Title page -- Preface -- AIED 2007 Committees, Chairs and Sponsors -- Contents -- Keynote Speaker Abstracts -- The Relationship Between Minds-On and Hands-On Activity in Instructional Design: Evidence from Learning with Interactive and Non-Interactive Multimedia Environments -- Using Automated Capture in Classrooms to Support Understanding of the Learning Experience -- The Technical Art of Learning Science -- Humanity-Based Classroom: Teaching Is Caring and Learning Is Joyful -- Human-Computer Interface Issues -- The Principle of State Expansion in Task State-Space Navigation -- Generating Responses to Formally Flawed Problem-Solving Statements -- Semantic Web Technology to Support Learning About the Semantic Web -- Exploring Neural Trajectories of Scientific Problem Solving Skill Acquisition -- Pedagogical Agents -- Tools for Authoring a Dialogue Agent that Participates in Learning Studies -- Changing Attitudes and Performance with Computer-Generated Social Models -- Pedagogical Agents Trying on a Caring Mentor Role -- Serious Use of a Serious Game for Language Learning -- Representation -- Helping Courseware Authors to Build Ontologies: The Case of TM4L -- VL-PATSy: Facilitating Vicarious Learning via Intelligent Resource Provision -- 'Tis Better to Construct Than to Receive? The Effects of Diagram Tools on Causal Reasoning -- Evaluating Legal Argument Instruction with Graphical Representations Using LARGO -- Motivation -- Relating Machine Estimates of Students' Learning Goals to Learning Outcomes: A DBN Approach -- MathGirls: Toward Developing Girls' Positive Attitude and Self-Efficacy Through Pedagogical Agents -- Content Matters: An Investigation of Feedback Categories Within an ITS -- Does Learner Control Affect Learning? -- Emotion and Affect -- Affect and Usage Choices in Simulation Problem-Solving Environments.

Getting Under the Skin of Learners: Tools for Evaluating Emotional Experience -- Mind and Body: Dialogue and Posture for Affect Detection in Learning Environments -- Towards Predictive Modelling of Student Affect from Web-Based Interactions -- Metacognition -- The Dynamic Nature of Self-Regulatory Behavior in Self-Regulated Learning and Externally-Regulated Learning Episodes -- The Influence of External-Regulation on Student Generated Questions During Hypermedia Learning -- Repairing Disengagement with Non-Invasive Interventions -- Can Help Seeking Be Tutored? Searching for the Secret Sauce of Metacognitive Tutoring -- ITS, Feedback and Scaffolding -- Using Item Response Theory (IRT) to Select Hints in an ITS -- What Level of Tutor Interaction Is Best? -- Evaluating ACED: The Impact of Feedback and Adaptivity on Learning -- Modeling Learning Patterns of Students with a Tutoring System Using Hidden Markov Models -- Exploring Alternative Methods for Error Attribution in Learning Curves Analysis in Intelligent Tutoring Systems -- Learning by Problem-Posing as Sentence-Integration and Experimental Use -- Dialog Convergence and Learning -- Comparing Linguistic Features for Modeling Learning in Computer Tutoring -- Learner Modelling -- Comparing Student-Constructed Open Learner Model Presentations to the Domain -- Translation of Overlay Models of Student Knowledge for Relative Domains Based on Domain Ontology Mapping -- Bootstrapping Accurate Learner Models from Electronic Portfolios -- Linguistics and Language Technology -- Combining Bayesian Networks and Formal Reasoning for Semantic Classification of Student Utterances -- A Spoken Translation Game for Second Language Learning -- English ABLE -- Using Machine Learning Techniques to Analyze and Support Mediation of Student E-Discussions -- Linguistics and Language Technology, Tutorial Dialogues.

Analyzing the Coherence and Cohesion in Human Tutorial Dialogues when Learning with Hypermedia -- Beyond the Code-and-Count Analysis of Tutoring Dialogues -- Profiling Student Interactions in Threaded Discussions with Speech Act Classifiers -- The Influence of Learner Characteristics on Task-Oriented Tutorial Dialogue -- Collaboration -- Measuring the Effect of Collaboration in an Assessment Environment -- Tutorial Dialogue as Adaptive Collaborative Learning Support -- Creating Contexts for Productive Peer Collaboration: Some Design Considerations -- Who Says Three's a Crowd? Using a Cognitive Tutor to Support Peer Tutoring -- Course-Based Experimentation -- Accelerated Future Learning via Explicit Instruction of a Problem Solving Strategy -- Explaining Self-Explaining: A Contrast Between Content and Generation -- Out of the Lab and into the Classroom: An Evaluation of Reflective Dialogue in Andes -- Can a Polite Intelligent Tutoring System Lead to Improved Learning Outside of the Lab? -- Authoring Tools and Ontologies -- Lowering the Bar for Creating Model-Tracing Intelligent Tutoring Systems -- Constraint Authoring System: An Empirical Evaluation -- Taking Advantage of the Semantics of a Lesson Graph Based on Learning Objects -- Predicting Students' Performance with SimStudent: Learning Cognitive Skills from Observation -- Data Mining -- Investigating Generative Factors of Score Matrices -- How Did the e-Learning Session Go? The Student Inspector -- Can a Computer Listen for Fluctuations in Reading Comprehension? -- Empowering Researchers to Detect Interaction Patterns in e-Collaboration -- Is Over Practice Necessary? - Improving Learning Efficiency with the Cognitive Tutor Through Educational Data Mining -- Posters -- Benefits of Handwritten Input for Students Learning Algebra Equation Solving.

Extension of IMS-QTI to Express Constraints on Template Variables in Mathematics Exercises -- Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes? -- Assessing Learning in a Peer-Driven Tutoring System -- Evaluating a Collaborative Constraint-Based Tutor for UML Class Diagrams -- Intelligent Tutoring and Human Tutoring in Small Groups: An Empirical Comparison -- Student Motivation and Performance in Scientific Problem Solving Simulations -- Developing a Text Support Tool for English Language Learners -- On Issues of Feature Extraction in Chinese Automatic Essay Scoring System -- Domain-Specific and Domain-Independent Interactive Behaviors in Andes -- Porting an Intelligent Tutoring System Across Domains -- Learning from Collaboratively Observing Videos During Problem Solving with Andes -- Linking Educational Materials to Encyclopedic Knowledge -- Verification of Proof Steps for Tutoring Mathematical Proofs -- Motivationally Intelligent Systems: Diagnosis and Feedback -- Choosing Reading Passages for Vocabulary Learning by Topic to Increase Intrinsic Motivation -- Emotions and Learning with AutoTutor -- Standard-Compliant Scenario Building with Theoretical Justification in a Theory-Aware Authoring Tool -- Using Multinets for Learner Modelling -- Using Ontologies for an Effective Design of Collaborative Learning Activities -- Topic Initiative in a Simulated Peer Dialogue Agent -- Mirroring of Group Activity to Support Learning as Participation -- Open Learner Models: Opinions of School Education Professionals -- Novel Tools for Assessing Student Discussions: Modeling Threads and Participant Roles Using Speech Act and Course Topic Analysis -- Evaluating of a Scaffolding System for Supporting Less Experienced Feedback Givers -- The Effect of Open Student Model on Learning: A Study.

The Effects of Error-Flagging in a Tutor on Expression Evaluation -- Paragraph Development Schemata to Support English Composition -- Understanding Student Answers in Introductory Physics Courses -- Learning Tutorial Rules Using Classification Based on Associations -- The Effect of Problem Templates on Learning in Intelligent Tutoring Systems -- Situation Creator: A Pedagogical Agent Creating Learning Opportunities -- Fitting Spatial Ability into Intelligent Tutoring Systems Development -- Further Evidence for the Deep-Level Reasoning Question Effect -- A Framework for Problem-Solving Knowledge Mining from Users' Actions -- Analyzing Fine-Grained Skill Models Using Bayesian and Mixed Effect Methods -- Automated Assessment of Problem Difficulty in Mathematical Analysis -- Automatically Generated Inspectable Learning Models for Students -- In-Game Help in the Tactical Language Training System -- Supporting Learning Design via Dynamic Generation of Learning Routes in ADAPTAPlan -- Developing Seamless Learning Environment for Primary Science Education -- Optimizing Student Models for Causality -- Sun Seeking: Interactive Story-Reading Through Different Media -- Effect of Metacognitive Support on Student Behaviors in Learning by Teaching Environments -- A Multi-Dimensional Paper Recommender -- Learners' Self-Organization as a First-Class Concern for CSCL Macro-Scripts -- Supporting Collaborative Idea Generation: A Closer Look Using Statistical Process Analysis Techniques -- Context Based Classification for Automatic Collaborative Learning Process Analysis -- Towards a General Model for Supporting Explanations to Enhance Learning -- Atomic Dynamic Bayesian Networks for a Responsive Student Model -- The Distribution of Student Errors Across Schools: An Initial Study -- Towards Learning Knowledge Objects -- Young Researchers' Track Abstracts.

Toward a Generic Cognitive Model of Knowledge Representation - A Case Study of Problem Solving in DC Electrical Circuits.