Title page -- Preface -- International AIED Society Management Board -- Executive Committee Members -- Conference Organization -- Sponsors -- Contents -- Invited Talks -- Learning with Virtual Peers -- Scaffolding Inquiry Learning: How Much Intelligence is Needed and by Whom? -- Constraint-Based Tutors: A Success Story -- Interactivity and Learning -- Full Papers -- Evaluating a Mixed-Initiative Authoring Environment: Is REDEEM for Real? -- An Architecture to Combine Meta-Cognitive and Cognitive Tutoring: Pilot Testing the Help Tutor -- "A la" in Education: Keywords Linking Method for Selecting Web Resources -- Inferring Learning and Attitudes from a Bayesian Network of Log File Data -- Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia? -- Motivating Appropriate Challenges in a Reciprocal Tutoring System -- Do Performance Goals Lead Students to Game the System? -- Pedagogical Agents as Social Models for Engineering: The Influence of Agent Appearance on Female Choice -- The Impact of Frustration-Mitigating Messages Delivered by an Interface Agent -- Computational Methods for Evaluating Student and Group Learning Histories in Intelligent Tutoring Systems -- Engagement Tracing: Using Response Times to Model Student Disengagement -- Interactive Authoring Support for Adaptive Educational Systems -- Some Unusual Open Learner Models -- Advanced Capabilities for Evaluating Student Writing: Detecting Off-Topic Essays Without Topic-Specific Training -- Thread-Based Analysis of Patterns of Collaborative Interaction in Chat -- Conceptual Conflict by Design: Dealing with Students' Learning Impasses in Multi-User Multi-Agent Virtual Worlds -- Motivating Learners by Nurturing Animal Companions: My-Pet and Our-Pet -- ArithmeticDesk: Computer Embedded Manipulatives for Learning Arithmetic.

Adaptive Reward Mechanism for Sustainable Online Learning Community -- What Is The Student Referring To? Mapping Properties and Concepts in Students' Systems of Physics Equations -- The Effects of a Pedagogical Agent in an Open Learning Environment -- Using Discussion Prompts to Scaffold Parent-Child Collaboration Around a Computer-Based Activity -- Self-Regulation of Learning with Multiple Representations in Hypermedia -- An ITS for Medical Classification Problem-Solving: Effects of Tutoring and Representations -- Mining Data and Modelling Social Capital in Virtual Learning Communities -- Tradeoff Analysis Between Knowledge Assessment Approaches -- Natural Language Generation for Intelligent Tutoring Systems: A Case Study -- Dialogue-Learning Correlations in Spoken Dialogue Tutoring -- Adolescents' Use of SRL Behaviors and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia -- Teaching about Dynamic Processes A Teachable Agents Approach -- Exam Question Recommender System -- DIANE, a Diagnosis System for Arithmetical Problem Solving -- Collaboration and Cognitive Tutoring: Integration, Empirical Results, and Future Directions -- Personal Readers: Personalized Learning Object Readers for the Semantic Web -- Making an Unintelligent Checker Smarter: Creating Semantic Illusions from Syntactic Analyses -- Iterative Evaluation of a Large-Scale, Intelligent Game for Language Learning -- Cross-Cultural Evaluation of Politeness in Tactics for Pedagogical Agents -- Serious Games for Language Learning: How Much Game, How Much AI? -- Taking Control of Redundancy in Scripted Tutorial Dialogue -- Ontology of Learning Object Content Structure -- Goal Transition Model and Its Application for Supporting Teachers Based on Ontologies -- Exploiting Readily Available Web Data for Scrutable Student Models.

What Do You Mean by to Help Learning of Metacognition? -- Matching and Mismatching Learning Characteristics with Multiple Intelligence Based Content -- Pedagogical Agents as Learning Companions: Building Social Relations with Learners -- The Evaluation of an Intelligent Teacher Advisor for Web Distance Environments -- A Video Retrieval System for Computer Assisted Language Learning -- The Activity at the Center of the Global Open and Distance Learning Process -- Towards Support in Building Qualitative Knowledge Models -- Analyzing Completeness and Correctness of Utterances Using an ATMS -- Modelling Learning in an Educational Game -- On Using Learning Curves to Evaluate ITS -- The Role of Learning Goals in the Design of ILEs: Some Issues to Consider -- A Knowledge-Based Coach for Reasoning about Historical Causation -- Advanced Geometry Tutor: An intelligent Tutor that Teaches Proof-Writing with Construction -- Design of Erroneous Examples for ACTIVEMATH -- "Be Bold and Take a Challenge": Could Motivational Strategies Improve Help-Seeking? -- Educational Data Mining: A Case Study -- Adapting Process-Oriented Learning Design to Group Characteristics -- On the Prospects of Intelligent Collaborative E-Learning Systems -- COFALE: An Adaptive Learning Environment Supporting Cognitive Flexibility -- The Effect of Explaining on Learning: A Case Study with a Data Normalization Tutor -- Formation of Learning Groups by Using Learner Profiles and Context Information -- Evaluating Inquiry Learning Through Recognition-Based Tasks -- Personalising Information Assets in Collaborative Learning Environments -- Qualitative and Quantitative Student Models -- Making Learning Design Standards Work with an Ontology of Educational Theories -- Detecting the Learner's Motivational States in an Interactive Learning Environment.

Blending Assessment and Instructional Assisting -- A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning Continuum -- Automatic and Semi-Automatic Skill Coding with a View Towards Supporting On-Line Assessment -- The Use of Qualitative Reasoning Models of Interactions between Populations to Support Causal Reasoning of Deaf Students -- Assessing and Scaffolding Collaborative Learning in Online Discussions -- THESPIAN: An Architecture for Interactive Pedagogical Drama -- Technology at Work to Mediate Collaborative Scientific Enquiry in the Field -- Implementing a Layered Analytic Approach for Real-Time Modeling of Students' Scientific Understanding -- Long-Term Human-Robot Interaction: The Personal Exploration Rover and Museum Docents -- Information Extraction and Machine Learning: Auto-Marking Short Free Text Responses to Science Questions -- A Knowledge Acquisition System for Constraint-Based Intelligent Tutoring Systems -- Computer Games as Intelligent Learning Environments: A River Ecosystem Adventure -- Paper Annotation with Learner Models -- Automatic Textual Feedback for Guided Inquiry Learning -- Graph of Microworlds: A Framework for Assisting Progressive Knowledge Acquisition in Simulation-Based Learning Environments -- The Andes Physics Tutoring System: Five Years of Evaluations -- The Politeness Effect: Pedagogical Agents and Learning Gains -- Towards Best Practices for Semantic Web Student Modelling -- Critical Thinking Environments for Science Education -- NavEx: Providing Navigation Support for Adaptive Browsing of Annotated Code Examples -- Feedback Micro-engineering in EER-Tutor -- Posters -- An Ontology of Situations, Interactions, Processes and Affordances to Support the Design of Intelligent Learning Environments.

Toward Supporting Hypothesis Formation and Testing in an Interpretive Domain -- Authoring Plug-In Tutor Agents by Demonstration: Rapid, Rapid Tutor Development -- Evaluating Scientific Abstracts with a Genre-Specific Rubric -- Dynamic Authoring in On-Line Adaptive Learning Environments -- Designing Effective Nonverbal Communication for Pedagogical Agents -- Individualized Feedback and Simulation-Based Practice in the Tactical Language Training System: An Experimental Evaluation -- Enhancing ITS Instruction with Integrated Assessments of Learner Mood, Motivation and Gender -- Exploring Simulations in Science Through the Virtual Lab Research Study: From NASA Kennedy Space Center to High School Classrooms -- Generating Structured Explanations of System Behaviour Using Qualitative Simulations -- The Bricoles Project: Support Socially Informed Design of Learning Environment -- Explainable Artificial Intelligence for Training and Tutoring -- An Agent-Based Framework for Enhancing Helping Behaviors in Human Teamwork -- P3T: A System to Support Preparing and Performing Peer Tutoring -- Cognitive and Motivational Effects of Animated Pedagogical Agent for Learning English as a Second Language -- Added Value of a Task Model and Role of Metacognition in Learning -- Introducing Adaptive Assistance in Adaptive Testing -- Student Questions in a Classroom Evaluation of the ALPS Learning Environment -- Scrutability as a Core Interface Element -- DCE: A One-on-One Digital Classroom Environment -- Contexts in Educational Topic Maps -- Analyzing Computer Mediated and Face-to-Face Interactions: Implications for Active Support -- Adding a Reflective Layer to a Simulation-Based Learning Environment -- Positive and Negative Verbal Feedback for Intelligent Tutoring Systems -- Domain-Knowledge Manipulation for Dialogue-Adaptive Hinting.

How to Qualitatively + Quantitatively Assess Concepts Maps: The Case of COMPASS.