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Predicting the Difficulty of Exercise Items for Dynamic Difficulty Adaptation in Adaptive Language Tutoring
Predicting the Difficulty of Exercise Items for Dynamic Difficulty Adaptation in Adaptive Language Tutoring
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Predicting the Difficulty of Exercise Items for Dynamic Difficulty Adaptation in Adaptive Language Tutoring

Pandarova, Irina ; Schmidt, Torben ; Hartig, Johannes ; Boubekki, Ahcène ; Jones, Roger Dale ; Brefeld, Ulf

International journal of artificial intelligence in education, 2019-08, Vol.29 (3), p.342-367 [Periódico revisado por pares]

New York: Springer New York

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2
Data-Driven Development and Evaluation of Enskill English
Data-Driven Development and Evaluation of Enskill English
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Data-Driven Development and Evaluation of Enskill English

Johnson, W. Lewis

International journal of artificial intelligence in education, 2019-08, Vol.29 (3), p.425-457 [Periódico revisado por pares]

New York: Springer New York

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3
Web Delivery of Adaptive and Interactive Language Tutoring: Revisited
Web Delivery of Adaptive and Interactive Language Tutoring: Revisited
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Web Delivery of Adaptive and Interactive Language Tutoring: Revisited

Heift, Trude

International journal of artificial intelligence in education, 2016-03, Vol.26 (1), p.489-503 [Periódico revisado por pares]

New York: Springer New York

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4
Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate
Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate
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Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate

Ayedoun, Emmanuel ; Hayashi, Yuki ; Seta, Kazuhisa

International journal of artificial intelligence in education, 2019-03, Vol.29 (1), p.29-57 [Periódico revisado por pares]

New York: Springer New York

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5
Collaborating with Mature English Language Learners to Combine Peer and Automated Feedback: a User-Centered Approach to Designing Writing Support
Collaborating with Mature English Language Learners to Combine Peer and Automated Feedback: a User-Centered Approach to Designing Writing Support
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Collaborating with Mature English Language Learners to Combine Peer and Automated Feedback: a User-Centered Approach to Designing Writing Support

Liaqat, Amna ; Munteanu, Cosmin ; Demmans Epp, Carrie

International journal of artificial intelligence in education, 2021-12, Vol.31 (4), p.638-679 [Periódico revisado por pares]

New York: Springer New York

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6
A Configurable Conversational Agent to Trigger Students’ Productive Dialogue: A Pilot Study in the CALL Domain
A Configurable Conversational Agent to Trigger Students’ Productive Dialogue: A Pilot Study in the CALL Domain
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A Configurable Conversational Agent to Trigger Students’ Productive Dialogue: A Pilot Study in the CALL Domain

Tegos, Stergios ; Demetriadis, Stavros ; Tsiatsos, Thrasyvoulos

International journal of artificial intelligence in education, 2014, Vol.24 (1), p.62-91 [Periódico revisado por pares]

New York: Springer New York

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7
Personalization of Reading Passages Improves Vocabulary Acquisition
Personalization of Reading Passages Improves Vocabulary Acquisition
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Personalization of Reading Passages Improves Vocabulary Acquisition

Heilman, Michael ; Collins-Thompson, Kevyn ; Callan, Jamie ; Eskenazi, Maxine ; Juffs, Alan ; Wilson, Lois

International journal of artificial intelligence in education, 2010, Vol.20 (1), p.73-98 [Periódico revisado por pares]

IOS Press

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8
Serious Use of a Serious Game for Language Learning
Serious Use of a Serious Game for Language Learning
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Serious Use of a Serious Game for Language Learning

Johnson, W. Lewis

International journal of artificial intelligence in education, 2010, Vol.20 (2), p.175-195 [Periódico revisado por pares]

IOS Press

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9
Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks
Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks
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Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks

Weston-Sementelli, Jennifer L. ; Allen, Laura K. ; McNamara, Danielle S.

International journal of artificial intelligence in education, 2018-03, Vol.28 (1), p.106-137 [Periódico revisado por pares]

New York: Springer New York

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10
Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing
Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing
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Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing

Passonneau, Rebecca J. ; McNamara, Danielle ; Muresan, Smaranda ; Perin, Dolores

International journal of artificial intelligence in education, 2017-12, Vol.27 (4), p.665-670 [Periódico revisado por pares]

New York: Springer New York

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