| 2011 | When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning Environments. | Jennifer Sabourin, Jonathan P. Rowe, Bradford W. Mott, James C. Lester |
| 2011 | Self-assessment of Motivation: Explicit and Implicit Indicators in L2 Vocabulary Learning. | Kevin Dela Rosa, Maxine Esknazi |
| 2011 | Metacognitive Practice Makes Perfect: Improving Students' Self-Assessment Skills with an Intelligent Tutoring System. | Ido Roll, Vincent Aleven, Bruce M. McLaren, Kenneth R. Koedinger |
| 2011 | Facilitating Communication with Open Learner Models: A Semiotic Engineering Perspective. | Peter Reimann, Susan Bull |
| 2011 | Automatic Identification of Affective States Using Student Log Data in ITS. | Ramkumar Rajendran |
| 2011 | Monkey's Revenge: Coordinate Geometry Learning Environment with Game-Like Elements. | Dovan Rai, Joseph E. Beck |
| 2011 | Causal Modeling of User Data from a Math Learning Environment with Game-Like Elements. | Dovan Rai, Joseph E. Beck |
| 2011 | Faster Teaching by POMDP Planning. | Anna N. Rafferty, Emma Brunskill, Thomas L. Griffiths, Patrick Shafto |
| 2011 | Classroom Video Assessment and Retrieval via Multiple Instance Learning. | Qifeng Qiao, Peter A. Beling |
| 2011 | The MetaHistoReasoning Tool: Fostering Domain-Specific Metacognitive Processes While Learning through Historical Inquiry. | Eric G. Poitras, Susanne P. Lajoie, Jeffrey Nokes, Yuan-Jin Hong |
| 2011 | Scenario-Based Training: Director's Cut. | Marieke Peeters, Karel van den Bosch, John-Jules Ch. Meyer, Mark A. Neerincx |
| 2011 | Detecting Carelessness through Contextual Estimation of Slip Probabilities among Students Using an Intelligent Tutor for Mathematics. | Maria Ofelia Clarissa Z. San Pedro, Ryan Shaun Joazeiro de Baker, Ma. Mercedes T. Rodrigo |
| 2011 | Using Contextual Factors Analysis to Explain Transfer of Least Common Multiple Skills. | Philip I. Pavlik, Michael Yudelson, Kenneth R. Koedinger |
| 2011 | A Teachable-Agent Arithmetic Game's Effects on Mathematics Understanding, Attitude and Self-efficacy. | Lena Pareto, Tobias Arvemo, Ylva Dahl, Magnus Haake, Agneta Gulz |
| 2011 | Generating Task-Specific Next-Step Hints Using Domain-Independent Structures. | Luc Paquette, Jean-Franois Lebeau, Jean Pierre Mbungira, Andr Mayers |
| 2011 | Learning on Semantic Social Networks: A Distributed Description Logic-Based Approach. | Mourad Ouziri, Salima Benbernou |
| 2011 | Multiple Mechanisms for Deep Learning: Overcoming Diminishing Returns in Instructional Systems. | Stellan Ohlsson |
| 2011 | Persistent Effects of Social Instructional Dialog in a Virtual Learning Environment. | Amy Ogan, Vincent Aleven, Christopher Jones, Julia Kim |
| 2011 | Use of the DynaLearn Learning Environment by Nave Student Modelers: Implications for Automated Support. | Richard Noble, Bert Bredeweg |
| 2011 | Statistical Relational Learning in Student Modeling for Intelligent Tutoring Systems. | William R. Murray |
| 2011 | Toward Exploiting EEG Input in a Reading Tutor. | Jack Mostow, Kai-min Chang, Jessica Nelson |
| 2011 | Automatic Generation of Deductive Logic Proof Problems. | Behrooz Mostafavi |
| 2011 | Typed versus Spoken Conversations in a Multi-party Epistemic Game. | Brent Morgan, Candice Burkett, Elizabeth Bagley, Arthur C. Graesser |
| 2011 | Metacognitively Guided Study in the Region of Proximal Learning. | Janet Metcalfe |
| 2011 | Virtual Manipulatives in a Computer-Based Learning Environment: How Experimental Data Informs the Design of Future Systems. | Maria Mendiburo, Gautam Biswas |