• Learning Science Research at Pearson – John Behrens
• In vivo Experimentation in the Classroom – Steve Ritter
• The value of research to the bottom line – Bror Saxberg

Posters

• What Influences Undergrad Authors to Implement Peer Critiques of Their Argument Diagrams? Jordan Lippman, LRDC, University of Pittsburgh
• Motivation and Transfer: The Effect of Mastery‐Approach Goals on Transfer from Contrasting Cases Dan Belenky, Psychology, University of Pittsburgh
• Exploring Compensatory Strategies in Resilient Readers Liz Hirshorn, LRDC, University of Pittsburgh
• CTAT: Cognitive Tutor Authoring Tools Jonathan Sewall, HCII, Carnegie Mellon
• MathTutor: Bringing Cognitive Tutors to the Internet Jonathan Sewall, HCII, Carnegie Mellon
• DataShop John Stamper
• Studying the Effect of Learning by Teaching with a Synthetic Teachable Agent Noboru Matsuda, Human Computer Interaction Institute, Carnegie Mellon University
• The Genetics Cognitive Tutor Albert Corbett, Human Computer Interaction Institute, Carnegie Mellon
• Individualized Bayesian Knowledge Tracing at Scale Michael Yudelson, HCII, Carnegie Mellon
• Examplify Repurposing exam archives for robust learning Turadg Aleahmad, HCII, Carnegie Mellon
• Skill Diaries: Can Periodic Self-Assessment Improve Students’ Learning with an Intelligent Tutoring System? Yanjin Long, HCII, Carnegie Mellon
• Comparing Human and Machine Coding of Teacher Accountable Talk Moves Gaowei Chen
• Learner Differences in Hint Processing Ilya Goldin, HCII, Carnegie Mellon
• A Data Driven Approach to the Discovery of Better Cognitive Models Mimi McLaughlin, HCII, Carnegie Mellon
• Student Motivation and its Relationship to Hint Use in Computer Assisted Learning Matt Bernacki, University of Pittsburgh
• Integrating Representation Learning and Skill Learning in a Human-Like Intelligent Agent Nan Li, Computer Science, Carnegie Mellon University
• Integrating Accountable Talk into Students’ Group Discussions Via Intelligent Dialogue Tutors David Adamson, Language Technologies Institute, Carnegie Mellon University
• Ted Demonstration Stephanie Siler
• Numbaland Demonstration - Derek Lomas
• Understanding alone doesn’t do it - fluency matters too! Martina Rau, Human Computer Interaction Institute, Carnegie Mellon University
• Open Social Student Modeling with Progressive Zoom: An Evaluation Using a Google Maps Approach Michelle Liang, Adaptive Learning, Fudan University
• Why does explaining why? help learning? Joseph Jay Williams, Psychology, University of California at Berkeley
• How do you improve student GPA in two class periods? Teach a Growth Mindset of Intelligence Project for Education Research that Scales, Stanford University Joseph Jay Williams, Psychology, University of California at Berkeley
• Directly Instructing Adolescents in Metacognition Enhances Science Learning and Motivation: An In-Vivo Study. Cristina Zepeda, LRDC, University of Pittsburgh.
• Development, Formative Evaluation and Crowdsourcing of Physics Games for Young ChildrenVincent Aleven, HCII, Carnegie Mellon
• Erroneous Examples Versus Problem Solving: Can We Improve How Middle School Students Learn Decimals? Brett Leber, HCII, Carnegie Mellon University