IJAIED - Current

IJAIED Papers

Papers with page numbers indicated are on-line and/or have been printed (or are with the printer - though the final printed version may differ in terms of layout). Papers said to be 'in press' are on-line but not yet printed. Other papers listed have been accepted, subject to satisfactory revision, but the final version has not yet been received. (The links below are to abstracts which anyone can read; the abstracts link to the full preprint paper, readable only by WWW members of the Society.)

If there are any problems, please email webmaster@ijaied.org.

Volumes: 15 (2005); 14 (2004); 13 (2003); 12 (2001); 11 (2000); 10 (1999); 9 (1998); 8 (1997); 7 (1996); 6 (1995); 5 (1994); 4 (1993); 3 (1992); 2 (1990/91); 1 (1989/90)

Volume 15 (2005):

Vizcaino, A. (2005). A Simulated Student Can Improve Collaborative Learning. 15, 3-40.
Yacef, K. (2005). The Logic-ITA in the classroom: a medium scale experiment. 15, 41-60.
Devedzic, V. and Harrer, A. (2005). Software Patterns in ITS Architectures. 15, 63-94.
Baylor, A.L. and Kim, Y. (2005). Simulating Instructional Roles through Pedagogical Agents. 15, 95-115.
Kodaganallur, V., Weitz, R. R. and Rosenthal, D. (2005). A Comparison of Model-Tracing and Constraint-Based Intelligent Tutoring Paradigms. 15, 117-144.
VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R., Taylor, L., Treacy, D., Weinstein, A. and Wintersgill, M. (2005). The Andes Physics Tutoring System: Lessons Learned. 15, 147-204.
Shapiro, J.A. (2005). An Algebra Subsystem for Diagnosing Students' Input in a Physics Tutoring System. 15, 205-228.
Syed Mustapha, S.M.D.F., Pang, J.S. and Zain, S.M. (2005). QALSIC: Building an Articulate Educational Software for High School Inorganic Chemistry. 15, 229-257.
Soller, A., Martinez, A., Jermann, P. and Muehlenbrock, M. (2005). From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning. 15, 261-290.
Desmarais, M. C. and Pu, X. (2005). A Bayesian Inference Adaptive Testing Framework and its comparison with Item Response Theory. 15, 291-323.
Rose, C. P., VanLehn, K. (2005). An Evaluation of a Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals. 15, 325-355.

Volume 14 (2004):

Walker, A., Recker, M. M., Lawless, K. and Wiley, D. (2004). Collaborative Information Filtering: a review and an educational application. 14, 3-28.
Conejo, R., Guzman, E., Millan, E., Trella, M., Perez-de-la-Cruz, J. L., & Rios, A. (2004). SIETTE: A Web-Based Tool for Adaptive Teaching. 14, 29-61.
Reye, J. (2004). Student modelling based on belief networks. 14, 63-96.
Rosatelli, M.C. and Self, J.A. (2004) A collaborative case study system for distance learning. 14, 97-125.
Zapata-Rivera, J-D and Greer, J.E. (2004). Interacting with Inspectable Bayesian Models. 14, 127-163.
Devedzic, V. (2004). Education and the Semantic Web. 14, 165-191.
Ramirez Uresti, J. and du Boulay, B. (2004). Expertise, Motivation and Teaching in Learning Companion Systems. 14, 193-231.

Murray, R.C., VanLehn, K., & Mostow, J. (2004). Looking Ahead to Select Tutorial Actions: A Decision-Theoretic Approach. 14, 235-278.
Ainsworth, S., & Grimshaw, S. (2004). Evaluating the REDEEM Authoring Tool: Can Teachers Create Effective Learning Environments? 14, 279-312.
Gulz, A. (2004). Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidences. 14, 313-334.
Robertson, J., Cross, B., Macleod, H., & Wiemer-Hastings, P. (2004). Children's interactions with animated agents in an Intelligent Tutoring System. 14, 335-357.
Britt, M.A., Wiemer-Hastings, P., Larson, A.A., & Perfetti, C.A. (2004). Using Intelligent Feedback to improve Sourcing and Integration in Students' Essays. 14, 359-374.
Suraweera, P., & Mitrovic, A. (2004). An Intelligent Tutoring System for Entity Relationship Modelling. 14, 375-417.

Volume 13 (2003):

Special Issue on Caring for the Learner in honour of John Self
(editors Paul Brna, Lewis Johnson and Helen Pain)

Cooper, B. (2003) Care - Making the Affective Leap: More than a Concerned Interest in a Learner's Cognitive Abilities. 13, 3-9.
Kay, J., and McCalla, G. (2003) The Careful Double Vision of Self. 13, 11-18.
Dillenbourg, P. (2003) Merci John. 13, 19-20.
Bull, S., Greer, J. and McCalla, G. (2003) The Caring Personal Agent. 13, 21-34.
Dimitrova, V. (2003) STyLE-OLM: Interactive Open Learner Modelling. 13, 35-78.
Katz, S., Allbritton, D. and Connelly, J. (2003) Tutoring That Takes Place After A Problem Has Been Solved. 13, 79-116.
Tedesco, P. (2003) MArCo: Building an Artificial Conflict Mediator to Support Group Planning Interactions. 13, 117-155.

Part II of the Special Issue on Adaptive and Intelligent Web-Based Systems
(editors Peter Brusilovsky and Christoph Peylo)

Brusilovsky, P. and Peylo, C. (2003). Adaptive and Intelligent Web-based Educational Systems. 13, 159 - 172.
Mitrovic, A. (2003) An Intelligent SQL Tutor on the Web. 13, 173 - 197.
Murray,T. (2003) MetaLinks: Authoring and affordances for conceptual and narrative flow in adaptive hyperbooks. 13, 199 - 233.
Smith, A.S.G. and Blandford, A. ML Tutor: An Application of Machine Learning Algorithms for an Adaptive Web-based Information System. 13, 235 - 261.
Constantino-Gonzalez, M.A., Suthers, D.D. and Escamilla de los Santos, J.G. (2003) Coaching web-based collaborative learning based on problem solution differences and participation. 13, 263 - 299.

Volume 12 (2001):

Part II of the Special Issue on Analysing Educational Dialogue Interaction
(editor: Rachel Pilkington)

Pilkington, R. (2001). Analysing educational dialogue interaction: towards models that support learning, 12, 1-7.
Rourke, L., Anderson, T., Garrison, R. and Archer, W. (2001). Methodological issues in the content analysis of computer conference transcripts, 12, 8-22.
Person, N.K., Graesser, A.C., Kreuz, R.J., Pomeroy, V. and the Tutoring Research Group. (2001). Simulating human tutor dialogue moves in AutoTutor, 12, 23-39.
Soller, A.L. (2001). Supporting social interaction in an intelligent collaborative learning system, 12, 40-62.
Kneser, C., Pilkington, R. and Treasure-Jones, T. (2001). The tutor's role: an investigation of the power of exchange structure analysis to identify different roles in CMC seminars, 12, 63-84.
Cook, J. (2001). Bridging the gap between empirical data on open-ended tutorial interactions and computational models, 12, 85-99.
Luckin, R., Plowman, L., Laurillard, D., Stratfold, M., Taylor, J. and Corben, S. (2001). Narrative evolution: learning from students' talk about species variation, 12, 100-123.

Mayo, M. and Mitrovic, A. (2001). Optimising ITS behaviour with Bayesian networks and decision theory, 12, 124-153.
VanLehn, K. and Niu, Z. (2001). Bayesian student modeling, user interfaces and feedback: A sensitivity analysis, 12, 154-184.
Virvou, M. and Moundridou, M. (2001). Adding an instructor modelling component to the architecture of ITS authoring tools, 12, 185-211.
Aist, G. (2001). Towards automatic glossarization: automatically constructing and administering vocabulary assistance factoids and multiple-choice assessment, 12, 212-231.

Special Issue on Modelling Teaching
(editors Ben du Boulay and Rose Luckin)

Du Boulay, B. and Luckin, R. (2001). Introduction to the Special Issue on Modelling Human Teaching Tactics and Strategies , 12, 232-234.
Du Boulay, B. and Luckin, R. (2001). Modelling human teaching tactics and strategies for tutoring systems, 12, 235-256.
Graesser, A.C., Person, N., Harter, D. and the Tutoring Research Group (2001). Teaching tactics and dialog in AutoTutor, 12, 257-279.
Wood, D. (2001). Scaffolding, contingent tutoring and computer-supported learning, 12, 280-292.
Lajoie, S.P., Faremo, S. and Wiseman, J. (2001). Identifying human tutoring strategies for effective instruction in internal medicine , 12, 293-309.

Part I of the Special Issue on Adaptive and Intelligent Web-Based Systems
(editors Peter Brusilovsky and Christoph Peylo)

Heift, T. and Nicholson, D. (2001). Web delivery of adaptive and interactive language tutoring, 12, 310-324.
Henze, N. and Nejdl, W. (2001). Adaptation in open corpus hypermedia, 12, 325-350.
Weber, G. and Brusilovsky, P. (2001). ELM-ART: an adaptive versatile system for web-based instruction , 12, 351-384.
Melis, E., Andres, E., Franke, A., Frischauf, A., Goguadse, G., Libbrecht, P., Pollet, M. and Ullrich, C. (2001). ActiveMath: A web-based learning environment, 12, 385-407.
(Other papers for this special issue under review.)

Volume 11 (2000):

Wang, W.C. and Chan, T.K. (2000). CAROL5: an agent-oriented programming language for developing social learning systems, 11, 1-32.
Ogata, H. and Yano, Y. (2000). Combining knowledge awareness and information filtering in an open-ended collaborative learning environment, 11, 33-46.
Johnson, W.L., Rickel, J.W. and Lester, J.C. (2000). Animated pedagogical agents: face-to-face interaction in interactive learning environments, 11, 47-78.
Burton, M., Brna, P. and Pilkington, R. (2000). Clarissa: a laboratory for the modelling of collaboration, 11, 79-105.

Special Issue on AIED 2010

Mizoguchi, R. and Bourdeau, J. (2000). Using ontological engineering to overcome common AI-ED problems, 11, 107-121.
Baker, M. (2000). The roles of models in artificial intelligence and education research: a prospective view, 11, 122-143.
Collins, A., Neville, P. and Bielaczyc, K. (2000). The role of different media in designing learning environments, 11, 144-162.
Aiken, R.M. and Epstein, R.G. (2000). Ethical guidelines for AI in education: starting a conversation, 11, 163-176.
McCalla, G. (2000). The fragmentation of culture, learning, teaching and technology: implications for the artificial intelligence in education research agenda in 2010, 11, 177-196.
Cumming, G. and McDougall, A. (2000). Mainstreaming AIED into education?, 11, 197-207.
Fomichov, V.A. and Fomichova, O.S. (2000). The social responsibility of computer science specialists for the creative potential of the young generation, 11, 208-219.

Part I of the Special Issue on Analysing Educational Dialogue Interaction
(editor: Rachel Pilkington)

Barros, B. and Verdejo, M.F. (2000). Analysing student interaction processes in order to improve collaboration: the DEGREE approach, 11, 221-241.
Craig, S., Gholson, B., Ventura, M., Graesser, A.C. and the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: effects on questioning and vicarious learning , 11, 242-253.
Porayska-Pomsta, K., Mellish, C. and Pain, H. (2000). Aspects of speech act categorisation: towards generating teachers' language , 11, 254-272.
Ravenscroft, A. and Pilkington, R.M. (2000). Investigation by design: developing dialogue models to support reasoning and conceptual change, 11, 273-298.
Rosenberg, D. and Sillince, J.A.A. (2000). Verbal and nonverbal communication in computer mediated settings, 11, 299-319.
Katz, S., O'Donnell, G. and Kay, H. (2000). An approach to analyzing the role and structure of reflective dialogue, 11, 320-343.

Akhras, F.N. and Self, J.A. (2000). System intelligence in constructivist learning, 11, 344-376.
Roberts, B., Pioch, N. and Ferguson, W. (2000). Verbal coaching during a real-time task, 11, 377-388.
Conati, C. and VanLehn, K. (2000). Toward computer-based support of meta-cognitive skills: a computational framework to coach self-explanations, 11, 389-415.
Elorriaga, J.A. and Fernandez-Castro, I. (2000). Using case-based reasoning in instructional planning: towards a hybrid self-improving instructional planner, 11, 416-449.

Volume 10 (1999):

Part II of the Special Issue on Authoring Systems for Intelligent Tutoring Systems
(editors: Tom Murray and Stephen Blessing)

Hsieh, P.Y., Halff, H.M. and Redfield, C.L. (1999). Four easy pieces: development systems for knowledge-based generative instruction, 10, 1-45.
Bell, B. (1999). Supporting educational software design with knowledge-rich tools, 10, 46-74.
Sparks, R., Dooley, S., Meiskey, L. and Blumenthal, R. (1999). The LEAP authoring tool: supporting complex courseware authoring through reuse, rapid prototyping, and interactive visualizations, 10, 75-97.
Murray, T. (1999). Authoring intelligent tutoring systems: an analysis of the state of the art, 10, 98-129.

Andriessen, J. and Sandberg, J. (1999). Where is education heading and how about AI?, 10, 130-150.
White, B., Shimoda, T. and Frederiksen, J. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: computer support for metacognitive development, 10, 151-182.
Alpert, S.R., Singley, M.K. and Fairweather, P.G. (1999). Deploying intelligent tutors on the web: an architecture and an example, 10, 183-197.
Luckin, R. and du Boulay, B. (1999). Ecolab: The development and evaluation of a Vygotskian design framework, 10, 198-220.

'Best of ITS 98' Special Issue
The following papers are revised, extended and IJAIED-reviewed versions of the most highly-rated papers presented at ITS 98.

Tecuci, G. and Keeling, H. (1999). Developing an intelligent educational agent with Disciple, 10, 221-237.
Mitrovic, A. and Ohlsson, S. (1999). Evaluation of a constraint-based tutor for a database language, 10, 238-256.
Zachary, W., Cannon-Bowers, J., Bilazarian, P., Krecker, D., Lardieri, P. and Burns, J. (1999). An intelligent embedded tutoring system for tactical team training: the Advanced Embedded Training System (AETS), 10, 257-277.
Lester, J.C., Towns, S.G. and Fitzgerald, P.J. (1999). Achieving affective impact: visual emotive communication in lifelike pedagogical agents, 10, 278-291.
Koedinger, K., Suthers, D.D. and Forbus, K.D. (1999). Component-based construction of a science learning space, 10, 292-313.
Cheikes, B.A., Geier, M., Hyland, R., Linton, F., Riffe, A.S., Rodi, L.L. and Schaefer, H. (1999). Embedded training for complex information systems, 10, 314-334.

The following papers are extended versions of some of the invited papers presented at ITS 98.

Grandbastien, M. (1999). Teaching expertise is at the core of ITS research, 10, 335-349.
Self, J.A. (1999). The defining characteristics of intelligent tutoring systems research: ITSs care, precisely, 10, 350-364.
Shute, V.J., Torreano, L.A. and Willis, R.E. (1999). Exploratory test of an automated knowledge elicitation and organization tool, 10, 365-384.
Van Joolingen, W. (1999). Cognitive tools for discovery learning, 10, 385-397.

Volume 9 (1998):

Shikano, T., Recker, M. and Ram, A. (1998). Cognitive media and hypermedia learning environment design: a GOMS model analysis, 9, 1-16.
Hirashima, T., Horiguchi, T., Kashihara, A. and Toyoda, J. (1998). Error-based simulation for error-visualization and its management, 9, 17-31.
Azevedo, R. and Lajoie, S.P. (1998). The cognitive basis for the design of a mammography interpretation tutor, 9, 32-44.
Cook, J. (1998). Mentoring, metacognition and music: interaction analyses and implications for intelligent learning environments, 9, 45-87.
Wong, L.H., Quek, C. and Looi, C.K. (1998). TAP-2: a framework for an inquiry dialogue based tutoring system, 9, 88-110.
Colazzo, L. and Costantino, M. (1998). Multi-user hypertextual didactic glossaries, 9, 111-127.
Sison, R. and Shimura, M. (1998). Student modeling and machine learning, 9, 128-158.

Special Issue on Computer Supported Collaborative Learning

Greer, J., McCalla, G., Collins, J., Kumar, V., Meagher, P. and Vassileva, J. (1998). Supporting peer help and collaboration in distributed workplace environments, 9, 159-177.
Hietala, P. and Niemirepo, T. (1998). The competence of learning companion agents, 9, 178-192.
Ploetzner, R. and Fehse, E. (1998). Learning from explanations: Extending one's own knowledge during collaborative problem solving by attempting to understand explanations received from others, 9, 193-218.
Robertson, J., Good, J. and Pain, H. (1998). BetterBlether: The design and evaluation of a discussion tool for education, 9, 219-236.
Goodman, B., Soller, A., Linton, F. and Gaimari, R. (1998). Encouraging student reflection and articulation using a learning companion, 9, 237-255.
Muehlenbrock, M., Tewissen, F. and Hoppe, H.U. (1998). A framework system for intelligent support in open distributed learning environments , 9, 256-274.
Wasson, B. (1998). Identifying coordination agents for collaborative telelearning , 9, 275-299.

Volume 8 (1997):

Chan, T.W. and Chou, C.Y. (1997). Exploring the design of computer supports for reciprocal tutoring, 8, 1-29.
Koedinger, K.R., Anderson, J.R., Hadley, W.H. and Mark, M.A. (1997). Intelligent tutoring goes to school in the big city, 8, 30-43.
Direne, A.I. (1997). Designing intelligent systems for teaching visual concepts, 8, 44-70.
Wong, W.K. and Chan, T.W. (1997). A multimedia authoring system for crafting topic hierarchy, learning strategies, and intelligent models, 8, 71-96.

Webb, G.I., Chiu, B.C. and Kuzmycz, M. (1997). Comparative evaluation of alternative induction engines for feature based modelling, 8, 97-115.
Mertz, J.S. (1997). Using a simulated student for instructional design, 8, 116-141.
Crews, T.R., Biswas, G., Goldman, S.R. and Bransford, J.D. (1997). Anchored interactive learning environments, 8, 142-178.
VanLehn, K. and Martin, J. (1997). Evaluation of an assessment system based on Bayesian student modeling, 8, 179-221.

Part I of the Special Issue on Authoring Systems for Intelligent Tutoring Systems
(editors: Tom Murray and Stephen Blessing)

Murray, T. (1997). Expanding the knowledge acquisition bottleneck for intelligent tutoring systems, 8, 222-232.
Blessing, S.B. (1997). A programming by demonstration authoring tool for model-tracing tutors, 8, 233-261.
Towne, D. (1997). Approximate reasoning techniques for intelligent diagnostic instruction, 8, 262-283.
Munro, A., Johnson, M., Pizzini, Q., Surmon, D., Towne, D. and Wogulis, J. (1997). Authoring simulation-centered tutors with RIDES, 8, 284-316.
Major, N., Ainsworth, S. and Wood, D. (1997). REDEEM: Exploiting symbiosis between psychology and authoring environments, 8, 317-340.
Arruarte, A., Fernandez-Castro, I., Ferrero, B. and Greer, J. (1997). The IRIS shell: How to build ITSs from pedagogical and design requisites, 8, 341-381.

(Volumes 1-7 were printed by AACE: aace@virginia.edu)

Volume 7 (1996):

Weber, G. (1996). Individual selection of examples in an intelligent learning environment, 7, 3-31.
Cheng, P. C-H. (1996). Law encoding diagrams for instructional systems, 7, 33-74.
Baffes, P. and Mooney, R. (1996). Refinement-based student modeling and automated bug library construction, 7, 75-117.

Chan, T.W. (1996). Learning companion systems, social learning systems, and the global social learning club, 7, 125-159.
Dillenbourg, P. (1996). Some technical implications of distributed cognition on the design of interactive learning environments, 7, 161-179.
Moore, J.D. (1996). Making computer tutors more like humans, 7, 181-214.

Conlon, T. and Pain, H. (1996). Persistent collaboration: a methodology for applied AIED, 7, 219-252.
Van Joolingen, W.R. and De Jong, T. (1996). Design and implementation of simulation-based discovery environments: the SMISLE solution, 7, 253-276.
Arruarte, A., Fernandez-Castro, I. and Greer, J. (1996). The CLAI model: a cognitive theory of instruction to guide ITS development, 7, 277-314.
Ritter, S. and Koedinger, K.R. (1996). An architecture for plug-in tutor agents, 7, 315-348.
Paquette, G., Pachet, F., Giroux, S. and Girard, J. (1996). EpiTalk, a generic tool for the development of advisor systems, 7, 349-370.

Volume 6 (1995):

McArthur, D., Lewis, M.W. and Bishay, M. (1995). ESSCOTS for learning: transforming commercial software into powerful educational tools, 6, 3-33.
Hill, R.W. and Johnson, W.L. (1995). Situated plan attribution, 6, 35-66.
Van Joolingen, W. (1995). QMaPS: qualitative reasoning for simulation learning environments, 6, 67-89.
Gillis, P.D. (1995). Using a distributed training architecture to enhance user modeling in a communications planning simulation, 6, 91-114.

Major, N. (1995). Modelling teaching strategies, 6, 117-152.
Giangrandi, P. and Tasso, C. (1995). Truth maintenance techniques for modelling students' behaviour, 6, 153-202.

Ploetzner, R. (1995). The construction and coordination of complementary problem representations in physics, 6, 203-238.
Cox, R. and Brna, P. (1995). Supporting the use of external representations in problem solving: the need for flexible learning environments, 6, 239-302.

McManus, M.M. and Aiken, R.M. (1995). Monitoring computer-based collaborative problem-solving, 6, 307-336.
Del Soldato, T. and Du Boulay, B. (1995). Implementation of motivational tactics in tutoring systems, 6, 337-378.
Montazemi, A.R. and Wang, F. (1995). On the effectiveness of neural networks for adaptive external pacing, 6, 379-404.
Ur, S. and VanLehn, K. (1995). STEPS: a simulated, tutorable physics student, 6, 405-437.

Volume 5 (1994):

McGraw, K.L. (1994). Performance support systems: integrating AI, hypertext, and CBT to enhance user performance, 5, 3-26.
Hoppe, H.U. (1994). Deductive error diagnosis and inductive error generalization for intelligent tutoring systems, 5, 27-49.
Blandford, A.E. (1994). Teaching through collaborative problem-solving, 5, 51-84.
Bertels, K. (1994). A dynamic view on cognitive student modeling in computer programming, 5, 85-105.
Bos, E. and Van de Plassche, J. (1994). A knowledge-based English verb-form tutor, 5, 107-129.

VanLehn, K., Ohlsson, S. and Nason, R. (1994). Applications of simulated students: an exploration, 5, 135-175.
Baker, M. (1994). A model for negotiation in teaching-learning dialogues, 5, 199-254.
Gegg-Harrison, T.S. (1994). Exploiting program schemata in an automated program debugger, 5, 255-278.

Chandler, T.N. (1994). The Science Education Advisor: applying a user centred design approach to the development of an interactive case-based advising system, 5, 283-318.
Ikeda, M. and Mizoguchi, R. (1994). FITS: a framework for ITS - a computational model of tutoring, 5, 319-348.
Burns, L.M., Perkins, S.C. and Orth, D. (1994). A neural network approach to automatic recognition of children's handwriting, 5, 349-369.
Kono, Y., Ikeda, M. and Mizoguchi, R. (1994). THEMIS: a nonmonotonic inductive student modeling system, 5, 371-413.

Special Issue on Language Learning
(editor: Thierry Chanier)

Chanier, T. (1994). Language learning, 5, 417-428.
Hamburger, H. (1994). Foreign language immersion: science, practice, and a system, 5, 529-453.
Lessard, G., Maher, D., Tomek, I.V. and Levison, M. (1994). Modelling second language learner creativity, 5, 455-480.
Harrington, M. (1994). CompLex: a tool for the development of L2 vocabulary knowledge, 5, 481-499.
Lelouche, R. (1994). Dealing with pragmatic and implicit information in an ICALL system, 5, 501-532.
Matthews, C. (1994). Intelligent computer assisted language learning as cognitive science: the choice of syntactic frameworks for language tutoring, 5, 533-556.
Chambreuil, A., Chambreuil, M. and Cherkaoui, C. (1994). Individualization within a multi-agent computer-assisted learning-to-read environment, 5, 557-590.

Volume 4 (1993):

Clancey, W.J. (1993). Guidon-Manage revisited: a socio-technical systems approach, 4, 5-34.
Bredo, E, (1993). Reflections on the intelligence of ITSs: a response to Clancey's "Guidon-manage revisited", 4, 35-40.
Dillenbourg, P. and Schneider, D. (1993). Designers did not wait for situationists: a response to Clancey's viewpoint "Guidon-Manage revisited: a socio-technical systems approach", 4, 41-48.
Hoppe, H.U. (1993). Cognitive apprenticeship - the emperor's new method?: a polemical reaction to the debate on situated cognition and cognitive aopprenticeship, 4, 49-54.
Sack, W. (1993). The everyday life of ONR and IRL: a review of Clancey's article "Guidon-Manage revisited", 4, 55-60.
Shute, V.J. (1993). A macroadaptive approach to tutoring, 4, 61-93.
Capell, P. and Dannenberg, R.B. (1993). Instructional design and intelligent tutoring: theory and the precision of design, 4, 95-121.

Special (double) issue on Evaluation

Mark, M.A. and Greer, J.E. (1993). Evaluation methodologies for intelligent tutoring systems, 4, 129-153.
Twidale, M.B. (1993). Redressing the balance: the advantages of informal evaluation techiques for intelligent learning environments, 4, 155-178.
Murray, T. (1993). Formative qualitative evaluation for 'exploratory' ITS research, 4, 179-207.
Legree, P.J., Gillis, P.D. and Orey, M.A. (1993). The qualitative evaluation of intelligent tutoring system applications: product and process criteria, 4, 209-226.
Or-Bach, R. and Bar-On, E. (1993). 'TALK'ing about evaluation, 4, 227-243.
Shute, V.J. and Regian, J.W. (1993). Principles for evaluating intelligent tutoring systems, 4, 245-271.

Kearsley, G. (1993). Intelligent agents and instructional systems: implications of a new paradigm, 4, 295-304.
Dede, C. and Newman, D. (1993). Differentiating between intelligent tutoring systems and intelligent agents, 4, 305-307.
Winne, P.H. (1993). A landscape of issues in evaluating adaptive learning systems, 4, 309-332.
Martinsons, M.G., Kwan, K.K., Chow, P.K.O. and Lo, V.H.Y. (1993). Academic timetabling with a microcomputer-based expert system shell, 4, 333-356.
Fernandez-Castro, I., Diaz-Illarraza, A. and Verdejo, F. (1993). Architectural and planning issues in intelligent tutoring systems, 4, 357-395.
Aiello, L.C., Cialdea, M. and Nardi, D. (1993). Reasoning about student knowledge and reasoning, 4, 397-413.

Volume 3 (1992):

Whitaker, E.T. and Bonnell, R.D. (1992). A blackboard model for adaptive and self-improving intelligent tutoring systems, 3, 3-27.
Nichol, J. (1992). Knowledge-based tools and pupils as knowledge engineers: a case study of two specific learning difficulty (dyslexic) pupils, 3, 29-39.
Russell, I.F. (1992). A neural network simulation project, 3, 41-49.
Kumar, B.A., Duraiswamy, K. and Sarukesi, K. (1992). A new approach to machine learning systems and its application to the development of an ITS, 3, 51-61.
Orey, M., Park, J-S., Chanlin, L-H., Jih, H., Gillis, P., Legree, P.J. and Sanders, M.G. (1992). High bandwidth diagnosis within the framework of a microcomputer-based intelligent tutoring system, 3, 63-80.
McEneaney, J.E. (1992). A unification-based model of perceptual learning in reading: part 2, computational implementation, 3, 81-104.

Sandberg, J. and Wielinga, B. (1992). Situated cognition: a paradigm shift?, 3, 129-138.
Clancey, W.J. (1992). Representations of knowing: in defense of cognitive apprenticeship, 3, 139-168.
Gegg-Harrison, T.S. (1992). Adapting instruction to the student's capabilities, 3, 169-181.
Augusteijn, M.F., Broome, R.W., Kolbe, R.W. and Ewell, R.N. (1992). ITS Challenger - a domain-independent environment for the development of intelligent training systems, 3, 183-205.
Moyse, R. (1992). A structure and design method for multiple viewpoints, 3, 207-233.
Graesser, A.C., Langston, M.C. and Lang, K.L. (1992). Designing educational software around questioning, 3, 235-241.

Valley, K. (1992). Explanation, exploration and learning: the use of expert system shells in education, 3, 255-273.
Pilkington, R., Hartley, J.R., Hintze, D. and Moore, D.J. (1992). Learning to argue and arguing to learn: an interface for computer-based dialogue games, 3, 275-295.
Duncan, P.C. (1992). The space shuttle fuel cell tutor: a simulation-based intelligent tutoring system with yoked expert systems, 3, 297-313.
Fung, P. (1992). Applying formal semantics to user modelling, 3, 315-345.
Gisolfi, A. and Moccaldi, G. (1992). The student model in POSITS: a tutor for the factorization of algebraic expressions, 3, 347-358.

Special Issue on Student Modelling
(editors: Gordon McCalla and Jim Greer)

Sack, W., Soloway, E. and Weingrad, P. (1992). Re: writing Cartesian student models, 3, 381-399.
Woolf, B.P. and Murray, T. (1992). Using machine learning to advise a student model, 3, 401-416.
Huang, X. (1992). Inconsistent beliefs, attention, and student modelling, 3, 417-428.
Ohlsson, S. (1992). Constraint-based student modelling, 3, 429-447.
Moebus, C., Schroeder, O. and Thole, H-J. (1992). A model of the acquisition and improvement of domain knowledge for functional programming, 3, 449-476.
Frasson, C. and Kaltenbach, M. (1992). Strengthening the novice-expert shift using the self-explanation effect, 3, 477-493.
Katz, S., Lesgold, A., Eggan, G. and Gordin, M. (1992). Modelling the student in Sherlock II, 3, 495-518.

Volume 2 (1990/91):

Barker, P. (1990). Intelligent electronic books, 2(1), 7-13.
Nonnon, P. and Theil, J-P. (1990). Robot-based pedagogy, 2(1), 15-20.
Leinhardt, G. and Ohlsson, S. (1990). Tutorials on the structure of tutoring from teachers, 2(1), 21-46.
Eggert, A.A., Middlecamp, C. and Kean, E. (1990). Chemprof: a tutor for general chemistry, 2(1), 47-62.
McEneaney, J.E. (1990). Logic programming as a theoretical tool in educational research, 2(1), 63-78.
Singer, R.A. (1990). Graphical treatment of anaphora and ellipsis within intelligent tutoring systems, 2(1), 79-97.

Ennals, R. (1990). Overview of computer assisted learning, 2(2), 5-16.
Wilson, B.G. and Jonassen, D. (1990). Automated instructional systems design: a review of prototype systems, 2(2), 17-30.
Scaife, M. and Taylor, J. (1990). Graduated learning environments for developing computational concepts in 7-11 year old children, 2(2), 31-41.
Mengel, S. and Lively, W. (1990). On the use of neural networks in intelligent tutoring systems, 2(2), 43-56.
Jacobson, R. and Smith, G. (1990). Expert systems: using artificial intelligenceto support students doing algebra homework, 2(2), 57-65.
Kopec, D., Wood, C. and Brody, M. (1990). Using cognitive mapping techniques for educating about sexually transmitted diseases with an intelligent tutoring system, 2(2), 67-82.
Lakshmipathy, N. and Schlesinger, J.D. (1990). An intelligent tutoring system for combinatorics, 2(2), 83-103.

Ohlsson, S. (1991). System hacking meets learning theory: reflections on the goals and standards of research in artificial intelligence and education, 2(3), 5-8.
Houlette, F. (1991). Write environment: using AI strategies to model a writer's knowledge of process, 2(3), 19-37.
Livergood, N.D. (1991). From computer-assisted instruction to intelligent tutoring systems, 2(3), 39-50.
Czejdo, B., Eick, C. and Taylor, M. (1991). Methods and tools for integrating databases, object-oriented languages and rule-based systems, 2(3), 51-62.
Balasubramanyam, R., Bourne, J.R. and Brodersen, A.J. (1991). A network-based intelligent tutoring system for digital logic, 2(3), 63-76.
Kincaid, J.P., Kincaid, C.D., Kniffin, J.D., Thomas, M. and Long, S. (1991). Intelligent authoring aids for technical instructional materials written in controlled English, 2(3), 77-81.
Micarelli, A., Mungo, F., Nucci, F.S. and Aiello, L. (1991). Sample: an intelligent educational system for electrical circuits, 2(3), 83-99.

Rabardel, P. (1991). Activity with a training robot and the formation of knowledge, 2(4), 3-14.
Ploger, D. and Carlock, M. (1991). Programming and problem solving: implications for biology education, 2(4), 15-31.
Shankam, S.V. and Cooley, D.H. (1991). A neural network implementation for expert systems, 2(4), 33-49.
McEneaney, J.E. (1991). A unification-based model of perceptual learning in reading: logical foundations, part 1, 2(4), 51-69.
Yan, S.Y. (1991). Declarative testing-debugging as tutoring, 2(4), 71-79.
LaPalme, J-P. and Belanger, M. (1991). A puppet robotic theater, constructed and programmed by students with the help of the Android language, 2(4), 81-89.
Lee, M-C. (1991). IPDA - an expert system for debugging Prolog programs, 2(4), 91-101.

Volume 1 (1989/90):

Kearsley, G. (1989). Can artificial intelligence save educational computing?, 1(1), 5-9.
McGraw, K.L. (1989). Knowledge acquisition for intelligent instructional systems, 1(1), 11-26.
Bredo, E. (1989). Placing cognitive learning theory in context, 1(1), 27-40.
Quigley, M. (1989). A simple algebra tutor, 1(1), 41-52.
Howell, R.D. and Hay, K.E. (1989). Software-based access and control of robotic manipulators for severely physically disabled students, 1(1), 53-72.
Swan, K. (1989). Logo programming and the teaching and learning of problem solving, 1(1), 73-92.
Marcoulides, G.A. (1989). The effectiveness of an expert system and CAI in an introductory statistics course, 1(1), 93-101.
Al-Kadurie, O. and Morgan, S. (1989). The PCMATH system: empirical investigations, 1(1), 103-120.

Schank, R.C. and Edelson, D.J. (1989). A role for AI in education: using technology to reshape education, 1(2), 3-20.
Petrie-Brown, A.M. (1989). Discourse and dialogue: concepts in intelligent tutoring interactions, 1(2), 21-29.
Barker, P. and Manji, K. (1989). Designing electronic books, 1(2), 31-42.
Hawkes, L.W. and Derry, S.J. (1989). Error diagnosis and fuzzy reasoning techniques for intelligent tutoring systems, 1(2), 43-56.
Ennals, R. (1989). Knowledge-based systems and work-based learning, 1(2), 57-66.
Bright, G.W. (1989). Inferring game strategies via computable analysis of players' moves, 1(2), 67-75.
Orey, M.A. and Burton, J.K. (1989). POSIT: process oriented subtraction interface for tutoring, 1(2), 77-104.
Schroder, O. and Kohnert, K. (1989). Toward a model of instruction-based knowledge acquisition: the operational knowledge for a functional, visual programming language, 1(2), 105-128.

Eggert, A.A. (1990). A rebuttal to "A role for AI in education: using technology to reshape education", 1(3), 3-9.
O'Shea, T., O'Malley, C. and Scanlon, E. (1990). Magnets, Martians and microworlds: learning with and learning by OOPS, 1(3), 11-25.
Lippert, R. (1990). Teaching problem solving in mathematics and science with expert systems, 1(3), 27-40.
Py, D. and Nicolas, P. (1990). Mentoniezh: a geometry ITS for figure drawing and proof setting, 1(3), 41-55.
Lopez, A.M. (1990). Prolog microworlds, 1(3), 57-72.
Thornburg, M., Baer, R., Ferrara, J. and Althouse, B. (1990). Using expert systems to teach concepts associated with special education eligibility decisions, 1(3), 73-84.
Yazdani, M. (1990). An artificial intelligence approach to second language teaching, 1(3), 85-90.
Ronen, M. (1990). An integrated computerized tutorial environment: a model for geometrical optics, 1(3), 91-100.

Self, J. (1990). Theoretical foundations for intelligent tutoring systems, 1(4), 3-14.
McEneaney, J.E. (1990). Teaching machines to read: the artificial intelligence/reading connection, 1(4), 15-29.
Fowler, D. (1990). A neural computing model using basic matrix algebra concepts, 1(4), 31-40.
Jacobs, J.W., Dempsey, J.V. and Salisbury, D.F. (1990). An attention reduction training model: educational and technological applications, 1(4), 41-50.
Kurtz, B.L., Chen, L. and Huang, X. (1990). An English-Chinese language learning system using adaptive correction and multipass error diagnosis, 1(4), 51-64.
Beeson, M.J. (1990). Mathpert: a computerized learning environment for algebra, trigonmetry, and calculus, 1(4), 65-76.
Giere, S.L., Baer, R., Ferrara, J.M., Prater, M.A. and Thornburg, M. (1990). Expert systems as an adjunct in providing behavior management training for regular and special education personnel, 1(4), 77-88.