| 2007 | Mediating Conceptual Knowledge with Qualitative Reasoning Technology. | Bert Bredeweg, Paulo Salles |
| 2007 | The Influence of Learner Characteristics on Task-Oriented Tutorial Dialogue. | Kristy Elizabeth Boyer, Mladen A. Vouk, James C. Lester |
| 2007 | Motivationally Intelligent Systems: Diagnosis and Feedback. | Benedict du Boulay, Genaro Rebolledo-Mendez, Rosemary Luckin, Erika Martnez-Mirn |
| 2007 | Lowering the Bar for Creating Model-Tracing Intelligent Tutoring Systems. | Stephen Blessing, Stephen B. Gilbert, Steven Ourada, Steven Ritter |
| 2007 | Does Learner Control Affect Learning? | Joseph E. Beck |
| 2007 | Intelligent Tutoring and Human Tutoring in Small Groups: An Empirical Comparison. | Carole R. Beal, Erin Shaw, Mike Birch |
| 2007 | Student Motivation and Performance in Scientific Problem Solving Simulations. | Carole R. Beal, Ronald H. Stevens |
| 2007 | Relating Machine Estimates of Students' Learning Goals to Learning Outcomes: A DBN Approach. | Carole R. Beal, Lei Qu |
| 2007 | Modeling learning patterns of students with a tutoring system using Hidden Markov Models. | Carole R. Beal, Sinjini Mitra, Paul R. Cohen |
| 2007 | From Communities of Interest to Social Learning Communities. | Beatriz Barros, Julita Vassileva |
| 2007 | Measuring the Effect of Collaboration in an Assessment Environment. | Beatriz Barros, Ricardo Conejo, Eduardo Guzmn |
| 2007 | Evaluating a Collaborative Constraint-based Tutor for UML Class Diagrams. | Nilufar Baghaei, Antonija Mitrovic |
| 2007 | Assessing Learning in a Peer-Driven Tutoring System. | Ari Bader-Natal, Jordan B. Pollack |
| 2007 | Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes? | Roger Azevedo, Amy M. Witherspoon, Shanna Baker, Jeffrey Alan Greene, Daniel C. Moos, Jeremiah Sullins, Andrew Trousdale, Jennifer Scott |
| 2007 | Analyzing the Coherence and Cohesion in Human Tutorial Dialogues when Learning with Hypermedia. | Roger Azevedo, Moongee Jeon |
| 2007 | Students' Conception of Knowledge and Its Link to Knowledge Monitoring in Ill-Structured Subjects: The Potential of Representational Tools to Support Learning. | Katerina Avramides |
| 2007 | Extension of IMS-QTI to Express Constraints on Template Variables in Mathematics Exercises. | Odette Auzende, Hlne Giroire, Franoise Le Calvez |
| 2007 | Repairing Disengagement With Non-Invasive Interventions. | Ivon Arroyo, Kimberly Ferguson, Jeffrey Johns, Toby Dragon, Hasmik Meheranian, Don Fisher, Andrew G. Barto, Sridhar Mahadevan, Beverly Park Woolf |
| 2007 | Benefits of Handwritten Input for Students Learning Algebra Equation Solving. | Lisa Anthony, Jie Yang, Kenneth R. Koedinger |
| 2007 | Getting Under the Skin of Learners: Tools for Evaluating Emotional Experience. | Madeline Alsmeyer, Rosemary Luckin, Judith Good |
| 2007 | AIED Applications in Ill-Defined Domains. | Vincent Aleven, Kevin D. Ashley, Collin F. Lynch, Niels Pinkwart |
| 2007 | Using Automated Capture in Classrooms to Support Understanding of the Learning Experience. | Gregory D. Abowd |
| 2007 | Toward a Generic Cognitive Model of Knowledge Representation - A Case Study of Problem Solving in DC Electrical Circuits. | Amir Abdessemed, Mehdi Najjar, Andr Mayers, Habib Hamam |
| 2005 | Understanding the Locus of Modality Effects and How to Effectively Design Multimedia Instructional Materials. | Jesse S. Zolna |
| 2005 | Feedback Micro-engineering in EER-Tutor. | Konstantin Zakharov, Antonija Mitrovic, Stellan Ohlsson |