Personally tailored teaching in WHURLE using conditional transclusion
Proceedings of the 12th ACM conference on Hypertext and Hypermedia
Computers and Classroom Culture
Computers and Classroom Culture
Toward an Affect-Sensitive AutoTutor
IEEE Intelligent Systems
The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system
WHURLE 2.0: Adaptive Learning Meets Web 2.0
EC-TEL '08 Proceedings of the 3rd European conference on Technology Enhanced Learning: Times of Convergence: Technologies Across Learning Contexts
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
Affect-aware tutors: recognising and responding to student affect
International Journal of Learning Technology
EPCE'07 Proceedings of the 7th international conference on Engineering psychology and cognitive ergonomics
Brain-Computer Interfaces: Applying our Minds to Human-Computer Interaction
Brain-Computer Interfaces: Applying our Minds to Human-Computer Interaction
Toward exploiting EEG input in a reading tutor
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Pay attention!: designing adaptive agents that monitor and improve user engagement
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Detecting error-related negativity for interaction design
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Brainput: enhancing interactive systems with streaming fnirs brain input
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
EEG estimates of engagement and cognitive workload predict math problem solving outcomes
UMAP'12 Proceedings of the 20th international conference on User Modeling, Adaptation, and Personalization
Should your MOOC forum use a reputation system?
Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing
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Internet technology is revolutionizing education. Teachers are developing massive open online courses (MOOCs) and using innovative practices such as flipped learning in which students watch lectures at home and engage in hands-on, problem solving activities in class. This work seeks to explore the design space afforded by these novel educational paradigms and to develop technology for improving student learning. Our design, based on the technique of adaptive content review, monitors student attention during educational presentations and determines which lecture topic students might benefit the most from reviewing. An evaluation of our technology within the context of an online art history lesson demonstrated that adaptively reviewing lesson content improved student recall abilities 29% over a baseline system and was able to match recall gains achieved by a full lesson review in less time. Our findings offer guidelines for a novel design space in dynamic educational technology that might support both teachers and online tutoring systems.