R., Matsuda, N. (2014) Authoring Tutors with SimStudent: An Evaluation of Efficiency and Model Quality. Proceedings of the 12th International Conference on Intelligent Tutoring Systems, 551-560. Honolulu, HI.
106. Rivers, K., and Koedinger, K.R. (2014). Automating hint generation with solution space path construction. In Proceedings of the 12th International Conference on Intelligent Tutoring Systems.  LNCS 8474, p. 329.
107. Li, N., Stampfer, E., Cohen, W., & Koedinger, K.R. (2013). General and efficient cognitive model discovery using a simulated student. In M. Knauff, N. Sebanz, M. Pauen, I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society. (pp. 894-9) Austin, TX: Cognitive Science Society.
108. Stampfer, E. & Koedinger, K.R. (2013). When seeing isn't believing: Influences of prior conceptions and misconceptions. In M. Knauff, N. Sebanz, M. Pauen, I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society. (pp. 1384-9) Austin, TX: Cognitive Science Society.
109. Zhao, H., Koedinger, K.R., & Kowalski, J. (2013). Knowledge tracing and cue contrast: Second language English grammar instruction. In M. Knauff, M. Pauen, N. Sebanz, I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society. (pp. 1653-8) Austin, TX: Cognitive Science Society.
110. Li, N., Tian, Y., Cohen, W., & Koedinger, K.R. (2013). Integrating perceptual learning with external world knowledge in a simulated student. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education, pp. 400-410.
111. Koedinger, K.R., Stamper, J.C., McLaughlin, E.A., & Nixon, T.  (2013). Using data-driven discovery of better student models to improve student learning. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education, pp. 421-430. Memphis, TN.
112. Yannier, N. Koedinger, K.R., & Hudson, S.E. (2013). Tangible collaborative learning with a mixed-reality game: EarthShake. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education, pp. 131-140.
113. Yudelson, M.V., Koedinger, K.R., & Gordon, G.J.  (2013).  Individualized Bayesian knowledge tracing models. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education, pp. 171-180.
114. Gobert, J., Raziuddin, J., & Koedinger, K.R. (2013). Auto-scoring discovery and confirmation bias in interpreting data during science inquiry in a microworld. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education, pp. 770-773.
115. Stampfer, E. & Koedinger, K.R. (2013). Conceptual scaffolding to check one’s procedures. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education, pp. 916-919. Memphis, TN.
116. Goldin, I.M., Koedinger, K.R., & Aleven, V. (2013). Hints: You can’t have just one. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining, pp. 232-235.
117. Harpstead, E., MacLellan, C.J., Koedinger, K.R., Aleven, V., Dow, S.P., & Myers, B.A. (2013). Investigating the solution space of an open-ended educational game using conceptual feature extraction. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining, pp. 51-58.
118. Li, N., Cohen, W., & Koedinger, K.R. (2013). Discovering student models with a clustering algorithm using problem content. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining, pp. 98-105.
119. Stamper, J.C., Koedinger, K.R., & McLaughlin, E.A. (2013). A comparison of model selection metrics in DataShop. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining, pp. 284-287.
120. Yudelson, M.V. & Koedinger, K.R. (2013). Estimating the benefits of student model improvements on a substantive scale. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining, pp. 358-359.
121. Lomas, D., Forlizzi, J., & Koedinger, K.R. (2013).  Optimizing Challenge in an Educational Game Using Large-Scale Design Experiments.  In ACM Conference on Human Factors in Computing Systems (CHI 2013).
122. Davenport, J.L., Quellmalz, E.S., Clarke-Midura, J., Dede, C., Gobert, J.D., Koedinger, K.R., McCall, M., & Timms, M.J. (2012).  The future of assessment: Measuring science reasoning and inquiry skills using simulations and immersive environments. Proceedings of the10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012, 2, 110-117.
123. Goldin, I.M., Koedinger, K.R., & Aleven, V. (2012). Learner differences in hint processing. In Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M., & Stamper, J. (Eds.), Proceedings of the 5th International Conference on Educational Data Mining, pp. 73-80.
124. Koedinger, K.R., McLaughlin, E.A., & Stamper, J.C. (2012). Automated student model improvement. In Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M., & Stamper, J. (Eds.), Proceedings of the 5th International Conference on Educational Data Mining, pp. 17-24. Chania, Greece. [Conference best paper.]
125. Walker, E., Rummel, N., Walker, S., & Koedinger, K.R. (2012). Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer Tutoring.  In S. A. Cerri, W. J. Clancey, G. Papadourakis, & K. Panourgia (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science, 7315 (pp. 222-232). Berlin: Springer.
126. Lomas, D., Stamper, J.C., Muller, R., Patel, K. & Koedinger, K.R. (2012). The effects of adaptive sequencing algorithms on player engagement within an online game.  In S. A. Cerri, W. J. Clancey, G. Papadourakis, & K. Panourgia (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science, 7315 (pp. 588-590). Berlin: Springer.
127. Li, N., Cohen, W., Koedinger, K.R. (2012). Problem order implications for learning transfer.  In S. A. Cerri, W. J. Clancey, G. Papadourakis, & K. Panourgia (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science, 7315 (pp. 185-194). Berlin: Springer.
128. Li, N., Cohen, W., Koedinger, K.R. (2012). Efficient cross-domain learning of complex skills.  In S. A. Cerri, W. J. Clancey, G. Papadourakis, & K. Panourgia (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science, 7315 (pp. 493-498). Berlin: Springer.
129. Li, N., Schreiber, A., Cohen, W., & Koedinger, K. (2012). Efficient complex skill acquisition through representation learning. Proceedings of the 1st Annual Conference on Advances in Cognitive Systems. Palo Alto, CA.
130. Li, N., Cohen, W., & Koedinger, K. (2012). Learning to perceive two-dimensional displays using probabilistic grammars. Proceedings of the 22nd European Conference on Machine Learning. Bristol, UK.
131. Li, N., Schreiber, A., Cohen, W., & Koedinger, K. (2012). Creating features from a learned grammar in a simulated student. Proceedings of the 20th European Conference on Artificial Intelligence. Montpellier, France.
132. Matsuda, N., Cohen, W. W., Koedinger, K. R., Keiser, V., Raizada, R., Yarzebinski, E., Watson, S. P., & Stylianides, G. J. (2012). Studying the Effect of Tutor Learning using a Teachable Agent that asks the Student Tutor for Explanations. In M. Sugimoto, V. Aleven, Y. S. Chee & B. F. Manjon (Eds.), Proceedings of the International Conference on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2012) (pp. 25-32). Los Alamitos, CA: IEEE Computer Society.
133. Walker, E., Rummel, N., & Koedinger, K. R. (2011). Adaptive support for CSCL: Is it feedback relevance or increased student accountability that matters? In Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference. (Vol. 1, pp. 334-341)
134. Roll, I., Aleven, V., & Koedinger, K. R. (2011). Outcomes and mechanisms of transfer in invention activities. In Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2824-9). Cognitive Science Society.
135. Li, N., Cohen, W., Koedinger, K.R., & Matsuda, N. (2011). A machine learning approach for automatic student model discovery. In Proceedings of the Fourth International Conference on Educational Data Mining, pp. 31-40.
136. Chi, M., Koedinger, K.R., Gordon, G., Jordan, P., & Vanlehn, K. (2011). Instructional Factors Analysis: A cognitive model for multiple instructional interventions. In Proceedings of the Fourth International Conference on Educational Data Mining, pp. 61-70.
137. Nwaigwe, A. & Koedinger, K. R. (2011). The simple location heuristic is better at predicting students’ changes in error rate over time compared to the simple temporal heuristic. In Proceedings of the Fourth International Conference on Educational Data Mining, pp. 71-80.
138. Koedinger, K.R., Pavlik Jr., P.I., Stamper, J.C., Nixon, T. & Ritter, S. (2011). Avoiding problem selection thrashing with conjunctive knowledge tracing. In Proceedings of the Fourth International Conference on Educational Data Mining, pp. 91-100.
139. Gowda, S.M., Rowe, J.P, Baker, R.S.J.D., Chi, M., & Koedinger, K.R. (2011). Improving models of slipping, guessing, and moment-by-moment learning with estimates of skill difficulty. In Proceedings of the Fourth International Conference on Educational Data Mining, pp. 199-208.
140. Walker, E., Rummel, N., & Koedinger, K.R. (2011). Using automated dialog analysis to assess peer tutoring and trigger effective support. In G. Biswas & S. Bull (Eds.), Proceedings of the International Conference on Artificial Intelligence in Education: Springer.
141. Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G., Cohen, W.W., & Koedinger, K.R. (2011). Learning by teaching simstudent – an initial classroom baseline study comparing with cognitive tutor. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education. Berlin: Springer.
142. Roll, I., Aleven, V., & Koedinger, K. R. (2011). Metacognitive practice makes perfect: Improving students’ self- assessment skills with an intelligent tutoring system. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education, pp. 288-95. Berlin: Springer.
143. Stamper, J.C. & Koedinger, K.R. (2011). Human-machine student model discovery and improvement using data. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education, pp. 353-360. Berlin: Springer.
144. Koedinger, K.R. & McLaughlin, E.A. (2010). Seeing language learning inside the math: Cognitive analysis yields transfer. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. (pp. 471-476.) Austin, TX: Cognitive Science Society.
145. Booth, J.L. & Koedinger, K.R. (2010). Facilitating low-achieving students’ diagram use in algebraic story problems. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. (pp. 1649-1654.) Austin, TX: Cognitive Science Society.
146. Shih, B., Koedinger, K.R., & Scheines, R. (2010). Unsupervised discovery of student strategies.  In Proceedings of the Third International Conference on Educational Data Mining, pp. 201-210.
147. Matsuda, N., Keiser, V., Raizada, R., Tu, A., Stylianides, G., Cohen, W. W., & Koedinger, K. R. (2010). Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students. In V. Aleven, J. Kay & J. Mostow (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 317-326). Heidelberg, Berlin: Springer.
148. Li, N., Cohen, W., Koedinger, K., & Matsuda, N. (2010). Towards a computational model of why some students learn faster than others. Proceedings of the AAAI 2010 Fall Symposium on the Cognitive and Metacognitive Educational Systems. Arlington, VA.
149. Roll, I., Aleven, V., & Koedinger, K. R. (2010). The invention lab: Using a hybrid of model tracing and constraint-based modeling to offer intelligent support in inquiry environments.  In V. Aleven, J. Kay & J. Mostow (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 115-124). Heidelberg, Berlin: Springer.
150. Walker, E., Walker, S., Rummel, N., & Koedinger, K. R. (2010). Using problem-solving context to assess help quality in computer-mediated peer tutoring. In V. Aleven, J. Kay & J. Mostow (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 145-155). Heidelberg, Berlin: Springer.
151. Wylie, R., Koedinger, K. R., & Mitamura, T. (2010). Analogies, explanations, practice:  Examining how task types affect second language grammar learning. In V. Aleven, J. Kay & J. Mostow (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 214-223). Heidelberg, Berlin: Springer.
152. 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.
153. 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. pp. 1288-1293. Amsterdam, The Netherlands.  July 29-August 1, 2009.
154. 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.
155. 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.
156. 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.  Amsterdam, IOS Press.
157. Baker, R. S. J. d., de Carvalho, A. M. J. B., Raspat, J., Aleven, V., Corbett, A. T., & Koedinger, K. R. (2009). Educational software features that encourage and discourage “gaming the system.” In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education, AIED 2009 (pp. 475-482). Amsterdam, IOS Press. [Honorable Mention for the Conference Best Paper Award]
158. 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. 
159. 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 2nd International Conference on Educational Data Mining (pp. 121-130). Cordoba, Spain.
160. 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 N. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1300-1305). Amsterdam, The Netherlands.
161. 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]
162. 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
163. 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.
164. 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.
165. 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.
166. 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.
167. 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.
168. 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 Woolf, B.P., Aïmeur, E., Nkambou, R., & LaJoie, S.P. (Eds.): ITS 2008, Proceedings of the 9th International Conference of Intelligent Tutoring Systems, pp. 111-121  Springer-Verlag Berlin Heidelberg.
169. Pavlik, P. I., Bolster, T., Wu, S., Koedinger, K., MacWhinney, B. (2008). Using optimally selected drill practice to train basic facts.  In Woolf, B.P., Aïmeur, E., Nkambou, R., & LaJoie, S.P. (Eds.): ITS 2008, Proceedings of the 9th International Conference of Intelligent Tutoring Systems, pp. 593-602 Springer-Verlag Berlin Heidelberg.
170. Walker, E., Rummel, N., Koedinger, K. R. (2008).  To Tutor the tutor: Adaptive domain support for peer tutoring. In Woolf, B.P., Aïmeur, E., Nkambou, R., & LaJoie, S.P. (Eds): ITS 2008, Proceedings of the 9th International Conference of Intelligent Tutoring Systems, pp. 626-635  Springer-Verlag Berlin Heidelberg.
171. 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. pp. 571-576.
172. 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).
173. 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).
174. 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.
175. Bauer, A., Koedinger, K.R. (2008). Note-taking, selecting, and choice: designing interfaces that encourage smaller selections. Proceedings of the 8th ACM/IEEE-CS Joint Conference on Digital Libraries, pp. 397-406
176. Davenport, J., Yaron, D., Klahr, D., & Koedinger, K. (2008). When do diagrams enhance learning? A framework for designing relevant representations. Proceedings of the 8th International Conference of the Learning Sciences (ICLS 08), 1, 191-198.
177. Bauer, A., Koedinger, K.R. (2007). Selection-based note-taking applications. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI 2007), pp. 981-990.
178. Cen, H., Koedinger, K.R., & Junker, B. (2007). Is over practice necessary? – improving learning efficiency with the Cognitive Tutor through educational data mining. In R. Lukin, K.R. Koedinger, & J. Greer (Eds.) Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED2007), 511-518. Amsterdam, IOS Press.
179. 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, & J. Greer (Eds.) Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED2007) 467-476.  Amsterdam, IOS Press.
180. 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.
181. 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), 433-440.  Amsterdam, IOS Press.
182. 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 R. Lukin, K.R. Koedinger, and J. Greer, (Eds.) Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED2007), 246-253. Amsterdam, IOS Press.
183. 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.
184. Roll, I., Aleven, V. McLaren, B. M., & Koedinger, K.R. (2007). Can help seeking be tutored? Searching for the secret sauce of metacognitive tutoring.  In R. Lukin, K.R. Koedinger, and J. Greer, (Eds.) Proceedings of the 13th International Conference on Artificial Intelligence in Education, (AIED07) pp.203-210  Amsterdam, IOS Press.
185. 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.
186. Kao, Y. S., Roll, I., Koedinger, K. R. (2007, August). Sources of difficulty in geometry area problem solving. Proceedings of the 29th Annual Conference of the Cognitive Science Society, Nashville, TN.
187. 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.
188. Gobert, J., Slotta, J., Clarke, J., Dede, C., Gijlers, H., Saab, N., Van Joolingen, W.,  De Jong, T., & Koedinger, K. (2007). Fostering peer collaboration with technology. In Proceedings of the 8th iternational conference on Computer supported collaborative learning (CSCL'07), Clark A. Chinn, Gijsbert Erkens, and Sadhana Puntambekar (Eds.). International Society of the Learning Sciences, 23-27.
189. Davenport, J. L., Klahr, D., & Koedinger, K. R. (2007). The influence of diagrams on chemistry learning. Paper presented at the Biennial Conference of the European Association for Research on Learning and Instruction, Hungary, Budapest.
190. Davenport, J. L., Yaron, D., Karabinos, M., Klahr, D., & Koedinger, K. R. (2007). Chemical equilibrium: An evaluation of a new type of instruction. Paper presented at the Gordon Conference for Chemistry Education Research and Practice, Lewiston, ME.
191. 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]
192. 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.
193. 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.
194. 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.
195. 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.
196. 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.
197. 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.
198. 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.
199. 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.
200. Roll, I., Ryu, E., Sewall, J., Leber, B., McLaren, B. M., Aleven, V., Koedinger, K.R. (2006). Towards teaching metacognition: supporting spontaneous self-assessment. In M. Ikeda, K. D. Ashley, T.-W. Chan (Eds.) Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 738-740. Berlin: Springer-Verlag.
201. Davenport, J. L., Klahr, D., & Koedinger, K. R. (2006, November). The influence of external representations on chemistry problem solving. Paper presented at the Forty-seventh Annual Meeting of the Psychonomic Society, Houston, Texas.
202. 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.
203. Bauer, A., & Koedinger, K.R. (2006). Pasting and Encoding: Note-taking in Online Courses. In Proc. IEEE ICALT. 789-793
204. Bauer, A., and Koedinger, K.R. (2005) Developing a Note Taking Tool from the Ground Up”. Ed-Media. AACE Press, 4181-4186.
205. 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.
206. 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.
207. 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.
208. 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.
209. 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.
210. 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.
211. 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.
212. 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.
213. 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.
214. 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.
215. Aleven, V., McLaren, B., Roll, I., & Koedinger, K. R. (2004). Toward tutoring help seeking: Applying cognitive modeling to meta-cognitive skills. 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.]
216. 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.
217. 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.
218. 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.
219. 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.
220. 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.
221. 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.
222. 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.
223. 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.
224. 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.
225. 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.
226. Roll, I., Baker, R. S., Aleven, V., & Koedinger, K.R. (2004). A Metacognitive ACT-R Model of Students' Learning Strategies in Intelligent Tutoring Systems. In Proceedings the Seventh International Conference of Intelligent Tutoring Systems (pp. 854-856) Lecture Notes in Computer Science 3220. Berlin: Springer Verlag.
227. 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.
228. 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.
229. Aleven, V., Koedinger, K.R., & Popescu, O. (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.]
230. 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.]
231. 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.
232. 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.
233. 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.
234. 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).
235. 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.
236. 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.
237. 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.
238. 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.
239. 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.
240. 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.
241. Baker, R.S., Corbett, A.T., Koedinger, K.R. (2001). Toward a model of learning data representations. In J.D. Moore & K. Stenning (Eds.), Proceedings of the Twenty-Third Annual Conference of the Cognitive Science Society, (pp. 45-50). Mahwah, NJ: Erlbaum.
242. Rittle-Johnson, B. & Koedinger, K. R. (2001). Using cognitive models to guide instructional design: The case of fraction division. In J.D. Moore & K. Stenning (Eds.), Proceedings of the Twenty-Third Annual Conference of the Cognitive Science Society, (pp. 857-862). Mahwah, NJ: Erlbaum.
243. 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.
244. 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.
245. 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.
246. 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.]
247. 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.
248. 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.
249. 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).  Mahwah,NJ: Erlbaum.
250. Heffernan, N. & Koedinger, K. R. (1998). A developmental model for algebra symbolization:  The results of a difficulty factors assessment.  In Gernsbacher, M.A. & Derry, S.J. (Eds.) Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, (pp. 484-489).  Mahwah,NJ: Erlbaum.  [PDF]
251. 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.
252. 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.
253. 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.
254. 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.
255. 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.]
256. 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.
257. 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.
258. 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.
259. 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.]
260. 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.
261. 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.
262. 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.
263. 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.
264. 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.
265. 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.
266. 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.
267. 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.

Refereed Conference Papers

268. A Canonicalizing Model for Building Programming Tutors (to Intelligent Tutoring Systems ’12, YRT paper)
269. Stampfer, E., & Koedinger, K.R. (2012) Tradeoffs between Immediate and Future Learning. Presented at the European Association for Research on Learning and Instruction Special Interest Groups 6&7 Conference. Bari, Italy.
270. Lomas, D., Ching, D., Stampfer, E., & Koedinger, K. (2012). “Battleship Numberline”: A Digital Game for Improving Estimation Accuracy on Fraction Number Lines. Proceedings of the 2012 meeting of the American Educational Research Association, Vancouver.
271. Gobert, J.D. & Koedinger, K.R. (2011).  Using model-tracing to conduct performance assessment of students’ inquiry skills within a microworld. Paper presented at the Society for Research on Educational Effectiveness (SREE)
272. Koedinger, K.R. (2011). Bridging the lab and the field with in vivo experimentation. Paper presented at the Society for Research on Educational Effectiveness (SREE).
273. Yudelson, M., Pavlik, P.I., & Koedinger, K. R. (2011). Towards better understanding of transfer in cognitive models of practice.  In Proceedings of the Fourth International Conference on Educational Data Mining, pp. 373-374.
274. Koedinger, K.R. (2011). Scaling up and down: Toward a two-way street between science and practice.  In the symposium on Learning Research and Educational Practice: How can we make better connections.  American Association for the Advancement of Science (AAAS).
275. Koedinger, K.R., & Stamper, J. (2010). A data driven approach to the discovery of better cognitive models. In Proceedings of the Third International Conference on Educational Data Mining.
276. Feng, M., Heffernan, N.T., & Koedinger, K.R.  (2010). Using data mining findings to aid searching for better cognitive models.  In V. Aleven, J. Kay & J. Mostow (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 368-370). Heidelberg, Berlin: Springer.
277. Li, N., Cohen, W. W., & Koedinger, K. R. (2010).  A computational model of accelerated future learning through feature recognition. In V. Aleven, J. Kay & J. Mostow (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 368-370). Heidelberg, Berlin: Springer.
278. 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 
279. Booth, J.L., Koedinger, K.R. (2009). Facilitating the Diagrammatic Advantage for Algebraic Word Problems.  Paper presented at AERA, 2009.
280. 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.
281. 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.
282. 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.
283. 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.
284. 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.
285. 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.
286. 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.
287. 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.
288. 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.
289. 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.
290. 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.
291. 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.
292. 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.
293. 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.
294. 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.
295. 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.
296. 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.
297. 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.
298. 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.
299. 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.
300. 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.

UnRefereed Conference/Workshop Presentations and White Papers

301.  Koedinger, K. R., Matsuda, N., MacLellan, C.J. & McLaughlin, E. A. (2015). Methods for Evaluating Simulated Learners: Examples from SimStudent. In J. Boticario & K. Muldner (Eds.), Proceedings of the Workshops at the 17th International Conference on Artificial Intelligence in Education, AIED 2015 (Vol. 5, pp. 45-54). Aachen: CEUR-WS.org.
302. Li, N., Cohen, W., & Koedinger, K. (2012). Integrating perceptual representation learning and skill learning in a simulated student. Proceedings of IEEE Conference on Development and Learning /EpiRob. San Diego, CA.
303.  Li, N., Schreiber, A., Cohen, W., & Koedinger, K. (2012). Automated creation of intelligent tutoring to support personalized online learning. Proceedings of NIPS Workshop on Personalizing Education with Machine Learning. Lake Tahoe, CA.
304.  Li, N., Cohen, W., & Koedinger, K. (2010). Integrating transfer learning in synthetic students. Proceedings of AAAI10 Student Abstract and Poster Program. Atlanta, GA.
305. Koedinger, K.R. (2010). Physical symbols for powerful reasoning.  In the Symposium on Balancing Internal and External Cognition: A Learning Process. 32nd Annual Conference of the Cognitive Science Society.        
306. 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.
307. 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.
308. Anthony, L.A., Yang, J., Koedinger, K.R. (2009) Interspersing annotated worked examples in algebra problem solving.  Presented as part of "In Vivo Experimentation on Worked Examples Across Domains" Symposium at EARLI 2009
309. Koedinger, K.R. (2009) Fostering Learning in the Networked World:  Presenting the 21st-Century Cyber Learning Opportunity and Challenge for the National Science Foundation.  SIG-Advanced Technologies for Learning. AERA symposium, 2009.
310. 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.
311. 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.
312. 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.
313. 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.
314. 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.
315. 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.
316. 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.
317. 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
318. 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
319. 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.
320. 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.
321. 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.
322. 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.
323. 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
324. 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.   
325. 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.
326. 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.
327. 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.
328. Popescu, O., Aleven, V., & Koedinger, K. R. (2003). A Knowledge-Based Approach to Understanding Students’ Explanations.  In V. Aleven, et al. (Eds.), Suppl Proc 11th Int Conf on Artificial Intelligence in Education, Vol. VI (pp. 345-355). School of Information Technologies, University of Sydney.
329. 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 - February 2, 2002, Snowmass Village, Colorado.
330. 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, August 5, 2001, Seattle.
331. 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.
332. 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".
333. 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.
334. Koedinger, K. R., Corbett, A. T., Ritter, S., & Shapiro, L. (2000). Carnegie Learning's Cognitive Tutor™: Summary Research Results. White paper. Available from carnegielearning.com.
335. 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.
336. 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.
337. 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.
338. 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.
339. Popescu, O. & Koedinger, K. R. (2000). Towards understanding geometry explanations.  Building Dialogue Systems for Tutorial Applications.  AAAI Fall Symposium 2000.
340. 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.
341. 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.
342. 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.
343. 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).
344. 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, Stanford University, March 27-29.
345. 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.
346. 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.
347. 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.
348. 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.

Technical Reports

349. Koedinger, K. R., & Sueker, E. L. F.  (2014). Monitored design of an effective learning environment for algebraic problem solving.  CMU-HCII Tech Report 14-102.  Accessible via http://reports-archive.adm.cs.cmu.edu/hcii.html.
     Builds upon conference proceedings Koedinger & Sueker (1996).
350. Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K. R., & Ogbuehi, P. (2010). Improving mathematical problem solving in grades 4 through 8: A practice guide (NCEE 2012-4055). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides.
351. Koedinger, K. R., Corbett, A. C., & Perfetti, C. (2010).  The Knowledge-Learning-Instruction (KLI) framework: Toward bridging the science-practice chasm to enhance robust student learning. CMU-HCII Tech Report 10-102.  Accessible via http://reports-archive.adm.cs.cmu.edu/hcii.html.
352. Borgman, C.L., Abelson, H., Dirks, L., Johnson, R., Koedinger, K.R., Linn, M.C., Lynch, C.A., Oblinger, D.G., Pea, R., Salen, K., Smith, M.S., & Szalay, A. (2008). Fostering learning in the networked world--the cyberlearning opportunity and challenge: A 21st century agenda for the National Science Foundation (Report of the NSF Task Force on Cyberlearning). Arlington VA: NSF, 62pp. (Downloadable: http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf)
353. 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.
354. 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.
355. Matsuda, N., Cohen, W. W., Sewall, J. & Koedinger, K. R. (2006). What characterizes a better demonstration for cognitive modeling by demonstration? Technical report CMU-ML-06-106, School of Computer Science, Carnegie Mellon University.
356. Ainsworth, S., Honey, M., Johnson, W. L., Koedinger, K. R., Muramatsu, B., Pea, R., Recker, M., & Weimar, S. (2005). Cyberinfrastructure for Education and Learning for the Future (CELF): A Vision and Research Agenda.   Computing Research Association.  Available from http://www.cra.org/reports/cyberinfrastructure.pdf.
357. 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. CMU Technical Report CMU-HCII-04-100, July 2004.
358. Koedinger, K.R., & MacLaren, B. A. (2002).  Developing a pedagogical domain theory of early algebra problem solving.   CMU-HCII Tech Report 02-100.  Accessible via http://reports-archive.adm.cs.cmu.edu/hcii.html.
359. PACT Center Team (1999).  Cognitive Tutor Algebra User’s Guide.  Pittsburgh, PA: Carnegie Learning.
360. PACT Center Team (1999).  Cognitive Tutor Geometry User’s Guide.  Pittsburgh, PA: Carnegie Learning.
361. PACT Center Team (1999).  Cognitive Tutor Geometry Teacher’s Guide.  Pittsburgh, PA: Carnegie Learning.

Patents and Invention Disclosures

362. Koedinger, K.R. & Skogsholm, A. (2010). DataShop: A data repository and analysis tools for educational data mining. Invention disclosure to CMU.
363. Koedinger, K.R., Aleven, V., & McLaren (2009). Cognitive Tutor Authoring Tools. Invention disclosure to CMU.
364. Heffernan, N. & Koedinger, K. R. (2000). A Method for Dynamic Multi-Strategy Computer-Based Tutorial Dialog.  Patent No. 6,634,887.  October, 21, 2003.
365. Anderson, J.R., Corbett, A., Hadley, W., Koedinger, K.R., Ritter, S. et al. Cognitive Tutors for mathematics. Invention disclosure to CMU about 1995.