vincentoutdoors

Vincent Aleven
Assistant Professor
Human-Computer Interaction Institute
Carnegie Mellon University

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Awards and Nominations

  • Cognition and Student Learning Prize (sponsored by the Institute of Education Sciences), Annual Meeting of the Cognitive Science Society, CogSci2008.
  • Conference Best Paper Award, 7th International Conference on Intelligent Tutoring Systems, ITS 2004.
  • Conference Best Paper Award, 5th International Conference on Intelligent Tutoring Systems, ITS 2000.
  • Co-author of paper that won the Best Paper Award at the 4th e-Learning conference of the German Computer Science Association.
  • Finalist (1 of 5) for Conference Best Paper Award, 11th International Conference on Artificial Intelligence in Education, AI-ED 2003.
  • Co-author of paper (1 of 8) nominated for Conference Best Paper Award, 8th International Conference on Intelligent Tutoring Systems, ITS 2006.
  • Co-author of two papers (2 of 8) nominated for Conference Best Student Paper Award, 8th International Conference on Intelligent Tutoring Systems, ITS 2006.

Journal Articles

  • Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. R. (under review). Example-tracing tutors: A new paradigm for intelligent tutoring systems. Document submitted for publication.
  • Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V., & Salden, R. (in press). The worked-example effect: is it just an artefact of lousy control conditions? Computers in Human Behavior.
  • Roll, I., Aleven, V., McLaren, B., & Koedinger, K. (2007). Designing for metacognition – applying Cognitive Tutor principles to metacognitive tutoring. Metacognition and Learning, 2(2-3), 125-140.
  • Koedinger, K. R., & Aleven V. (2007). Exploring the assistance dilemma in experiments with Cognitive Tutors. Educational Psychology Review, 19(3), 239-264.
  • Aleven, V. (2006). An intelligent learning environment for case-based argumentation. Technology, Instruction, Cognition, and Learning 4(2), 191-241.
  • Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2006). Toward meta-cognitive tutoring: A model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence and Education, 16, 101-128.
  • Rosé, C. P., Kumar, R., Aleven, V., Robinson, A., & Wu, C. (2006). CycleTalk: Data driven design of support for simulation based learning. International Journal of Artificial Intelligence and Education, 16, 195-223. pdf-icon
  • Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R.M. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(2), 277-320.
  • Aleven, V. (2003). Using background knowledge in case-based legal reasoning: a computational model and an intelligent learning environment. Artificial Intelligence, 150, 183-237.
  • Aleven, V., & Koedinger, K. R. (2002). An effective meta-cognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science, 26(2), 147-179.

Book Chapters

  • Rose, C. P. & Aleven, V. (in preparation). Data-Driven Development of an Effective Tutorial Dialogue Agent for Supporing Simulation Based Learning, to appear in Susan Chipman (Ed.) The Gift of Tongues. Mahwah, NJ: Earlbaum.
  • Aleven, V., McLaren, B. M., & Koedinger, K. R. (2006). Towards Computer-Based Tutoring of Help-Seeking Skills. In S. Karabenick & R. Newman (Eds.), Help Seeking in Academic Settings: Goals, Groups, and Contexts (pp. 259-296). Mahwah, NJ: Erlbaum.
  • Aleven, V. (1999). Case-Based Reasoning. In A. Lodder & A. Oskamp (Eds.), Informatietechnologie voor Juristen - Een handboek voor juristen in de 21-ste eeuw [Information Technology for Lawyers - A Handbook for Lawyers in the 21st Century], (pp. 211-228). Deventer, the Netherlands: Kluwer Academic Publishers.

Refereed Conference and Workshop Publications - 2008

  • Aleahmad, T., Aleven, V., & Kraut, R. (2008). Open community authoring of targeted worked example problems. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 216-227). Berlin: Springer Verlag.
  • Aleahmad, T., Kraut, R., & Aleven, V. (2008). Community authoring of worked example problems aligned to content standards. In P. A. Kirschner, J. van Merriënboer, & T. de Jong (Eds.), International Perspectives in the Learning Sciences: Proceedings of ICLS 2008. Utrecht, The Netherlands. (Poster)
  • Baker, R., Corbett, A.T., Aleven, V. (2008) More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 406-415). Berlin: Springer Verlag.
  • Baker, R.S.J.d., Corbett, A.T., Aleven, V. (2008) Improving Contextual Models of Guessing and Slipping with a Truncated Training Set. In R. Baker & J. Beck (Eds.) Proceedings of the 1st International Conference on Educational Data Mining, (pp. 67-76). Montreal, Canada.
  • Brown, Q., Lee, F. J., Salvucci, D. D., & Aleven: Interface Challenges for Mobile Tutoring Systems. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 693-695). Berlin: Springer Verlag.
  • Butcher, K., & Aleven, V. (2008). Diagram interaction during intelligent tutoring in geometry: Support for knowledge retention and deep transfer. In C. Schunn (Ed.) Proceedings of the Annual Meeting of the Cognitive Science Society, CogSci 2008. New York, NY: Lawrence Earlbaum. (Poster)
  • Chaudhuri, S., Kumar, R., Joshi, M., Terrell, E., Higgs, F., Aleven, F., & Rosé, C. P. (2008). It's Not Easy Being Green: Supporting Collaborative "Green Design" Learning. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 807-809). Berlin: Springer Verlag.
  • Koedinger, K., Pavlik, P., McLaren, B., & Aleven, V. (2008). Is it better to give than to receive? The Assistance Dilemma as a fundamental unsolved problem in the cognitive science of learning and instruction. In C. Schunn (Ed.) Proceedings of the Annual Meeting of the Cognitive Science Society, CogSci 2008. New York, NY: Lawrence Earlbaum.
  • Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2008). Argument graph classification via Genetic Programming and C4.5. In R. Baker & J. Beck (Eds.) Proceedings of the 1st International Conference on Educational Data Mining, (pp. 67-76). Montreal, Canada.
  • Lynch, C., Pinkwart, N., Ashley, K., & Aleven, V. (2008). What do argument diagrams tell us about students' aptitude or experience? A statistical analysis in an ill-defined domain. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 9th International Conference on Intelligent Tutoring Systems (p. 62-73). Montreal (Canada).
  • Ogan, A., Aleven, V., & Jones, C. (2008). Pause, predict, and ponder: Use of narrative videos to improve cultural discussion and learning. In Proceeding of the Twenty-Sixth Annual SIGCHI Conference on Human Factors in Computing Systems (pp. 155-162). New York: ACM.
  • Ogan, A., Walker, E., Aleven, V., & Jones, C. (2008). Toward Supporting Collaborative Discussion in an Ill-Defined Domain. IIn E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 825-827). Berlin: Springer Verlag.
  • Pinkwart, N., Lynch, C., Ashley, K. D., & Aleven, V. (2008). Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills? In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), (pp. 90-100). Berlin: Springer Verlag.
  • Pinkwart, N., Ashley, K., Lynch, C., & Aleven, V. (2008). Graph Grammars: An ITS Technology for Diagram Representations. In H. Chad Lane, & D. Wilson (Eds.), Proceedings of the 21st International FLAIRS conference (p. 433-438). Coconut Grove (FL), AAAI.
  • Salden, R., Aleven, V., Renkl, A., & Schwonke, R. (2008). Worked examples and tutored problem solving: redundant or synergistic forms of support? In C. Schunn (Ed.) Proceedings of the Annual Meeting of the Cognitive Science Society, CogSci 2008. New York, NY: Lawrence Earlbaum. Cognition and Student Learning Prize.

Refereed Conference and Workshop Publications - 2007

  • Ashley, K., Pinkwart, N., Lynch, C., & Aleven, V. (2007). Learning by Diagramming Supreme Court Oral Arguments. In Proceedings of the 11th International Conference on Artificial Intelligence and Law (pp. 271-­275). New York, NY: ACM Press. pdf-icon 
  • Butcher, K., & Aleven, V. (2007). Integrating visual and verbal knowledge during classroom learning with computer tutors. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 137-­142). Austin, TX: Cognitive Science Society. pdf-icon 
  • Easterday, M., Aleven, V., & Scheines, R. (2007). 'Tis better to construct than to receive? The effects of diagramming tools on causal reasoning. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 93-­100). Amsterdam, the Netherlands: IOS Press. pdf-icon 
  • Easterday, M. W., Aleven, V., & Scheines, R. (2007). The logic of Babel: Causal reasoning from conflicting sources. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on AIED Applications for Ill-Defined Domains at the 13th International Conference on Artificial Intelligence in Education (pp. 31-40). Los Angeles, CA. pdf-icon 
  • Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2007). Argument diagramming as focusing device: does it scaffold reading? In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on AIED Applications for Ill-Defined Domains at the 13th International Conference on Artificial Intelligence in Education (pp. 51-60). Los Angeles, CA.  
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2007). Evaluating legal argument instruction with graphical representations using LARGO. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 10-­108). Amsterdam, the Netherlands: IOS Press. pdf-icon
  • Pinkwart, N., Lynch, C., Ashley, K., & Aleven, V. (2007). Student's usage of multiple linked argument representations in LARGO. In T. Gross (Ed.), Tagungsband Mensch & Computer 2007 (pp. 245-­250). Munich, Germany: Oldenbourg.
  • Roll, I., Aleven, V., McLaren, B., & Koedinger, K. (2007). Can help seeking be tutored? Searching for the secret sauce of metacognitive tutoring. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 203-­210). Amsterdam, the Netherlands: IOS Press. pdf-icon 
  • Salden, R., Aleven, V., & Renkl, A. (2007). Can tutored problem solving be improved by learning from examples? In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (p. 1847). Austin, TX: Cognitive Science Society. Poster. pdf-icon 
  • Schwonke, R., Wittwer, J., Aleven, V., Salden, R., Krieg, C., & Renkl, A. (2007). Can tutored problem solving benefit from faded worked-out examples? In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.), Proceedings of the 2nd European Cognitive Science Conference (pp. 59-64). Mahwah, NJ: Erlbaum. pdf-icon 

Refereed Conference and Workshop Publications - 2006

  • Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. R. (2006). The Cognitive Tutor Authoring Tools (CTAT): Preliminary evaluation of efficiency gains. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS 2006) (pp. 61-70). Berlin: Springer Verlag. pdf-icon 
  • Aleven, V., Pinkwart, N., Ashley, K., & Lynch, C. (2006). Supporting self-explanation of argument transcripts: specific v. generic prompts. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (pp. 47-55). Jhongli (Taiwan), National Central University. pdf-icon 
  • Aleven, V., Sewall, J., McLaren, B. M., & Koedinger, K. R. (2006). Rapid authoring of intelligent tutors for real-world and experimental use. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson, & W. Didderen (Eds.), Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (ICALT 2006) (pp. 847-851). Los Alamitos, CA: IEEE Computer Society. pdf-icon 
  • Kumar, R., Rosé, C., Aleven, V., Iglesias, A., & Robinson, A. (2006). Evaluating the effectiveness of tutorial dialogue in an exploratory learning context. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of 8th International Conference on Intelligent Tutoring Systems (ITS 2006), (pp. 666-674). Berlin: Springer Verlag. Nominee (1 of 8) for Conference Best Student Paper Award. pdf-icon 
  • Lynch, C., Ashley, K., Aleven, V., & Pinkwart, N. (2006). Defining ill-defined domains; a literature survey. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (pp. 1-10). Jhongli (Taiwan), National Central University. pdf-icon 
  • Ogan, A., Jones, C., & Aleven, V. (2006). Focusing attention on critical moments: evaluation of a system for teaching intercultural competence. In Proceedings of European Conference on Computer Assisted Language Learning. Granada, Spain. 
  • Ogan, A., Aleven, V., & Jones, C. (2006). Culture in the classroom: challenges for assessment in ill-defined domains. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (pp. 92-100). Jhongli (Taiwan), National Central University. pdf-icon 
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Toward legal argument instruction with graph grammars and collaborative filtering techniques. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS 2006), (pp. 227-236). Berlin: Springer Verlag. Nominee (1 of 8) for Conference Best Paper Award. pdf-icon 
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Using collaborative filtering in an intelligent tutoring system for legal argumentation. In S. Weibelzahl, & A. Cristea (Eds.), Proceedings of Workshops held at the 4th International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems. Lecture Notes in Learning and Teaching (pp. 542-551). Dublin (Ireland), National College of Ireland. pdf-icon 
  • Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Schwachstellenermittlung und Rückmeldungsprinzipen in einem intelligenten Tutorensystem für juristische Argumentation. (Weakness detection and feedback principles in an intelligent tutoring system for legal argumentation). In M. Mühlhäuser, G. Rößling, & R. Steinmetz (Eds.), GI Lecture Notes in Informatics - Tagungsband der 4. e-Learning Fachtagung Informatik (pp. 75-86). Bonn (Germany), Gesellschaft für Informatik. Conference Best Paper Award. pdf-icon 
  • Roll, I., Aleven, V., McLaren, B. M., Ryu, E., Baker, R. S., & Koedinger, K. R. (2006). The Help Tutor: does metacognitive feedback improve students' help-seeking actions, skills and learning? In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of 8th International Conference on Intelligent Tutoring Systems (ITS 2006) (pp. 360-369). Berlin: Springer Verlag. Nominee (1 of 8) for Conference Best Student Paper Award. pdf-icon
  • Roll, I., Ryu, E., Sewall, J., Leber, B., McLaren, B.M., Aleven, V., & Koedinger, K. R. (2006). Towards teaching metacognition: supporting spontaneous self-assessment. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of 8th International Conference on Intelligent Tutoring Systems (ITS 2006) (pp. 738-740). Berlin: Springer Verlag. (Poster.)
  • Salden R. J. C. M., Aleven, V., Renkl, A., & Wittwer, J. (2006). Does learning from examples improve tutored problem solving? In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Meeting of the Cognitive Science Society (pp. 2602). Vancouver, Canada. (Poster.) pdf-icon

 

Refereed Conference and Workshop Publications - 2005

  • Aleven, V., Roll, I., McLaren, B., Ryu, E.J., & Koedinger, K. R. (2005). An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. In C. K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Proceedings of the 12th International Conference on Artificial Intelligence in Education, AIED 2005 (pp. 17-24). Amsterdam, IOS Press. pdf-icon
  • Aleven, V., & Rosé, C. (2005). Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor development. In C. K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Proceedings of the 12th International Conference on Artificial Intelligence in Education, AIED 2005 (pp. 735-737). Amsterdam: IOS Press. (Poster.) pdf-icon
  • Aleven, V., & Ashley, K. (2005). Toward supporting hypothesis formation and testing in an interpretive domain. In C. K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Proceedings of the 12th International Conference on Artificial Intelligence in Education, AIED 2005 (pp. 732-734). Amsterdam: IOS Press. (Poster.) pdf-icon
  • Aleven, V., Ashley, K., Lynch, C. (2005). Helping Law Students to Understand US Supreme Court Oral Arguments: An Experiment in Progress. In A. Gardner (Ed.), Proceedings of the 10th International Conference on Artificial Intelligence and Law, ICAIL-2005 (pp. 55-59). New York: ACM Press. (Short paper.) pdf-icon
  • Ogan, A., Jones, C., & Aleven, V. (2005) Improving intercultural competence by predicting in French film. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 3101-3106). Chesapeake, VA: AACE.
  • Rosé, C., Aleven, V., Carey, R., & Robinson, A. (2005). A first evaluation of the instructional value of negotiable problem solving goals on the exploratory learning continuum. In In C. K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Proceedings of the 12th International Conference on Artificial Intelligence in Education, AIED 2005 (pp. 563-570). Amsterdam: IOS Press. pdf-icon
  • Roll, I., Baker, R.S., Aleven, V., McLaren, B., & Koedinger, K. (2005). Modeling students’ metacognitive errors in two intelligent tutoring systems. In L. Ardissono, P. Brna and A. Mitrovic (Eds.), Proceedings of the 10th International Conference on User Modeling, UM'2005 (pp. 379-388). Berlin: Springer-Verlag.

 

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