Plans and situated actions: the problem of human-machine communication
Plans and situated actions: the problem of human-machine communication
Informing the Detection of the Students' Motivational State: An Empirical Study
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Off-task behavior in the cognitive tutor classroom: when students "game the system"
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
CHI '04 Extended Abstracts on Human Factors in Computing Systems
Convex Optimization
Affective interactions: the computer in the affective loop
Proceedings of the 10th international conference on Intelligent user interfaces
Two-D or not Two-D: gender implications of visual cognition in electronic games
I3D '06 Proceedings of the 2006 symposium on Interactive 3D graphics and games
Designing intelligent tutors that adapt to when students game the system
Designing intelligent tutors that adapt to when students game the system
Do Performance Goals Lead Students to Game the System?
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Engagement tracing: using response times to model student disengagement
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Automatic recognition of learner groups in exploratory learning environments
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Viewing Student Affect and Learning through Classroom Observation and Physical Sensors
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Affect and Usage Choices in Simulation Problem-Solving Environments
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Affect-aware tutors: recognising and responding to student affect
International Journal of Learning Technology
Off-Task Behavior in Narrative-Centered Learning Environments
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
The Impact of Off-task and Gaming Behaviors on Learning: Immediate or Aggregate?
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Learning to Identify Students' Off-Task Behavior in Intelligent Tutoring Systems
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
Educational data mining: a review of the state of the art
IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews
The state of the art in end-user software engineering
ACM Computing Surveys (CSUR)
International Journal of Advanced Intelligence Paradigms
Self-assessment of motivation: explicit and implicit indicators in L2 vocabulary learning
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Detecting the moment of learning
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Squeezing out gaming behavior in a dialog-based ITS
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
A review of recent advances in learner and skill modeling in intelligent learning environments
User Modeling and User-Adapted Interaction
Does the length of time off-task matter?
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Detecting learning moment-by-moment
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
Towards automatically detecting whether student learning is shallow
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Multiagent Based Selection of Tutor-Subject-Student Paradigm in an Intelligent Tutoring System
International Journal of Intelligent Information Technologies
Middle school students using Alice: what can we learn from logging data?
Proceeding of the 44th ACM technical symposium on Computer science education
Analogical Thinking Based Instruction Method in IT Professional Education
International Journal of Human Capital and Information Technology Professionals
Proceedings of the Third International Conference on Learning Analytics and Knowledge
Review: Student modeling approaches: A literature review for the last decade
Expert Systems with Applications: An International Journal
Proceedings of the 17th Panhellenic Conference on Informatics
Self-Assessment in the REAP Tutor: Knowledge, Interest, Motivation, & Learning
International Journal of Artificial Intelligence in Education
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We present a machine-learned model that can automatically detect when a student using an intelligent tutoring system is off-task, i.e., engaged in behavior which does not involve the system or a learning task. This model was developed using only log files of system usage (i.e. no screen capture or audio/video data). We show that this model can both accurately identify each student's prevalence of off-task behavior and can distinguish off-task behavior from when the student is talking to the teacher or another student about the subject matter. We use this model in combination with motivational and attitudinal instruments, developing a profile of the attitudes and motivations associated with off-task behavior, and compare this profile to the attitudes and motivations associated with other behaviors in intelligent tutoring systems. We discuss how the model of off-task behavior can be used within interactive learning environments which respond to when students are off-task.