publications

by year | by type
2016
[72]How Early Does the CS Gender Gap Emerge? A Study of Collaborative Problem Solving in 5th Grade Computer Science. Jennifer Tsan, Kristy Elizabeth Boyer, Collin F. Lynch. Proceedings of the 47th ACM Technical Symposium on Computer Science Education (SIGCSE), 2016, pp. 388-393. [bib]
[71]Game-based Programming Challenges: Stealth Assessment of Student Competencies. Megan Hardy Frankosky, James Creager, Eric N. Wiebe, Philip Sheridan Buffum, Kristy Elizabeth Boyer, Wookhee Min, Bradford W. Mott, James C. Lester. American Educational Research Association Annual Meeting, 2016, pp. To appear. [bib]
[70]Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science. Philip Sheridan Buffum, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. IEEE Computing in Science and Engineering, Special Issue - Best of Respect 2015, 2016, pp. In press. [bib]
[69]Empowering All Students: Closing the CS Confidence Gap with an In-School Initiative for Middle School Students. Philip Sheridan Buffum, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. Proceedings of the 47th ACM Technical Symposium on Computer Science Education (SIGCSE), 2016, pp. 382-387. [bib]
2015
[68]Leveraging Collaboration to Improve Gender Equity in a Game-based Learning Environment for Middle School Computer Science. Philip Sheridan Buffum, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. RESPECT - IEEE Special Technical Community on Broadening Participation, Charlotte, North Carolina, 2015, pp. 1-8. [bib]
[67]The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support. Alexandria K. Vail, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 23nd International Conference on User Modelling, Adaptation, and Personalization, Dublin, Ireland, 2015, pp. 265-276. [bib]
[66]Choosing to Interact: Exploring the Relationship Between Learner Personality, Attitudes, and Tutorial Dialogue Participation. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the International Conference on Educational Data Mining, Madrid, Spain, 2015, pp. 125-129. [bib]
[65]Mind the Gap: Improving Gender Equity in Game-based Learning Environments with Learning Companions. Philip Sheridan Buffum, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. Proceedings of the International Conference on Artificial Intelligence in Education, Madrid, Spain, 2015, pp. 64-73. [bib]
[64]Supporting K-5 Learners with Dialogue Systems. Jennifer Tsan, Kristy Elizabeth Boyer. Proceedings of the International Conference on Artificial Intelligence in Education - Doctoral Consortium, Madrid, Spain, 2015, pp. 873-876. [bib]
[63]Discovering Individual and Collaborative Problem-Solving Modes with Hidden Markov Models. Fernando J. Rodríguez, Kristy Elizabeth Boyer. Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED), Madrid, Spain, 2015, pp. 408-418. [bib]
[62]Modeling Self-Efficacy Across Age Groups with Automatically Tracked Facial Expression. Joseph F. Grafsgaard, Seung Y. Lee, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the International Conference on Artificial Intelligence in Education, Madrid, Spain, 2015, pp. 582-585. [bib]
[61]A Tutorial Dialogue System for Real-Time Evaluation of Unsupervised Dialogue Act Classifiers: Exploring System Outcomes. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the International Conference on Artificial Intelligence in Education, Madrid, Spain, 2015, pp. 105-114. [bib]
[60]Semantic Grounding in Dialogue for Complex Problem Solving. Xiaolong Li, Kristy E. Boyer. Proceedings of the Conference of the North American Chapter of the Association for Computational Linguistics and Human Language Technology (NAACL HLT), Denver, Colorado, 2015, pp. 841-850. [bib]
[59]Spatial Ability and Other Predictors of Gameplay Time: Understanding Barriers to Learning in Game-based Virtual Environments. Megan Hardy Frankosky, Eric N. Wiebe, Philip Sheridan Buffum, Kristy Elizabeth Boyer. Applied Research in Immersive Environments for Learning SIG of the American Educational Research Association (AERA), Chicago, IL, 2015. [bib]
[58]Classifying Student Dialogue Acts with Multimodal Learning Analytics. Aysu Ezen-Can, Joseph F. Grafsgaard, James C. Lester, Kristy Elizabeth Boyer. Proceedings of the International Conference on Learning Analytics and Knowledge (LAK), Poughkeepsie, NY, 2015, pp. 280-289. [bib]
[57]Unsupervised Modeling for Understanding MOOC Discussion Forums: A Learning Analytics Approach. Aysu Ezen-Can, Kristy Elizabeth Boyer, Shaun Kellogg, Sherry Booth. Proceedings of the International Conference on Learning Analytics and Knowledge (LAK), Poughkeepsie, NY, 2015, pp. 146-150. [bib]
[56]A Practical Guide to Developing and Validating Computer Science Knowledge Assessments with Application to Middle School. Philip Sheridan Buffum, Eleni V. Lobeni, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE), Kansas City, MO, 2015, pp. 622-627. [bib]
[55]Understanding Student Language: An Unsupervised Dialogue Act Classification Approach. Aysu Ezen-Can, Kristy Elizabeth Boyer. International Journal of Educational Data Mining (JEDM), vol. 7 no. 1, 2015, pp. 51-78. [bib]
2014
[54]Predicting Learning and Engagement in Tutorial Dialogue: A Personality-Based Model. Alexandria Katarina Vail, Joseph F. Grafsgaard, Joseph B. Wiggins, James C. Lester, Kristy Elizabeth Boyer. Proceedings of the 16th International Conference on Multimodal Interaction (ICMI), Istanbul, Turkey, 2014, pp. 255-262. [bib]
[53]The Additive Value of Multimodal Features for Predicting Engagement, Frustration, and Learning during Tutoring. Joseph F. Grafsgaard, Joseph B. Wiggins, Alexandria K. Vail, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the ACM International Conference on Multimodal Interaction (ICMI), Istanbul, Turkey, 2014, pp. 42-49. [bib]
[52]Predicting Learning and Affect from Multimodal Data Streams in Task-Oriented Tutorial Dialogue. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 7th International Conference on Educational Data Mining (EDM), London, United Kingdom, 2014, pp. 122-129. [bib]
[51]Toward Adaptive Unsupervised Dialogue Act Classification in Tutoring by Gender and Self-Efficacy. Aysu Ezen-Can, Kristy Elizabeth Boyer. Workshop on Non-Cognitive Factors & Personalization for Adaptive Learning (NCFPAL) in Extended Proceedings of the 7th International Conference on Educational Data Mining (EDM), London, United Kingdom, 2014, pp. 94-100. [bib]
[50]A Preliminary Investigation of Learner Characteristics for Unsupervised Dialogue Act Classification. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the 7th International Conference on Educational Data Mining (EDM), London, United Kingdom, 2014, pp. 373-374. [bib]
[49]Combining Task and Dialogue Streams in Unsupervised Dialogue Act Models. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the 15th Annual SIGDIAL Meeting on Discourse and Dialogue (SIGDIAL), Philadelphia, Pennsylvania, 2014, pp. 113-122. [bib]
[48]Identifying Effective Moves in Tutoring: On the Refinement of Dialogue Act Annotation Schemes. Alexandria Katarina Vail, Kristy Elizabeth Boyer. Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS), Honolulu, Hawaii, 2014, pp. 199-209. [bib]
[47]Adapting to Personality Over Time: Examining the Effectiveness of Dialogue Policy Progressions in Task-Oriented Interaction. Alexandria Katarina Vail, Kristy Elizabeth Boyer. Proceedings of the 15th Annual SIGDIAL Meeting on Discourse and Dialogue (SIGDIAL), Philadelphia, Pennsylvania, 2014, pp. 41-50. [bib]
[46]Exploring the Relationship between Self-Efficacy and the Effectiveness of Tutorial Interactions. Joseph B. Wiggins, Joseph F. Grafsgaard, Christopher M. Mitchell, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 2nd Workshop on AI-supported Education for Computer Science (AIEDCS), Honolulu, Hawaii, 2014, pp. 31-40. [bib]
[45]Developing a Game-Based Learning Curriculum for "Big Data" in Middle School. Allison G. Martínez-Arocho, Philip Sheridan Buffum, Kristy Elizabeth Boyer. Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), Atlanta, Georgia, 2014, pp. 712-712. [bib]
[44]Exploring the Relationship Between Task Difficulty and Emotion in Online Computer Programming Tutoring. Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), Atlanta, Georgia, USA, 2014, pp. 721-721. [bib]
[43]CS Principles Goes to Middle School: Learning How to Teach "Big Data". Philip Sheridan Buffum, Allison G. Martínez-Arocho, Megan Hardy Frankosky, Fernando J. Rodríguez, Eric N. Wiebe, Kristy Elizabeth Boyer. Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), Atlanta, Georgia, 2014, pp. 151-156. [bib]
2013
[42]Toward a Tutorial Dialogue System for Urban Navigation. Christopher Fox, Kristy Elizabeth Boyer. Proceedings of the 17th Workshop on the Semantics and Pragmatics of Dialogue (SemDial), Amsterdam, 2013, pp. 185-187. [bib]
[41]Learner Characteristics and Dialogue: Recognizing Effective and Student-Adaptive Tutorial Strategies. Christopher M. Mitchell, Eun Young Ha, Kristy Elizabeth Boyer, James C. Lester. International Journal of Learning Technology (IJLT), vol. 8 no. 4, 2013, pp. 382-403. [bib]
[40]Automatically Recognizing Facial Indicators of Frustration: A Learning-Centric Analysis. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the International Conference on Affective Computing and Intelligent Interaction (ACII), Geneva, Switzerland, 2013, pp. 159-165. [bib]
[39]Physiological Responses to Events During Training: Use of Skin Conductance to Inform Future Adaptive Learning Systems. Megan Hardy, Eric N. Wiebe, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the Human Factors and Ergonomics Society Annual Meeting (HFES), San Diego, California, 2013, pp. 2101-2105. [bib]
[38]In-Context Evaluation of Unsupervised Dialogue Act Models for Tutorial Dialogue. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the 14th Annual SIGDIAL Meeting on Discourse and Dialogue, Metz, France, 2013, pp. 324-328. [bib]
[37]Learning Dialogue Management Models for Task-Oriented Dialogue with Parallel Dialogue and Task Streams. Eun Young Ha, Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 14th Annual SIGDIAL Meeting on Discourse and Dialogue, Metz, France, 2013, pp. 204-213. [bib]
[36]Evaluating State Representations for Reinforcement Learning of Turn-Taking Policies in Tutorial Dialogue. Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the SIGDIAL Meeting on Discourse and Dialogue, Metz, France, 2013, pp. 339-343. [bib]
[35]When to Intervene: Toward a Markov Decision Process Dialogue Policy for Computer Science Tutoring. Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 1st Workshop on AI-supported Education for Computer Science (AIEDCS), Memphis, Tennessee, 2013, pp. 450-455. [bib]
[34]A Markov Decision Process Model of Tutorial Intervention in Task-Oriented Dialogue. Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), Memphis, Tennessee, 2013. [bib]
[33]Embodied Affect in Tutorial Dialogue: Student Gesture and Posture. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), Memphis, Tennessee, 2013, pp. 1-10. [bib]
[32]Informing the Design of a Game-Based Learning Environment for Computer Science: A Pilot Study on Engagement and Collaborative Dialogue. Fernando J. Rodríguez, Natalie D. Kerby, Kristy Elizabeth Boyer. Proceedings of The 1st Workshop on AI-Supported Education for Computer Science (AIEDCS), Memphis, Tennessee, 2013, pp. 30-39. [bib]
[31]Repairing Disengagement in Collaborative Dialogue for Game-Based Learning. Fernando J. Rodríguez, Natalie D. Kerby, Kristy Elizabeth Boyer. Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), Memphis, Tennessee, 2013, pp. 807-810. [bib]
[30]Unsupervised Classification of Student Dialogue Acts With Query-likelihood Clustering. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the 6th International Conference on Educational Data Mining (EDM), Memphis, Tennessee, 2013, pp. 20-27. [bib]
[29]Automatically Recognizing Facial Expression: Predicting Engagement and Frustration. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the International Conference on Educational Data Mining (EDM), Memphis, Tennessee, 2013, pp. 43-50. [bib]
[28]Modeling Student Programming with Multimodal Learning Analytics. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the ACM Technical Symposium on Computer Science Education (SIGCSE), Denver, Colorado, 2013, pp. 736-736. [bib]
2012
[27]Multimodal Analysis of the Implicit Affective Channel in Computer-Mediated Textual Communication. Joseph F. Grafsgaard, Robert M. Fulton, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the ACM International Conference on Multimodal Interaction (ICMI), Santa Monica, California, 2012, pp. 145-152. [bib]
[26]From Strangers to Partners: Examining Convergence Within a Longitudinal Study of Task-Oriented Dialogue. Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the SIGDIAL Meeting on Discourse and Dialogue, Seoul, Republic of Korea, 2012, pp. 94-98. [bib]
[25]Combining Verbal and Nonverbal Features to Overcome the ‘Information Gap’ in Task-Oriented Dialogue. Eun Young Ha, Joseph F. Grafsgaard, Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the SIGDIAL Meeting on Discourse and Dialogue, Seoul, Republic of Korea, 2012, pp. 246-256. [bib]
[24]Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the International Conference on Intelligent Tutoring Systems (ITS), Chania, Greece, 2012, pp. 52-58. [bib]
[23]Recognizing Effective and Student-Adaptive Tutor Moves in Task-Oriented Tutorial Dialogue. Christopher M. Mitchell, Eun Young Ha, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the Intelligent Tutoring Systems Track of the International Conference of the Florida Artificial Intelligence Research Society (FLAIRS), Marco Island, Florida, 2012, pp. 450-455. [bib]
[22]Analyzing Posture and Affect in Task-Oriented Tutoring. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the Intelligent Tutoring Systems Track of the International Conference of the Florida Artificial Intelligence Research Society (FLAIRS), Marco Island, Florida, 2012, pp. 438-443. [bib]
2011
[21]Predicting Facial Indicators of Confusion with Hidden Markov Models. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the International Conference on Affective Computing and Intelligent Interaction (ACII), Memphis, Tennessee, 2011, pp. 97-106. [bib]
[20]Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Robert Philips, James C. Lester. Proceedings of the 15th International Conference on Artificial Intelligence in Education (AIED), Auckland, New Zealand, 2011, pp. 98-105. [bib]
[19]An Affect-Enriched Dialogue Act Classification Model for Task-Oriented Dialogue. Kristy Elizabeth Boyer, Joseph Grafsgaard, Eun Young Ha, Robert Phillips, James C. Lester. Proceedings of the International Conference of the Association for Computational Linguistics (ACL), Portland, Oregon, 2011, pp. 1190-1199. [bib]
[18]The Impact of Task-Oriented Feature Sets on HMMs for Dialogue Modeling. Kristy Elizabeth Boyer, Eun Young Ha, Robert Phillips, James C. Lester. Proceedings of the 12th Annual SIGDIAL Meeting on Discourse and Dialogue, Portland, Oregon, 2011, pp. 49-58. [bib]
[17]Investigating the Relationship Between Dialogue Structure and Tutoring Effectiveness: A Hidden Markov Modeling Approach. Kristy Elizabeth Boyer, Robert Phillips, Amy Ingram, Eun Young Ha, Michael D. Wallis, Mladen A. Vouk, James C. Lester. International Journal of Artificial Intelligence in Education (IJAIED), vol. 21 no. 1, 2011, pp. 65-81. [bib]
2010
[16]Dialogue Act Modeling in a Complex Task-Oriented Domain. Kristy Elizabeth Boyer, Eun Young Ha, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 11th Annual SIGDIAL Meeting on Discourse and Dialogue, Tokyo, Japan, 2010, pp. 297-305. [bib]
[15]Leveraging Hidden Dialogue State to Select Tutorial Moves. Kristy Elizabeth Boyer, Robert Philips, Eun Young Ha, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 5th Workshop on Innovative Use of NLP for Building Educational Applications (BEA), Los Angeles, California, 2010, pp. 66-73. [bib]
[14]Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models. Kristy Elizabeth Boyer, R. Phillips, A. Ingram, Eun Young Ha, M. Wallis, M. Vouk, J. Lester. Proceedings of the 10th International Conference on Intelligent Tutoring Systems (ITS), Pittsburgh, Pennsylvania, 2010, pp. 55-64. [bib]
[13]Principles of Asking Effective Questions During Student Problem Solving. Kristy Elizabeth Boyer, William Lahti, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 41st ACM Technical Symposium on Computer Science Education (SIGCSE), Milwaukee, Wisconsin, 2010, pp. 460-464. [bib]
[12]Increasing Technical Excellence, Leadership and Commitment of Computing Students through Identity-Based Mentoring. Kristy Elizabeth Boyer, E. Nathan Thomas, Audrey Rorrer, Deonte Cooper, Mladen A. Vouk. Proceedings of the 41st ACM Technical Symposium on Computer Science Education (SIGCSE), Milwaukee, Wisconsin, 2010, pp. 167-171. [bib]
2009
[11]Discovering Tutorial Dialogue Strategies with Hidden Markov Models. Kristy Elizabeth Boyer, Eun Young Ha, Michael D. Wallis, Robert Phillips, Mladen A. Vouk, James C. Lester. Proceedings of the 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, United Kingdom, 2009, pp. 141-148. [bib]
[10]An Empirically Derived Question Taxonomy for Task-Oriented Tutorial Dialogue. Kristy Elizabeth Boyer, William J Lahti, Robert Phillips, Michael D Wallis, Mladen A Vouk, James C Lester. Proceedings of the Second Workshop on Question Generation, Brighton, United Kingdom, 2009, pp. 9-16. [bib]
[9]Inferring Tutorial Dialogue Structure with Hidden Markov Modeling. Kristy Elizabeth Boyer, Eun Young Ha, Robert Philips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 4th Workshop on Innovative Use of NLP for Building Educational Applications (BEA), Boulder, Colorado, 2009, pp. 19-26. [bib]
[8]Modeling Dialogue Structure with Adjacency Pair Analysis and Hidden Markov Models. Kristy Elizabeth Boyer, Robert Phillips, Eun Young Ha, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the Conference of the North American Chapter of the Association for Computational Linguistics and Human Language Technology (NAACL HLT), Boulder, Colorado, 2009, pp. 49-52. [bib]
[7]The Impact of Instructor Initiative on Student Learning: A Tutoring Study. Kristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 40th ACM Technical Symposium on Computer Science Education (SIGCSE), Chattanooga, Tennessee, 2009, pp. 14-18. [bib]
[6]Investigating the Role of Motivation in Computer Science Education through One-on-One Tutoring. Kristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Computer Science Education, vol. 19 no. 2, 2009, pp. 111-136. [bib]
2008
[5]A Development Environment for Distributed Synchronous Collaborative Programming. Kristy Elizabeth Boyer, August A. Dwight, R. Taylor Fondren, Mladen A. Vouk, James C. Lester. Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), Madrid, Spain, 2008, pp. 158-162. [bib]
[4]Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue. Kristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the International Conference on Intelligent Tutoring Systems (ITS), Montréal, Quebec, 2008, pp. 239-249. [bib]
[3]Learner Characteristics and Feedback in Tutorial Dialogue. Kristy Elizabeth Boyer, Robert Philips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 3rd Workshop on Innovative Use of NLP for Building Educational Applications (BEA), Columbus, Ohio, 2008, pp. 53-61. [bib]
2007
[2]The Influence of Learner Characteristics on Task-Oriented Tutorial Dialogue. Kristy Elizabeth Boyer, Mladen A. Vouk, James C. Lester. Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED), Marina Del Rey, California, 2007, pp. 365-372. [bib]
[1]A Case for Smaller Class Size with Integrated Lab for Introductory Computer Science. Kristy Elizabeth Boyer, Rachael S. Dwight, Carolyn S. Miller, C. Dianne Raubenheimer, Matthias F. Stallmann, Mladen a. Vouk. Proceedings of the 38th ACM Technical Symposium on Computer Science Education (SIGCSE), Covington, Kentucky, 2007, pp. 341-345. [bib]
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