This document is the table of contents for the ITS 2004 conference proceedings. It lists 42 papers presented at the conference organized under various topic categories including adaptive testing, affect, architecture for ITS, authoring systems, cognitive modeling, collaborative learning, natural language dialogue and discourse, evaluation, machine learning in ITS, pedagogical agents, and student modeling. Each entry includes the title, authors, and page numbers for that paper. The document is 4 pages long and provides a high-level overview of the research presented at the ITS 2004 conference through the categorized list of paper titles, authors, and page references.

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ITS 2004 Table of contents
www : http://ftp.informatik.uni-trier.de/~ley/db/conf/its/its2004.html
Adaptive Testing
• Jean P. Gonçalves, Sandra M. Aluísio, Leandro H. M. de Oliveira, Osvaldo N. Oliveira Jr.:
A Learning Environment for English for Academic Purposes Based on Adaptive Tests and
Task-Based Systems. 1-11
• Eduardo Guzmán, Ricardo Conejo:
A Model for Student Knowledge Diagnosis Through Adaptive Testing. 12-21
• Mariana Lilley, Trevor Barker:
A Computer-Adaptive Test That Facilitates the Modification of Previously Entered Responses:
An Empirical Study. 22-33
Affect
• Emmanuel Blanchard, Claude Frasson:
An Autonomy-Oriented System Design for Enhancement of Learner?s Motivation in E-
learning. 34-44
• Soumaya Chaffar, Claude Frasson:
Inducing Optimal Emotional State for Learning in Intelligent Tutoring Systems. 45-54
• Cristina Conati, Heather Maclare:
Evaluating a Probabilistic Model of Student Affect. 55-66
• W. Lewis Johnson, Paola Rizzo:
Politeness in Tutoring Dialogs: "Run the Factory, That's What I'd Do". 67-76
• Kaska Porayska-Pomsta, Helen Pain:
Providing Cognitive and Affective Scaffolding Through Teaching Strategies: Applying
Linguistic Politeness to the Educational Context. 77-86
Architecture for ITS
• Ioannis Hatzilygeroudis, Jim Prentzas:
Knowledge Representation Requirements for Intelligent Tutoring Systems. 87-97
• Rosemary Luckin, Joshua Underwood, Benedict du Boulay, Joe Holmberg, Hilary Tunley:
Coherence Compilation: Applying AIED Techniques to the Reuse of Educational TV Resources.
98-107
• Vanda Luengo, Dima Mufti-Alchawafa, Lucile Vadcard:
The Knowledge Like the Object of Interaction in an Orthopaedic Surgery-Learning
Environment. 108-117
• Anton Minko, Guy Gouardères:
Towards Qualitative Accreditation with Cognitive Agents. 118-127
• Cássia Trojahn dos Santos, Fernando Santos Osório:
Integrating Intelligent Agents, User Models, and Automatic Content Categorization in a Virtual
Environment. 128-139
Authoring Systems
• Lora Aroyo, Akiko Inaba, Larisa Soldatova, Riichiro Mizoguchi:
EASE: Evolutional Authoring Support Environment. 140-149
• Jacqueline Bourdeau, Riichiro Mizoguchi, Valéry Psyché, Roger Nkambou:
Selecting Theories in an Ontology-Based ITS Authoring Environment. 150-161
• Kenneth R. Koedinger, Vincent Aleven, Neil T. Heffernan, Bruce McLaren, Matthew Hockenberry:
Opening the Door to Non-programmers: Authoring Intelligent Tutor Behaviorby
Demonstration. 162-174
• Mikel Larrañaga, Urko Rueda, Jon A. Elorriaga, Ana Arruarte Arruarte:
Acquisition of the Domain Structure from Document Indexes Using Heuristic Reasoning.
175-186
• Miguel Angel Mora, Roberto Moriyón, Francisco Saiz:
Role-Based Specification of the Behaviour of an Agent for the Interactive Resolution of
Mathematical Problems. 187-196

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• Tom Murray, Beverly Park Woolf, David Marshall:
Lessons Learned from Authoring for Inquiry Learning: A Tale of Authoring Tool Evolution.
197-206
• Pramuditha Suraweera, Antonija Mitrovic, Brent Martin:
The Role of Domain Ontology in Knowledge Acquisition for ITSs. 207-216
• Koen Veermans, Wouter R. van Joolingen:
Combining Heuristics and Formal Methods in a Tool for Supporting Simulation-Based
Discovery Learning. 217-226
Cognitive Modeling
• Vincent Aleven, Bruce M. McLaren, Ido Roll, Kenneth R. Koedinger:
Toward Tutoring Help Seeking: Applying Cognitive Modeling to Meta-cognitive Skills. 227-239
• Ethan A. Croteau, Neil T. Heffernan, Kenneth R. Koedinger:
Why Are Algebra Word Problems Difficult? Using Tutorial Log Files and the Power Law of
Learning to Select the Best Fitting Cognitive Model. 240-250
• Michiko Kayashima, Akiko Inaba, Riichiro Mizoguchi:
Towards Shared Understanding of Metacognitive Skill and Facilitating Its Development.
251-261
Collaborative Learning
• Marco Aurélio Gerosa, Mariano Gomes Pimentel, Hugo Fuks, Carlos José Pereira de Lucena:
Analyzing Discourse Structure to Coordinate Educational Forums. 262-272
• Yusuke Hayashi, Mitsuru Ikeda:
Intellectual Reputation to Find an Appropriate Person for a Role in Creation and Inheritance of
Organizational Intellect. 273-284
• Akiko Inaba, Riichiro Mizoguchi:
Learners' Roles and Predictable Educational Benefits in Collaborative Learning An Ontological
Approach to Support Design and Analysis of CSCL. 285-294
• Pablo Reyes, Pierre Tchounikine:
Redefining the Turn-Taking Notion in Mediated Communication of Virtual Learning
Communities. 295-304
• Julita Vassileva:
Harnessing P2P Power in the Classroom. 305-314
• Ana Cláudia Vieira, Lamartine Teixeira, Aline Timóteo, Patricia Azevedo Tedesco, Flávia A. Barros:
Analyzing On-Line Collaborative Dialogues: The OXEnTCHÊ-Chat. 315-324
Natural Language Dialogue and Discourse
• Emmanuel Blanchard, Claude Frasson:
An Autonomy-Oriented System Design for Enhancement of Learner's Motivation in E-learning.
325-335
• W. Lewis Johnson, Carole R. Beal, Anna Fowles-Winkler, Ursula Lauper, Stacy Marsella, Shrikanth
Narayanan, Dimitra Papachristou, Hannes Högni Vilhjálmsson:
Tactical Language Training System: An Interim Report. 336-345
• Pamela W. Jordan, Maxim Makatchev, Kurt VanLehn:
Combining Competing Language Understanding Approaches in an Intelligent Tutoring System.
346-357
• Jung Hee Kim, Michael Glass:
Evaluating Dialogue Schemata with the Wizard of Oz Computer-Assisted Algebra Tutor.
358-367
• Diane J. Litman, Carolyn Penstein Rosé, Katherine Forbes-Riley, Kurt VanLehn, Dumisizwe
Bhembe, Scott Silliman:
Spoken Versus Typed Human and Computer Dialogue Tutoring. 368-379
• Sylvie Normand-Assadi, Lalina Coulange, Elisabeth Delozanne, Brigitte Grugeon:
Linguistic Markers to Improve the Assessment of Students in Mathematics: An Exploratory
Study. 380-389

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• Heather Pon-Barry, Brady Clark, Karl Schultz, Elizabeth Owen Bratt, Stanley Peters:
Advantages of Spoken Language Interaction in Dialogue-Based Intelligent Tutoring Systems.
390-400
• Carolyn Penstein Rosé, Cristen Torrey, Vincent Aleven, Allen Robinson, Chih Wu, Kenneth Forbus:
CycleTalk: Toward a Dialogue Agent That Guides Design with an Articulate Simulator.
401-411
• Carolyn Penstein Rosé, Cristen Torrey:
DReSDeN: Towards a Trainable Tutorial Dialogue Manager to Support Negotiation Dialogues
for Learning and Reflection. 412-422
• Matthew Ventura, D. R. Franchescetti, P. Pennumatsa, Arthur C. Graesser, G. Tanner Jackson,
Xiangen Hu, Zhiqiang Cai:
Combining Computational Models of Short Essay Grading for Conceptual Physics Problems.
423-431
• Iraide Zipitria, Jon A. Elorriaga, Ana Arruarte Lasa, Arantza Díaz de Ilarraza Sánchez:
From Human to Automatic Summary Evaluation. 432-442
Evaluation
• Vincent Aleven, Amy Ogan, Octav Popescu, Cristen Torrey, Kenneth R. Koedinger:
Evaluating the Effectiveness of a Tutorial Dialogue System for Self-Explanation. 443-454
• Lisa Anthony, Albert T. Corbett, Angela Z. Wagner, Scott M. Stevens, Kenneth R. Koedinger:
Student Question-Asking Patterns in an Intelligent Algebra Tutor. 455-467
• Ivon Arroyo, Carole R. Beal, Tom Murray, Rena Walles, Beverly Park Woolf:
Web-Based Intelligent Multimedia Tutoring for High Stakes Achievement Tests. 468-477
• Joseph E. Beck, Jack Mostow, Juliet Bey:
Can Automated Questions Scaffold Children's Reading Comprehension? 478-490
• Neil T. Heffernan, Ethan A. Croteau:
Web-Based Evaluations Showing Differential Learning for Tutorial Strategies Employed by the
Ms. Lindquist Tutor. 491-500
• G. Tanner Jackson, Matthew Ventura, Preeti Chewle, Arthur C. Graesser:
The Impact of Why/AutoTutor on Learning and Retention of Conceptual Physics. 501-510
• Sandra Nogry, Stéphanie Jean-Daubias, Nathalie Duclosson:
ITS Evaluation in Classroom: The Case of Ambre-AWP. 511-520
• Kurt VanLehn, Dumiszewe Bhembe, Min Chi, Collin Lynch, Kay G. Schulze, Robert Shelby,
Linwood Taylor, Donald Treacy, Anders Weinstein, Mary Wintersgill:
Implicit Versus Explicit Learning of Strategies in a Non-procedural Cognitive Skill. 521-530
Machine Learning in ITS
• Ryan Shaun Baker, Albert T. Corbett, Kenneth R. Koedinger:
Detecting Student Misuse of Intelligent Tutoring Systems. 531-540
• Matthew P. Jarvis, Goss Nuzzo-Jones, Neil T. Heffernan:
Applying Machine Learning Techniques to Rule Generation in Intelligent Tutoring Systems.
541-553
• Roberto S. Legaspi, Raymund Sison, Masayuki Numao:
A Category-Based Self-Improving Planning Module. 554-563
• Kimberly N. Martin, Ivon Arroyo:
AgentX: Using Reinforcement Learning to Improve the Effectiveness of Intelligent Tutoring
Systems. 564-572
• Weber Martins, Sirlon Diniz de Carvalho:
An Intelligent Tutoring System Based on Self-Organizing Maps ? Design, Implementation and
Evaluation. 573-579
• Ron Stevens, Amy Soller, Melanie Cooper, Marcia Sprang:
Modeling the Development of Problem Solving Skills in Chemistry with a Web-Based Tutor.
580-591

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Pedagogical Agents
• Amy L. Baylor, Yanghee Kim:
Pedagogical Agent Design: The Impact of Agent Realism, Gender, Ethnicity, and Instructional
Role. 592-603
• Lynne E. Hall, Sarah Woods, Kerstin Dautenhahn, Daniel Sobral, Ana Paiva, Dieter Wolke, Lynne
Newall:
Designing Empathic Agents: Adults Versus Kids. 604-613
• Peter M. Wiemer-Hastings, David Allbritton, Elizabeth Arnott:
RMT: A Dialog-Based Research Methods Tutor With or Without a Head. 614-623
Student Modeling
• Joseph E. Beck, June Sison:
Using Knowledge Tracing to Measure Student Reading Proficiencies. 624-634
• Christopher A. Brooks, Mike Winter, Jim E. Greer, Gordon I. McCalla:
The Massive User Modelling System (MUMS. 635-645
• Susan Bull, Mark McKay:
An Open Learner Model for Children and Teachers: Inspecting Knowledge Level of Individuals
and Peers. 646-655
• Andrea Bunt, Cristina Conati, Kasia Muldner:
Scaffolding Self-Explanation to Improve Learning in Exploratory Learning Environments..
656-667
• Claudia Gama:
Metacognition in Interactive Learning Environments: The Reflection Assistant Model. 668-677
• Declan Kelly, Brendan Tangney:
Predicting Learning Characteristics in a Multiple Intelligence Based Tutoring System. 678-688
• Andrew Mabbott, Susan Bull:
Alternative Views on Knowledge: Presentation of Open Learner Models. 689-698
• Maxim Makatchev, Pamela W. Jordan, Kurt VanLehn:
Modeling Students' Reasoning About Qualitative Physics: Heuristics for Abductive Proof
Search. 699-709
• Carine Webber:
From Errors to Conceptions - An approach to Student Diagnosis. 710-719
• Kamal Yammine, Mohammed Abdel Razek, Esma Aïmeur, Claude Frasson:
Discovering Intelligent Agent: A Tool for Helping Students Searching a Library. 720-729
Teaching and Learning Strategies
• Gautam Biswas, Krittaya Leelawong, Kadira Belynne, Karun Viswanath, Daniel Schwartz, Joan
Davis:
Developing Learning by Teaching Environments That Support Self-Regulated Learning.
730-740
• Glória Curilem Saldías, Fernando Mendes de Azevedo, Andréa R. Barbosa:
Adaptive Interface Methodology for Intelligent Tutoring Systems. 741-750
• Evelyn Lulis, Martha W. Evens, Joel A. Michael:
Implementing Analogies in an Electronic Tutoring System. 751-761
• Erica Melis, Georgi Goguadze:
Towards Adaptive Generation of Faded Examples. 762-771
• Dimitra Tsovaltzi, Armin Fiedler, Helmut Horacek:
A Multi-dimensional Taxonomy for Automating Hinting. 772-781