BibSLEIGH — Neil_T

Collaborated with:

J.E.Beck M.Feng Z.A.Pardos Y.Gong J.Beck K.R.Koedinger A.B.Goldstein R.S.J.d.Baker Y.Wang D.Rai C.Ruiz

Talks about:

learn (6) student (4) can (4) test (3) question (2) knowledg (2) predict (2) paramet (2) system (2) random (2)

Person: Neil T. Heffernan

DBLP: Heffernan:Neil_T=

Contributed to:

2010

2009

2008

Wrote 11 papers:

EDM-2010-FengH #assessment #learning #question #student #testing: Can We Get Better Assessment From A Tutoring System Compared to Traditional Paper Testing? Can We Have Our Cake (Better Assessment) and Eat It too (Student Learning During the Test)? (MF, NTH), pp. 41–50.
EDM-2010-GoldsteinBH #learning: Pinpointing Learning Moments; A finer grain P(J) model (ABG, RSJdB, NTH), pp. 289–290.
EDM-2010-GongBH #multi #parametricity #using: Using multiple Dirichlet distributions to improve parameter plausibility (YG, JEB, NTH), pp. 61–70.
EDM-2010-PardosH #algorithm #convergence #modelling #navigation #parametricity #visualisation: Navigating the parameter space of Bayesian Knowledge Tracing models: Visualizations of the convergence of the Expectation Maximization algorithm (ZAP, NTH), pp. 161–170.
EDM-2010-WangHB #performance #representation #student: Representing Student Performance with Partial Credit (YW, NTH, JEB), pp. 335–336.
EDM-2009-FengBH #composition #education #learning #using: Using Learning Decomposition and Bootstrapping with Randomization to Compare the Impact of Different Educational Interventions on Learning (MF, JB, NTH), pp. 51–60.
EDM-2009-GongRBH #learning #question #self #student: Does Self-Discipline impact students’ knowledge and learning? (YG, DR, JB, NTH), pp. 61–70.
EDM-2009-PardosH #order #problem #random #set: Determining the Significance of Item Order In Randomized Problem Sets (ZAP, NTH), pp. 111–120.
EDM-2008-FengBHK #predict #question: Can an Intelligent Tutoring System Predict Math Proficiency as Well as a Standarized Test? (MF, JEB, NTH, KRK), pp. 107–116.
EDM-2008-FengHBK #predict #question #student: Can we predict which groups of questions students will learn from? (MF, NTH, JEB, KRK), pp. 218–225.
EDM-2008-PardosHRB #analysis #composition #multi: The Composition Effect: Conjuntive or Compensatory? An Analysis of Multi-Skill Math Questions in ITS (ZAP, NTH, CR, JEB), pp. 147–156.