Proceedings of the Seventh International Conference on Educational Data Mining
BibSLEIGH corpus
BibSLEIGH tags
BibSLEIGH bundles
BibSLEIGH people
EDIT!
CC-BY
Open Knowledge
XHTML 1.0 W3C Rec
CSS 2.1 W3C CanRec
email twitter

John C. Stamper, Zachary A. Pardos, Manolis Mavrikis, Bruce M. McLaren
Proceedings of the Seventh International Conference on Educational Data Mining
EDM, 2014.

EDU
DBLP
Scholar
?EE?
Full names Links ISxN
@proceedings{EDM-2014,
	editor        = "John C. Stamper and Zachary A. Pardos and Manolis Mavrikis and Bruce M. McLaren",
	ee            = "http://www.educationaldatamining.org/EDM2014/index.php?page=proceedings",
	isbn          = "978-0-9839-5254-1",
	publisher     = "{International Educational Data Mining Society}",
	title         = "{Proceedings of the Seventh International Conference on Educational Data Mining}",
	year          = 2014,
}

Contents (119 items)

EDM-2014-PapousekPS #adaptation #information management
Adaptive Practice of Facts in Domains with Varied Prior Knowledge (JP, RP, VS), pp. 6–13.
EDM-2014-SunYIS #learning #recursion
Alternating Recursive Method for Q-matrix Learning (YS, SY, SI, YS), pp. 14–20.
EDM-2014-Pelanek14a #modelling #student
Application of Time Decay Functions and the Elo System in Student Modeling (RP), pp. 21–27.
EDM-2014-Fancsali #algebra #behaviour #learning #modelling
Causal Discovery with Models: Behavior, Affect, and Learning in Cognitive Tutor Algebra (SF), pp. 28–35.
EDM-2014-ChiSBC #assessment #game studies #predict #question #student
Choice-based Assessment: Can Choices Made in Digital Games Predict 6th-Grade Students' Math Test Scores? (MC, DLS, KPB, DBC), pp. 36–43.
EDM-2014-BazalduaBP
Comparing Expert and Metric-Based Assessments of Association Rule Interestingness (DLB, RSB, MOSP), pp. 44–51.
EDM-2014-KaserKG #analysis #learning #parametricity #predict
Different parameters - same prediction: An analysis of learning curves (TK, KRK, MHG), pp. 52–59.
EDM-2014-SaarelaK #education #using
Discovering Gender-Specific Knowledge from Finnish Basic Education using PISA Scale Indices (MS, TK), pp. 60–67.
EDM-2014-SegalKGSS #approach #collaboration #named #personalisation
EduRank: A Collaborative Filtering Approach to Personalization in E-learning (AS, ZK, KG, GS, BS), pp. 68–75.
EDM-2014-EagleB #approach #data-driven #difference #problem
Exploring Differences in Problem Solving with Data-Driven Approach Maps (ME, TB), pp. 76–83.
EDM-2014-HuangGB #multi
General Features in Knowledge Tracing to Model Multiple Subskills, Temporal Item Response Theory, and Expert Knowledge (YH0, JPGB, PB), pp. 84–91.
EDM-2014-PeddycordHB #generative #problem #programming #using
Generating Hints for Programming Problems Using Intermediate Output (BWPI, AH, TB), pp. 92–98.
EDM-2014-KhajahWLM #difference #learning #modelling #predict
Integrating latent-factor and knowledge-tracing models to predict individual differences in learning (MK, RW, RVL, MM), pp. 99–106.
EDM-2014-LiuMK #dataset #testing
Interpreting model discovery and testing generalization to a new dataset (RL0, EAM, KRK), pp. 107–113.
EDM-2014-LeeLP #approach #behaviour #data-driven #education #game studies #learning
Learning Individual Behavior in an Educational Game: A Data-Driven Approach (SJL, YEL, ZP), pp. 114–121.
EDM-2014-GrafsgaardWBWL #data type #learning #multimodal #predict #tutorial
Predicting Learning and Affect from Multimodal Data Streams in Task-Oriented Tutorial Dialogue (JFG, JBW, KEB, ENW, JCL), pp. 122–129.
EDM-2014-WenYR #analysis #question #sentiment #what
Sentiment Analysis in MOOC Discussion Forums: What does it tell us? (MW, DY, CPR), pp. 130–137.
EDM-2014-SchneiderP #coordination #student
The Effect of Mutual Gaze Perception on Students' Verbal Coordination (BS, RP), pp. 138–144.
EDM-2014-WixonAMBRW #detection #scalability
The Opportunities and Limitations of Scaling Up Sensor-Free Affect Detection (MW, IA, KM, WB, DR, BPW), pp. 145–152.
EDM-2014-GuerraSLB #problem #student
The Problem Solving Genome: Analyzing Sequential Patterns of Student Work with Parameterized Exercises (JG, SS, YRL, PB), pp. 153–160.
EDM-2014-LiuMBP #learning #multi
Trading Off Scientific Knowledge and User Learning with Multi-Armed Bandits (YEL, TM, EB, ZP), pp. 161–168.
EDM-2014-AlmondGGW
Vertical and Stationary Scales for Progress Maps (RGA, IMG, YG, NW), pp. 169–176.
EDM-2014-BergnerSD #assessment #clustering #sequence #visualisation
Visualization and Confirmatory Clustering of Sequence Data from a Simulation-Based Assessment Task (YB, ZS, AAvD), pp. 177–184.
EDM-2014-SnowVRM #behaviour #categorisation #game studies
Who's in Control?: Categorizing Nuanced Patterns of Behaviors within a Game-Based Intelligent Tutoring System (ELS, LKV, DGR, DSM), pp. 185–192.
EDM-2014-AtapattuFF #approach
Acquisition of Triples of Knowledge from Lecture Notes: A Natural Langauge Processing Approach (TA, KF, NJGF), pp. 193–196.
EDM-2014-StefanescuRG #information management #student #towards #tutorial
Towards Assessing Students' Prior Knowledge from Tutorial Dialogues (DS, VR, ACG), pp. 197–201.
EDM-2014-KokkodisKK #education
Assigning Educational Videos at Appropriate Locations in Textbooks (MK, AK, KK), pp. 201–204.
EDM-2014-YudelsonFRBNJ #big data
Better Data Beats Big Data (MY, SF, SR, SRB, TN, AJ), pp. 205–208.
EDM-2014-DesmaraisBX #refinement #validation
The refinement of a Q-matrix: Assessing methods to validate tasks to skills mapping (MCD, BB, PX), pp. 208–311.
EDM-2014-AgnihotriO #student
Building a Student At-Risk Model: An End-to-End Perspective From User to Data Scientist (LA, AO), pp. 209–212.
EDM-2014-TanSK #comparison
Can Engagement be Compared? Measuring Academic Engagement for Comparison (LT, XS, STK), pp. 213–216.
EDM-2014-0001RRM #algorithm #automation #comparison #modelling
Comparison of Algorithms for Automatically Building Example-Tracing Tutor Models (RK0, MER, RBR, JM), pp. 217–220.
EDM-2014-BengsB #adaptation #testing
Computer-based Adaptive Speed Tests (DB, UB), pp. 221–224.
EDM-2014-TothRGW #assessment #education #problem #student
Discovering Students' Complex Problem Solving Strategies in Educational Assessment (KT, HR, SG, SW), pp. 225–228.
EDM-2014-ForsythGPMS #learning #predict
Discovering Theoretically Grounded Predictors of Shallow vs. Deep- level Learning (CF, ACG, PIPJ, KKM, BS), pp. 229–232.
EDM-2014-SameiOKNDBSGG #assessment #independence
Domain Independent Assessment of Dialogic Properties of Classroom Discourse (BS, AO, SK, MN, SKD, NB, XS, MG, ACG), pp. 233–236.
EDM-2014-LynchA #empirical
Empirically Valid Rules for Ill-Defined Domains (CL, KDA), pp. 237–240.
EDM-2014-SnowJVDM #learning #named
Entropy: A Stealth Measure of Agency in Learning Environments (ELS, MEJ, LKV, JD, DSM), pp. 241–244.
EDM-2014-MorganBR #analysis #fault #learning #validation
Error Analysis as a Validation of Learning Progressions (BM, WB, VR), pp. 245–248.
EDM-2014-EaglePMB #logic #student #using
Exploration of Student's Use of Rule Application References in a Propositional Logic Tutor (ME, VP, BM, TB), pp. 249–252.
EDM-2014-NyeHFSHM #modelling #realtime #student
Exploring real-time student models based on natural-language tutoring sessions (BN, MHH, CF, BS, XH, KKM), pp. 253–256.
EDM-2014-YangPHR #concurrent #online #recommendation #thread
Forum Thread Recommendation for Massive Open Online Courses (DY, MP, IKH, CPR), pp. 257–260.
EDM-2014-YudelsonHVB #automation #java #modelling #student
Investigating Automated Student Modeling in a Java MOOC (MY, RH, AV, PB), pp. 261–264.
EDM-2014-NiraulaRSG #mining #tutorial
Mining Gap-fill Questions from Tutorial Dialogues (NBN, VR, DS, ACG), pp. 265–268.
EDM-2014-ClementORL #education #multi #online #optimisation #sequence
Online Optimization of Teaching Sequences with Multi-Armed Bandits (BC, PYO, DR, ML0), pp. 269–272.
EDM-2014-JiangWSWO #behaviour #performance #predict
Predicting MOOC performance with Week 1 Behavior (SJ, AEW, KS, MW, DKO), pp. 273–275.
EDM-2014-PedroOBH #education #interactive #predict
Predicting STEM and Non-STEM College Major Enrollment from Middle School Interaction with Mathematics Educational Software (MOSP, JO, RSB, NTH), pp. 276–279.
EDM-2014-LanSB #learning #matrix #personalisation
Quantized Matrix Completion for Personalized Learning (ASL, CS, RGB), pp. 280–283.
EDM-2014-PaquetteCBO #case study #detection #game studies #process #re-engineering
Reengineering the Feature Distillation Process: A case study in detection of Gaming the System (LP, AMJBdC, RSB, JO), pp. 284–287.
EDM-2014-SmithWML #abstraction #mining #named #sketching
SKETCHMINER: Mining Learner-Generated Science Drawings with Topological Abstraction (AS, ENW, BWM, JCL), pp. 288–291.
EDM-2014-BoutnaruH #education #quality #security #student
Teachers and Students Learn Cyber Security: Comparing Software Quality, Security (SB, AH), pp. 292–295.
EDM-2014-OstrowH #authentication #comparison #feedback #multi #testing #video
Testing the Multimedia Principle in the Real World: A Comparison of Video vs. Text Feedback in Authentic Middle School Math Assignments (KO, NTH), pp. 296–299.
EDM-2014-CrossleyKVM #assessment #data mining #mining
The Importance of Grammar and Mechanics in Writing Assessment and Instruction: Evidence from Data Mining (SAC, KK, LKV, DSM), pp. 300–303.
EDM-2014-VarnerSM #difference
The Long and Winding Road: Investigating the Differential Writing Patterns of High and Low Skilled Writers (LKV, ELS, DSM), pp. 304–407.
EDM-2014-SchultzA14a #parallel
Tracing Knowledge and Engagement in Parallel in an Intelligent Tutoring System (SES, IA), pp. 312–315.
EDM-2014-SnowVM #analysis #learning
Tracking Choices: Computational Analysis of Learning Trajectories (ELS, LKV, DSM), pp. 316–319.
EDM-2014-SchneiderB #gesture #interactive #interface #recognition #student #using
Unraveling Students' Interaction Around a Tangible Interface Using Gesture Recognition (BS, PB), pp. 320–323.
EDM-2014-SilvaPC #classification #predict #video
A Predictive Model for Video Lectures Classification (PS, RP, EC), pp. 325–326.
EDM-2014-FuentesRGV #data mining #mining #self #student #using
Accepting or Rejecting Students_ Self-grading in their Final Marks by using Data Mining (JF, CR, CGM, SV), pp. 327–328.
EDM-2014-WatanabeOK #analysis #behaviour #student
Analysis and extraction of behaviors by students in lectures (EW, TO, TK), pp. 329–330.
EDM-2014-GerykP #analysis #student #using #visual notation
Analysis of Student Retention and Drop-out using Visual Analytics (JG, LP), pp. 331–332.
EDM-2014-MintzSFDG #assessment #automation #comprehension #student #summary
Automatic assessment of student reading comprehension from short summaries (LM, DS, SF, SKD, ACG), pp. 333–334.
EDM-2014-MorrisonNSDKR #data mining #database #mining
Building an Intelligent PAL from the Tutor.com Session Database Phase 1: Data Mining (DMM, BN, BS, VVD, CK, VR), pp. 335–336.
EDM-2014-RoweBAKH #automation #detection #learning
Building Automated Detectors of Gameplay Strategies to Measure Implicit Science Learning (ER, RSB, JAC, EK, WJH), pp. 337–338.
EDM-2014-NetoBGCWC #challenge #framework #learning #multi #online #platform #student
Challenges on adopting BKT to model student knowledge in multi-context online learning platform (WLDMN, EB, FG, LC, NLW, PC), pp. 339–340.
EDM-2014-KochROL #data flow #re-engineering #semantics #statistics
Combination of statistical and semantic data sources for the improvement of software engineering courses (Vision Paper) (MK0, MR, FO, DL), pp. 341–342.
EDM-2014-ColvinCLFP #learning
Comparing Learning in a MOOC and a Blended, On-Campus Course (KFC, JC, AL, CF, DEP), pp. 343–344.
EDM-2014-BakerO #detection #effectiveness #scalability
Cost-Effective, Actionable Engagement Detection at Scale (RSB, JO), pp. 345–346.
EDM-2014-SyedJG #data mining #mining
Data mining of undergraduate course evaluations (SJS, YHJ, LG), pp. 347–348.
EDM-2014-Brawner #low cost
Data Sharing: Low-Cost Sensors for Affect and Cognition (KWB), pp. 349–350.
EDM-2014-RaffertyG #algebra #comprehension
Diagnosing Algebra Understanding via Bayesian Inverse Planning (ANR, TLG), pp. 351–352.
EDM-2014-McTavishL #fault
Discovering and describing types of mathematical errors (TSM, JAL), pp. 353–354.
EDM-2014-ScheinesSG #component
Discovering Prerequisite Relationships Among Knowledge Components (RS, ES, IMG), pp. 355–356.
EDM-2014-ZhengP #algorithm #learning #using
Dynamic Re-Composition of Learning Groups Using PSO-Based Algorithms (ZZ, NP), pp. 357–358.
EDM-2014-ShuQF #data mining #education #experience #learning #mining #student
Educational Data Mining and Analyzing of Student Learning Outcomes from the Perspective of Learning Experience (ZS, QFQ, LQF), pp. 359–360.
EDM-2014-XuCYM #using
Using EEG in Knowledge Tracing (YX, KmC, YY, JM), pp. 361–362.
EDM-2014-HsiaoCMBN #video
Exploring Engaging Dialogues in Video Discussions (IHH, HSC, MM, RSB, GN), pp. 363–364.
EDM-2014-Salmeron-Majadas #interactive #predict
Exploring indicators from keyboard and mouse interactions to predict the user affective state (SSM, OCS, JB), pp. 365–366.
EDM-2014-OedaIY
Extracting Latent Skills from Time Series of Asynchronous and Incomplete Examinations (SO, YI, KY), pp. 367–368.
EDM-2014-JoshiFRNB #interactive #predict #standard
Generalizing and Extending a Predictive Model for Standardized Test Scores Based On Cognitive Tutor Interactions (AJ, SF, SR, TN, SRB), pp. 369–370.
EDM-2014-PeroH #detection #how #programming #question #source code #student
How patterns in source codes of students can help in detection of their programming skills? (SP, TH), pp. 371–372.
EDM-2014-Ezen-CanB14a #classification
A Preliminary Investigation of Learner Characteristics for Unsupervised Dialogue Act Classification (AEC, KEB), pp. 373–374.
EDM-2014-XiongAH #performance #predict
Improving Retention Performance Prediction with Prerequisite Skill Features (XX, SA, NTH), pp. 375–376.
EDM-2014-MavrikisSPZ #adaptation #learning #visualisation
Indicator Visualization for Adaptive Exploratory Learning Environments (MM, SGS, AP, ZZ), pp. 377–378.
EDM-2014-VelasquezGMM #learning #online #performance
Learning Aid Use Patterns and Their Impact on Exam Performance in Online Developmental Mathematics (NFV, IMG, TM, JM), pp. 379–380.
EDM-2014-PechenizkiyT #education #learning
Learning to Teach like a Bandit (MP, PAT), pp. 381–382.
EDM-2014-LynchFA #diagrams
Matching Hypothesis Text in Diagrams and Essays (CL, MHF, KDA), pp. 383–384.
EDM-2014-SchattenJMS #adaptation #matrix
Matrix Factorization Feasibility for Sequencing and Adaptive Support in Intelligent Tutoring Systems (CS, RJ, MM, LST), pp. 385–386.
EDM-2014-MartinVAMJ #data mining #design #education #mining #research
Microgenetic Designs for Educational Data Mining Research: Poster (TM, NFV, AA, JM, PJ), pp. 387–388.
EDM-2014-YeKB #identification #learning #mining #multi #process
Mining and Identifying Relationships Among Sequential Patterns in Multi-Feature, Hierarchical Learning Activity Data (CY, JSK, GB), pp. 389–390.
EDM-2014-ValeMA #clustering #education #evolution #mining
Mining coherent evolution patterns in education through biclustering (AV, SCM, CA), pp. 391–392.
EDM-2014-SilvaA #mining #modelling #multi #student
Mining Multi-dimensional Patterns for Student Modelling (AS0, CA), pp. 393–394.
EDM-2014-PeckhamM #comprehension #education #framework #mining
Mining Reading Comprehension Within Educational Objective Frameworks (TP, GM), pp. 395–396.
EDM-2014-SantosMP #collaboration #learning #mining #student
Mining students' strategies to enable collaborative learning (SGS, MM, AP), pp. 397–398.
EDM-2014-CadeDGTP #chat #collaboration #interactive #modelling #online #student
Modeling Student Socioaffective Responses to Group Interactions in a Collaborative Online Chat Environment (WLC, ND, ACG, YRT, JWP), pp. 399–400.
EDM-2014-AllenSM #development #natural language #power of
Now We're Talking: Leveraging the Power of Natural Language Processing to Inform ITS Development (LKA, ELS, DSM), pp. 401–402.
EDM-2014-CiselBB #assessment #behaviour
Peer assessment in the first French MOOC : Analyzing assessors' behavior (MC, RB, EB), pp. 403–404.
EDM-2014-YangWR #online
Peer Influence on Attrition in Massively Open Online Courses (DY, MW, CPR), pp. 405–406.
EDM-2014-KimPSJ #comparison #learning #linear #online #predict #student #using
Predicting students' learning achievement by using online learning patterns in blended learning environments: Comparison of two cases on linear and non-linear model (JK, YP, JS, IHJ), pp. 407–408.
EDM-2014-BeheshtiD #assessment #performance #predict #set
Predictive performance of prevailing approaches to skills assessment techniques: Insights from real vs. synthetic data sets (BB, MCD), pp. 409–410.
EDM-2014-GalyardtG #analysis
Recent-Performance Factors Analysis (AG, IMG), pp. 411–412.
EDM-2014-AdjeiSHPBK #learning
Refining Learning Maps with Data Fitting Techniques: Searching for Better Fitting Learning Maps (SA, DS, NTH, ZAP, AB, NK), pp. 413–414.
EDM-2014-Cordova-Sanchez #education #predict
Relevancy prediction of micro-blog questions in an educational setting (MCS, PR, LS, JF), pp. 415–416.
EDM-2014-CarballoA #case study #composition #education #recommendation
Singular Value Decomposition in Education: a case study on recommending courses (FC, CA), pp. 417–418.
EDM-2014-Garcia-SaizPZ #education #metric #power of #predict
The predictive power of the SNA metrics for education (DGS, CP, MEZ), pp. 419–420.
EDM-2014-MorettiGM14a #data-driven #design #education #mining #web
Data-Driven Curriculum Design: Mining the Web to Make Better Teaching Decisions (AM, JPGB, KM), pp. 421–422.
EDM-2014-HernandoGSAN #modelling #problem #student #towards
Towards IRT-based student modeling from problem solving steps (MH, EG, SAS, EA, SN), pp. 423–424.
EDM-2014-Feng #towards
Towards Uncovering the Mysterious World of Math Homework (MF), pp. 425–426.
EDM-2014-ToussaintLT #automation #behaviour #detection #similarity #towards #using
Towards Using Similarity Measure for Automatic Detection of Significant Behaviors from Continuous Data (BMT, VL, JT), pp. 427–428.
EDM-2014-RayBR #data mining #mining #using
Using Data Mining to Automate ADDIE (FR, KWB, RR), pp. 429–430.
EDM-2014-WorsleyB #learning #multimodal #using
Using Multimodal Learning Analytics to Study Learning Mechanisms (MW, PB), pp. 431–432.
EDM-2014-NiznanPR #detection #problem #using
Using Problem Solving Times and Expert Opinion to Detect Skills (JN, RP, JR), pp. 433–434.
EDM-2014-Schneider #collaboration #detection #learning #multimodal #towards
Toward Collaboration Sensing: Multimodal Detection of the Chameleon Effect in Collaborative Learning Settings (BS), pp. 435–437.
EDM-2014-Lang #predict #student #using
The Use of Student Confidence for Prediction & Resolving Individual Student Knowledge Structure (CL), pp. 438–440.
EDM-2014-Barmaki #communication #education #performance
Nonverbal Communication and Teaching Performance (RB), pp. 441–443.
EDM-2014-EagleB14a #data-driven #feedback
Data-Driven Feedback Beyond Next-Step Hints (ME, TB), pp. 444–446.
EDM-2014-Aghababyan #education #game studies #named
E3: Emotions, Engagement and Educational Games (AA), pp. 447–451.
EDM-2014-Wang #learning #motivation
MOOC Leaner Motivation and Learning Pattern Discovery (YW), pp. 452–454.
EDM-2014-Segal #design #personalisation
Personalization and Incentive Design in E-Learning Systems (AS), pp. 455–457.

Bibliography of Software Language Engineering in Generated Hypertext (BibSLEIGH) is created and maintained by Dr. Vadim Zaytsev.
Hosted as a part of SLEBOK on GitHub.