A CBR Knowledge Representation for Practical Ethics. - Kevin D. Ashley; Bruce M. McLaren (EWCBR, 1994)

Context Sensitive Case Comparisons in Practical Ethics: Reasoning About Reasons. - Bruce M. McLaren; Kevin D. Ashley (ICAIL, 1995)

Reasoning with Reasons in Case-Based Comparisons. - Kevin D. Ashley; Bruce M. McLaren (ICCBR, 1995)

Exploring the Dialectic Between Abstract Rules and Concrete Facts: Operationalizing Principles and Cases in Engineering Ethics. - Bruce M. McLaren; Kevin D. Ashley (EWCBR, 1998)

Case Representation, Acquisition, and Retrieval in SIROCCO. - Bruce M. McLaren; Kevin D. Ashley (ICCBR, 1999)

Assessing Relevance with Extensionally Defined Principles and Cases. - Bruce M. McLaren; Kevin D. Ashley (AAAI/IAAI, 2000)

An AI investigation of citation's cognitive role. - Kevin D. Ashley; Bruce M. McLaren (ICAIL, 2001)

Helping a CBR Program Know What It Knows. - Bruce M. McLaren; Kevin D. Ashley (ICCBR, 2001)

Extensionally defining principles and cases in ethics: An AI model. - Bruce M. McLaren (Artif. Intell., 2003)

Toward Cognitive Tutoring in a Collaborative, Web-Based Environment. - Bruce M. McLaren; Kenneth R. Koedinger; Mike Schneider; Andreas Harrer; Lars Bollen (ICWE Workshops, 2004)

Toward Tutoring Help Seeking: Applying Cognitive Modeling to Meta-cognitive Skills. - Vincent Aleven; Bruce M. McLaren; Ido Roll; Kenneth R. Koedinger (Intelligent Tutoring Systems, 2004)

Opening the Door to Non-programmers: Authoring Intelligent Tutor Behavior by Demonstration. - Kenneth R. Koedinger; Vincent Aleven; Neil T. Heffernan; Bruce M. McLaren; Matthew Hockenberry (Intelligent Tutoring Systems, 2004)

Rapid development of computer-based tutors with the Cognitive Tutor Authoring Tools (CTAT). - Vincent Aleven; Bruce M. McLaren; Kenneth R. Koedinger (AIED, 2005)

An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. - Vincent Aleven; Ido Roll; Bruce M. McLaren; Eunjeong Ryu; Kenneth R. Koedinger (AIED, 2005)

Collaboration and Cognitive Tutoring: Integration, Empirical Results, and Future Directions. - Andreas Harrer; Bruce M. McLaren; Erin Walker; Lars Bollen; Jonathan Sewall (AIED, 2005)

Cognitive tutoring of collaboration: developmental and empirical steps towards realization. - Bruce M. McLaren; Lars Bollen; Erin Walker; Andreas Harrer; Jonathan Sewall (CSCL, 2005)

Modeling Students' Metacognitive Errors in Two Intelligent Tutoring Systems. - Ido Roll; Ryan Shaun Baker; Vincent Aleven; Bruce M. McLaren; Kenneth R. Koedinger (User Modeling, 2005)

Tutorial on Rapid Development of Intelligent Tutors using the Cognitive Tutor Authoring Tools (CTAT). - Vincent Aleven; Bruce M. McLaren; Jonathan Sewall (ICALT, 2006)

The Cognitive Tutor Authoring Tools (CTAT): Preliminary Evaluation of Efficiency Gains. - Vincent Aleven; Bruce M. McLaren; Jonathan Sewall; Kenneth R. Koedinger (Intelligent Tutoring Systems, 2006)

Studying the Effects of Personalized Language and Worked Examples in the Context of a Web-Based Intelligent Tutor. - Bruce M. McLaren; Sung-Joo Lim; France Gagnon; David Yaron; Kenneth R. Koedinger (Intelligent Tutoring Systems, 2006)

The Help Tutor: Does Metacognitive Feedback Improve Students' Help-Seeking Actions, Skills and Learning? - Ido Roll; Vincent Aleven; Bruce M. McLaren; Eunjeong Ryu; Ryan Shaun Joazeiro de Baker; Kenneth R. Koedinger (Intelligent Tutoring Systems, 2006)

Towards Teaching Metacognition: Supporting Spontaneous Self-Assessment. - Ido Roll; Eunjeong Ryu; Jonathan Sewall; Brett Leber; Bruce M. McLaren; Vincent Aleven; Kenneth R. Koedinger (Intelligent Tutoring Systems, 2006)

Cognitive Tutors as Research Platforms: Extending an Established Tutoring System for Collaborative and Metacognitive Experimentation. - Erin Walker; Kenneth R. Koedinger; Bruce M. McLaren; Nikol Rummel (Intelligent Tutoring Systems, 2006)

Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor. - Vincent Aleven; Bruce M. McLaren; Ido Roll; Kenneth R. Koedinger (Int. J. Artif. Intell. Educ., 2006)

Computational Models of Ethical Reasoning: Challenges, Initial Steps, and Future Directions. - Bruce M. McLaren (IEEE Intell. Syst., 2006)

Creating cognitive tutors for collaborative learning: steps toward realization. - Andreas Harrer; Bruce M. McLaren; Erin Walker; Lars Bollen; Jonathan Sewall (User Model. User Adapt. Interact., 2006)

Can a Polite Intelligent Tutoring System Lead to Improved Learning Outside of the Lab? - Bruce M. McLaren; Sung-Joo Lim; David Yaron; Kenneth R. Koedinger (AIED, 2007)

Using Machine Learning Techniques to Analyze and Support Mediation of Student E-Discussions. - Bruce M. McLaren; Oliver Scheuer; Maarten de Laat; Rakheli Hever; Reuma De Groot; Carolyn P. Rosé (AIED, 2007)

Can Help Seeking Be Tutored? Searching for the Secret Sauce of Metacognitive Tutoring. - Ido Roll; Vincent Aleven; Bruce M. McLaren; Kenneth R. Koedinger (AIED, 2007)

Who Says Three's a Crowd? Using a Cognitive Tutor to Support Peer Tutoring. - Erin Walker; Bruce M. McLaren; Nikol Rummel; Kenneth R. Koedinger (AIED, 2007)

Computer supported moderation of e-discussions: the ARGUNAUT approach. - Reuma De Groot; Raul Drachman; Rakheli Hever; Baruch B. Schwarz; Ulrich Hoppe; Andreas Harrer; Maarten de Laat; Rupert Wegerif; Bruce M. McLaren; Benoit Baurens (CSCL, 2007)

Combining structural, process-oriented and textual elements to generate awareness indicators for graphical e-discussions. - Rakheli Hever; Reuma De Groot; Maarten de Laat; Andreas Harrer; Ulrich Hoppe; Bruce M. McLaren; Oliver Scheuer (CSCL, 2007)

The student becomes the master: integrating peer tutoring with cognitive tutoring. - Erin Walker; Nikol Rummel; Bruce M. McLaren; Kenneth R. Koedinger (CSCL, 2007)

Orchestrating learning activities on the social and the cognitive level to foster CSCL. - Armin Weinberger; Douglas B. Clark; Pierre Dillenbourg; Dejana Diziol; Victor D. Sampson; Karsten Stegmann; Nikol Rummel; Fabrice Hong; Hans Spada; Bruce M. McLaren; Taiga Brahm; Frank Fischer 001 (CSCL, 2007)

User-Controllable Security and Privacy for Pervasive Computing. - Jason Cornwell; Ian Fette; Gary Hsieh; Madhu K. Prabaker; Jinghai Rao; Karen P. Tang; Kami Vaniea; Lujo Bauer; Lorrie Faith Cranor; Jason I. Hong; Bruce M. McLaren; Mike Reiter; et al. (HotMobile, 2007)

Towards Accessing Disparate Educational Data in a Single, Unified Manner. - Erica Melis; Bruce M. McLaren; Silvana Solomon (EC-TEL, 2008)

CoChemEx: Supporting Conceptual Chemistry Learning Via Computer-Mediated Collaboration Scripts. - Dimitra Tsovaltzi; Nikol Rummel; Niels Pinkwart; Andreas Harrer; Oliver Scheuer; Isabel Braun; Bruce M. McLaren (EC-TEL, 2008)

How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational Tools. - Andreas Harrer; Niels Pinkwart; Bruce M. McLaren; Oliver Scheuer (Intelligent Tutoring Systems, 2008)

When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring. - Bruce M. McLaren; Sung-Joo Lim; Kenneth R. Koedinger (Intelligent Tutoring Systems, 2008)

What's in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions. - Jan Miksatko; Bruce M. McLaren (Intelligent Tutoring Systems, 2008)

Helping Teachers Handle the Flood of Data in Online Student Discussions. - Oliver Scheuer; Bruce M. McLaren (Intelligent Tutoring Systems, 2008)

Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning. - Dimitra Tsovaltzi; Bruce M. McLaren; Nikol Rummel; Oliver Scheuer; Andreas Harrer; Niels Pinkwart; Isabel Braun (Intelligent Tutoring Systems, 2008)

The Scalable Adapter Design Pattern: Enabling Interoperability Between Educational Software Tools. - Andreas Harrer; Niels Pinkwart; Bruce M. McLaren; Oliver Scheuer (IEEE Trans. Learn. Technol., 2008)

Are Your Students Working Creatively Together? Automatically Recognizing Creative Turns in Student e-Discussions. - Bruce M. McLaren; Rupert Wegerif; Jan Miksatko; Oliver Scheuer; Marian Chamrada; Nasser Mansour (AIED, 2009)

An Analysis and Feedback Infrastructure for Argumentation Learning Systems. - Oliver Scheuer; Bruce M. McLaren; Frank Loll; Niels Pinkwart (AIED, 2009)

An architecture for intelligent CSCL argumentation systems. - Frank Loll; Niels Pinkwart; Oliver Scheuer; Bruce M. McLaren (CSCL (2), 2009)

CSCL argumentation systems: how do empirical results and emerging technologies inform system development? - Niels Pinkwart; Frank Loll; Oliver Scheuer; Bruce M. McLaren (CSCL (2), 2009)

Recognizing creative thinking in graphical e-discussions using artificial intelligence graph-matching techniques. - Rupert Wegerif; Bruce M. McLaren; Marian Chamrada; Oliver Scheuer; Nasser Mansour; Jan Miksatko (CSCL (1), 2009)

How Much Assistance Is Helpful to Students in Discovery Learning? - Alexander Borek; Bruce M. McLaren; Michael Karabinos; David Yaron (EC-TEL, 2009)

Erroneous Examples: A Preliminary Investigation into Learning Benefits. - Dimitra Tsovaltzi; Erica Melis; Bruce M. McLaren; Michael Dietrich; Georgi Goguadze; Ann-Kristin Meyer (EC-TEL, 2009)

Towards a Flexible Intelligent Tutoring System for Argumentation. - Frank Loll; Niels Pinkwart; Oliver Scheuer; Bruce M. McLaren (ICALT, 2009)

A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors. - Vincent Aleven; Bruce M. McLaren; Jonathan Sewall; Kenneth R. Koedinger (Int. J. Artif. Intell. Educ., 2009)

Scaling Up Programming by Demonstration for Intelligent Tutoring Systems Development: An Open-Access Web Site for Middle School Mathematics Learning. - Vincent Aleven; Bruce M. McLaren; Jonathan Sewall (IEEE Trans. Learn. Technol., 2009)

Computer-Supported Argumentation Learning: A Survey of Teachers, Researchers, and System Developers. - Frank Loll; Oliver Scheuer; Bruce M. McLaren; Niels Pinkwart (EC-TEL, 2010)

Learning from Erroneous Examples: When and How Do Students Benefit from Them? - Dimitra Tsovaltzi; Erica Melis; Bruce M. McLaren; Ann-Kristin Meyer; Michael Dietrich; George Goguadze (EC-TEL, 2010)

Towards Intelligent Tutoring with Erroneous Examples: A Taxonomy of Decimal Misconceptions. - Seiji Isotani; Bruce M. McLaren; Max Altman (Intelligent Tutoring Systems (2), 2010)

Learning to Argue Using Computers - A View from Teachers, Researchers, and System Developers. - Frank Loll; Oliver Scheuer; Bruce M. McLaren; Niels Pinkwart (Intelligent Tutoring Systems (2), 2010)

Learning from Erroneous Examples. - Dimitra Tsovaltzi; Bruce M. McLaren; Erica Melis; Ann-Kristin Meyer; Michael Dietrich; George Goguadze (Intelligent Tutoring Systems (2), 2010)

Ein generisches Framework zur Erstellung von argumentationsunterstützenden Systemen. - Frank Loll; Niels Pinkwart; Oliver Scheuer; Bruce M. McLaren (MKWI, 2010)

Supporting Collaborative Learning and E-Discussions Using Artificial Intelligence Techniques. - Bruce M. McLaren; Oliver Scheuer; Jan Miksatko (Int. J. Artif. Intell. Educ., 2010)

Exploring creative thinking in graphically mediated synchronous dialogues. - Rupert Wegerif; Bruce M. McLaren; Marian Chamrada; Oliver Scheuer; Nasser Mansour; Jan Miksatko; Mriga Williams (Comput. Educ., 2010)

Computer-supported argumentation: A review of the state of the art. - Oliver Scheuer; Frank Loll; Niels Pinkwart; Bruce M. McLaren (Int. J. Comput. Support. Collab. Learn., 2010)

Computer Supported Collaborative Learning and Intelligent Tutoring Systems. - Pierre Tchounikine; Nikol Rummel; Bruce M. McLaren (Advances in Intelligent Tutoring Systems, 2010)

When Is It Best to Learn with All Worked Examples? - Bruce M. McLaren; Seiji Isotani (AIED, 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 (AIED, 2011)

Will Structuring the Collaboration of Students Improve Their Argumentation? - Oliver Scheuer; Bruce M. McLaren; Maralee Harrell; Armin Weinberger (AIED, 2011)

Designing visual tools to scaffold the process of learning how to learn together. - Reuma De Groot; Baruch B. Schwarz; Rupert Wegerif; Yang Yang; Andreas Harrer; Chronis Kynigos; Bruce M. McLaren; Manolis Mavrikis (CSCL, 2011)

Developing Collaborative Argumentation Systems: What Advice Do the Experts Have? - Frank Loll; Niels Pinkwart; Oliver Scheuer; Bruce M. McLaren (CSCL, 2011)

Can Erroneous Examples Help Middle-School Students Learn Decimals? - Seiji Isotani; Deanne Adams; Richard E. Mayer; Kelley Durkin; Bethany Rittle-Johnson; Bruce M. McLaren (EC-TEL, 2011)

Evaluating a Bayesian Student Model of Decimal Misconceptions. - George Goguadze; Sergey A. Sosnovsky; Seiji Isotani; Bruce M. McLaren (EDM, 2011)

Can temporal representation and reasoning make a difference in automated legal reasoning?: lessons from an AI-based ethical reasoner. - Bruce M. McLaren; Kevin D. Ashley (ICAIL, 2011)

Towards a Bayesian Student Model for Detecting Decimal Misconceptions. - George Goguadze; Sergey A. Sosnovsky; Seiji Isotani; Bruce M. McLaren (ICCE, 2011)

Scripting Collaboration: What Affects Does it Have on Student Argumentation? - Oliver Scheuer; Bruce M. McLaren; Maralee Harrell; Armin Weinberger (ICCE, 2011)

Scaffolding Collaborative Learning Opportunities: Integrating Microworld Use and Argumentation. - Toby Dragon; Bruce M. McLaren; Manolis Mavrikis; Eirini Geraniou (UMAP Workshops, 2011)

Polite web-based intelligent tutors: Can they improve learning in classrooms? - Bruce M. McLaren; Krista E. DeLeeuw; Richard E. Mayer (Comput. Educ., 2011)

A politeness effect in learning with web-based intelligent tutors. - Bruce M. McLaren; Krista E. DeLeeuw; Richard E. Mayer (Int. J. Hum. Comput. Stud., 2011)

Erroneous Examples Versus Problem Solving: Can We Improve How Middle School Students Learn Decimals? - Deanne Adams; Bruce M. McLaren; Kelley Durkin; Richard E. Mayer; Bethany Rittle-Johnson; Seiji Isotani; Martin Van Velsen (CogSci, 2012)

Learning to Learn Together through Planning, Discussion and Reflection on Microworld-Based Challenges. - Manolis Mavrikis; Toby Dragon; Rotem Abdu; Andreas Harrer; Reuma De Groot; Bruce M. McLaren (EC-TEL, 2012)

To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students. - Bruce M. McLaren; Deanne Adams; Kelley Durkin; George Goguadze; Richard E. Mayer; Bethany Rittle-Johnson; Sergey A. Sosnovsky; Seiji Isotani; Martin Van Velsen (EC-TEL, 2012)

Argument Diagrams in Facebook: Facilitating the Formation of Scientifically Sound Opinions. - Dimitra Tsovaltzi; Armin Weinberger; Oliver Scheuer; Toby Dragon; Bruce M. McLaren (EC-TEL, 2012)

Development of a Workbench to Address the Educational Data Mining Bottleneck. - Ma. Mercedes T. Rodrigo; Ryan Shaun Joazeiro de Baker; Bruce M. McLaren; Alejandra Jayme; Thomas Dy (EDM, 2012)

Scripting Discussions for Elaborative, Critical Interactions. - Oliver Scheuer; Bruce M. McLaren; Armin Weinberger; Sabine Niebuhr (ITS, 2012)

Erroneous Examples as Desirable Difficulty. - Deanne Adams; Bruce M. McLaren; Richard E. Mayer; George Goguadze; Seiji Isotani (AIED, 2013)

Towards Supporting 'Learning To Learn Together' in the Metafora platform. - Manolis Mavrikis; Toby Dragon; Nikoleta Yiannoutsou; Bruce M. McLaren (AIED Workshops, 2013)

The Metafora Tool: Supporting Learning to Learn Together. - Reuma De Groot; Toby Dragon; Manolis Mavrikis; Andreas Harrer; Kerstin Pfahler; Bruce M. McLaren; Rupert Wegerif; Chronis Kynigos; Baruch B. Schwarz (CSCL (2), 2013)

Automated and Adaptive Support for Educational Discussions: Results to Guide in Making This a Reality. - Oliver Scheuer; Bruce M. McLaren; Armin Weinberger (CSCL (2), 2013)

Collaborative Learning in Facebook: Can Argument Structure Facilitate Academic Opinion Change? - Dimitra Tsovaltzi; Armin Weinberger; Oliver Scheuer; Toby Dragon; Bruce M. McLaren (CSCL (2), 2013)

Learning How to Learn Together (L2L2): Developing Tools to Support an Essential Complex Competence for the Internet Age. - Yang Yang; Rupert Wegerif; Toby Dragon; Manolis Mavrikis; Bruce M. McLaren (CSCL (2), 2013)

The Educational Software Gold Rush - How the Learning Sciences and Advanced Technology Can Lead the Way. - Bruce M. McLaren (CSEDU, 2013)

Guest Editorial: Special Section on Learning Systems for Science and Technology Education. - Bert Bredeweg; Bruce M. McLaren; Gautam Biswas (IEEE Trans. Learn. Technol., 2013)

Metafora: A Web-Based Platform for Learning to Learn Together in Science and Mathematics. - Toby Dragon; Manolis Mavrikis; Bruce M. McLaren; Andreas Harrer; Chronis Kynigos; Rupert Wegerif; Yang Yang (IEEE Trans. Learn. Technol., 2013)

CASE: A Configurable Argumentation Support Engine. - Oliver Scheuer; Bruce M. McLaren (IEEE Trans. Learn. Technol., 2013)

A Web-based System to Support Inquiry Learning - Towards Determining How Much Assistance Students Need. - Bruce M. McLaren; Michael J. Timms; Doug Weihnacht; Daniel Brenner; Kim Luttgen; Andrew Grillo-Hill; David H. Brown 002 (CSEDU (1), 2014)

Exploring the Assistance Dilemma: Comparing Instructional Support in Examples and Problems. - Bruce M. McLaren; Tamara van Gog; Craig H. Ganoe; David Yaron; Michael Karabinos (Intelligent Tutoring Systems, 2014)

Adaptive Support versus Alternating Worked Examples and Tutored Problems: Which Leads to Better Learning? - Amir Shareghi Najar; Antonija Mitrovic; Bruce M. McLaren (UMAP, 2014)

Preface - Emerging Technologies and Landmark Systems for Learning Mathematics and Science: Dedicated to the Memory of Erica Melis - Part 1. - Bruce M. McLaren; Sergey A. Sosnovsky; Vincent Aleven (Int. J. Artif. Intell. Educ., 2014)

Preface-Emerging Technologies and Landmark Systems for Learning Mathematics and Science: Dedicated to the Memory of Erica Melis-Part 2. - Sergey A. Sosnovsky; Bruce M. McLaren; Vincent Aleven (Int. J. Artif. Intell. Educ., 2014)

Using erroneous examples to improve mathematics learning with a web-based tutoring system. - Deanne Adams; Bruce M. McLaren; Kelley Durkin; Richard E. Mayer; Bethany Rittle-Johnson; Seiji Isotani; Martin Van Velsen (Comput. Hum. Behav., 2014)

Worked Examples are More Efficient for Learning than High-Assistance Instructional Software. - Bruce M. McLaren; Tamara van Gog; Craig H. Ganoe; David J. Yaron; Michael Karabinos (AIED, 2015)

Examples and Tutored Problems: Adaptive Support Using Assistance Scores. - Amir Shareghi Najar; Antonija Mitrovic; Bruce M. McLaren (IJCAI, 2015)

Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor. - Bruce M. McLaren; Deanne M. Adams; Richard E. Mayer (Int. J. Artif. Intell. Educ., 2015)

Developing a Teacher Dashboard For Use with Intelligent Tutoring Systems. - Vincent Aleven; Franceska Xhakaj; Kenneth Holstein; Bruce M. McLaren (IWTA@EC-TEL, 2016)

Analysis of Human-to-Human Tutorial Dialogues: Insights for Teaching Analytics. - Irene-Angelica Chounta; Bruce M. McLaren; Patricia L. Albacete; Pamela W. Jordan; Sandra Katz (IWTA@EC-TEL, 2016)

Luna: A Dashboard for Teachers Using Intelligent Tutoring Systems. - Kenneth Holstein; Franceska Xhakaj; Vincent Aleven; Bruce M. McLaren (IWTA@EC-TEL, 2016)

How Teachers Use Data to Help Students Learn: Contextual Inquiry for the Design of a Dashboard. - Françeska Xhakaj; Vincent Aleven; Bruce M. McLaren (EC-TEL, 2016)

Estimating Individual Differences for Student Modeling in Intelligent Tutors from Reading and Pretest Data. - Michael Eagle; Albert T. Corbett; John C. Stamper; Bruce M. McLaren; Angela Z. Wagner; Benjamin A. MacLaren; Aaron P. Mitchell (ITS, 2016)

Predicting Individual Differences for Learner Modeling in Intelligent Tutors from Previous Learner Activities. - Michael Eagle; Albert T. Corbett; John C. Stamper; Bruce M. McLaren; Ryan Shaun Joazeiro de Baker; Angela Z. Wagner; Benjamin A. MacLaren; Aaron P. Mitchell (UMAP, 2016)

Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers. - Vincent Aleven; Bruce M. McLaren; Jonathan Sewall; Martin Van Velsen; Octav Popescu; Sandra Demi; Michael A. Ringenberg; Kenneth R. Koedinger (Int. J. Artif. Intell. Educ., 2016)

Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems. - Vincent Aleven; Ido Roll; Bruce M. McLaren; Kenneth R. Koedinger (Int. J. Artif. Intell. Educ., 2016)

The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. - Bruce M. McLaren; Tamara van Gog; Craig H. Ganoe; Michael Karabinos; David J. Yaron (Comput. Hum. Behav., 2016)

Learning with intelligent tutors and worked examples: selecting learning activities adaptively leads to better learning outcomes than a fixed curriculum. - Amir Shareghi Najar; Antonija Mitrovic; Bruce M. McLaren (User Model. User Adapt. Interact., 2016)

Exploring Learner Model Differences Between Students. - Michael Eagle; Albert T. Corbett; John C. Stamper; Bruce M. McLaren; Ryan S. Baker 001; Angela Z. Wagner; Benjamin A. MacLaren; Aaron P. Mitchell (AIED, 2017)

Uncovering Gender and Problem Difficulty Effects in Learning with an Educational Game. - Bruce M. McLaren; Rosta Farzan; Deanne Adams; Richard E. Mayer; Jodi Forlizzi (AIED, 2017)

Effects of a Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Plans and Class Sessions. - Françeska Xhakaj; Vincent Aleven; Bruce M. McLaren (AIED, 2017)

Building Arguments Together or Alone? Using Learning Analytics to Study the Collaborative Construction of Argument Diagrams. - Irene-Angelica Chounta; Bruce M. McLaren; Maralee Harrell (CSCL, 2017)

The "Grey Area": A Computational Approach to Model the Zone of Proximal Development. - Irene-Angelica Chounta; Patricia L. Albacete; Pamela W. Jordan; Sandra Katz; Bruce M. McLaren (EC-TEL, 2017)

Effects of a Teacher Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Planning, Lessons and Student Learning. - Françeska Xhakaj; Vincent Aleven; Bruce M. McLaren (EC-TEL, 2017)

Modeling the Zone of Proximal Development with a Computational Approach. - Irene-Angelica Chounta; Bruce M. McLaren; Patricia L. Albacete; Pamela W. Jordan; Sandra Katz (EDM, 2017)

Intelligent tutors as teachers' aides: exploring teacher needs for real-time analytics in blended classrooms. - Kenneth Holstein; Bruce M. McLaren; Vincent Aleven (LAK, 2017)

SPACLE: investigating learning across virtual and physical spaces using spatial replays. - Kenneth Holstein; Bruce M. McLaren; Vincent Aleven (LAK, 2017)

A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach. - Bruce M. McLaren; Deanne M. Adams; Richard E. Mayer; Jodi Forlizzi (Int. J. Game Based Learn., 2017)

Providing Proactive Scaffolding During Tutorial Dialogue Using Guidance from Student Model Predictions. - Patricia L. Albacete; Pamela W. Jordan; Dennis Lusetich; Irene-Angelica Chounta; Sandra Katz; Bruce M. McLaren (AIED (2), 2018)

Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced Classrooms. - Kenneth Holstein; Bruce M. McLaren; Vincent Aleven (AIED (1), 2018)

Opening Up an Intelligent Tutoring System Development Environment for Extensible Student Modeling. - Kenneth Holstein; Zac Yu; Jonathan Sewall; Octav Popescu; Bruce M. McLaren; Vincent Aleven (AIED (1), 2018)

Student Agency and Game-Based Learning: A Study Comparing Low and High Agency. - Huy Anh Nguyen; Erik Harpstead; Yeyu Wang; Bruce M. McLaren (AIED (1), 2018)

CHI 2018 Workshop: Data-Driven Educational Game Design. - Bruce M. McLaren; Jodi Asbell-Clarke; Jessica Hammer (CHI Extended Abstracts, 2018)

Predicting Individualized Learner Models Across Tutor Lessons. - Michael Eagle; Albert T. Corbett; John C. Stamper; Bruce M. McLaren (EDM, 2018)

Informing the Design of Teacher Awareness Tools through Causal Alignment Analysis. - Kenneth Holstein; Bruce M. McLaren; Vincent Aleven (ICLS, 2018)

Orchestration tools for teachers in the context of individual and collaborative learning: what information do teachers need and what do they do with it? - Anouschka van Leeuwen; Nikol Rummel; Kenneth Holstein; Bruce M. McLaren; Vincent Aleven; Inge Molenaar; Carolien Knoop van Campen; Baruch B. Schwarz; Naomi Prusak; Osama Swidan; Avi Segal; Kobi Gal (ICLS, 2018)

The classroom as a dashboard: co-designing wearable cognitive augmentation for K-12 teachers. - Kenneth Holstein; Gena Hong; Mera Tegene; Bruce M. McLaren; Vincent Aleven (LAK, 2018)

The Impact of Student Model Updates on Contingent Scaffolding in a Natural-Language Tutoring System. - Patricia L. Albacete; Pamela W. Jordan; Sandra Katz; Irene-Angelica Chounta; Bruce M. McLaren (AIED (1), 2019)

Designing for Complementarity: Teacher and Student Needs for Orchestration Support in AI-Enhanced Classrooms. - Kenneth Holstein; Bruce M. McLaren; Vincent Aleven (AIED (1), 2019)

Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference? - J. Elizabeth Richey; Bruce M. McLaren; Miguel Andres-Bray; Michael Mogessie Ashenafi; Richard Scruggs; Ryan S. Baker 001; Jon R. Star (AIED (1), 2019)

How Does Order of Gameplay Impact Learning and Enjoyment in a Digital Learning Game? - Yeyu Wang; Huy Anh Nguyen; Erik Harpstead; John C. Stamper; Bruce M. McLaren (AIED (1), 2019)

Towards Modeling Students' Problem-solving Skills in Non-routine Mathematics Problems. - Huy Anh Nguyen; John C. Stamper; Bruce M. McLaren (EDM, 2019)

Using Knowledge Component Modeling to Increase Domain Understanding in a Digital Learning Game. - Huy Anh Nguyen; Yeyu Wang; John C. Stamper; Bruce M. McLaren (EDM, 2019)

Exploring the Subtleties of Agency and Indirect Control in Digital Learning Games. - Erik Harpstead; J. Elizabeth Richey; Huy Anh Nguyen; Bruce M. McLaren (LAK, 2019)

More confusion and frustration, better learning: The impact of erroneous examples. - J. Elizabeth Richey; Juan Miguel L. Andres-Bray; Michael Mogessie Ashenafi; Richard Scruggs; Juliana Ma. Alexandra L. Andres; Jon R. Star; Ryan S. Baker 001; Bruce M. McLaren (Comput. Educ., 2019)

Extending Deep Knowledge Tracing: Inferring Interpretable Knowledge and Predicting Post-System Performance. - Richard Scruggs; Ryan S. Baker 001; Bruce M. McLaren (CoRR, 2019)

Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity. - Kenneth Holstein; Bruce M. McLaren; Vincent Aleven (J. Learn. Anal., 2019)

Confrustion and Gaming While Learning with Erroneous Examples in a Decimals Game. - Michael Mogessie Ashenafi; J. Elizabeth Richey; Bruce M. McLaren; Juan Miguel L. Andres-Bray; Ryan S. Baker 001 (AIED (2), 2020)

Towards Practical Detection of Unproductive Struggle. - Stephen E. Fancsali; Kenneth Holstein; Michael Sandbothe; Steven Ritter 001; Bruce M. McLaren; Vincent Aleven (AIED (2), 2020)

Exploring How Gender and Enjoyment Impact Learning in a Digital Learning Game. - Xinying Hou; Huy Anh Nguyen; J. Elizabeth Richey; Bruce M. McLaren (AIED (1), 2020)

Improving Students' Problem-Solving Flexibility in Non-routine Mathematics. - Huy Anh Nguyen; Yuqing Guo; John C. Stamper; Bruce M. McLaren (AIED (2), 2020)

Moving beyond Test Scores: Analyzing the Effectiveness of a Digital Learning Game through Learning Analytics. - Huy Anh Nguyen; Xinying Hou; John C. Stamper; Bruce M. McLaren (EDM, 2020)

Extending Deep Knowledge Tracing: Inferring Interpretable Knowledge and Predicting PostSystem Performance. - Richard Scruggs; Ryan S. Baker 001; Bruce M. McLaren (ICCE, 2020)

Work-in-Progress - A Generalizable Virtual Reality Training and Intelligent Tutor for Additive Manufacturing. - Michael Mogessie Ashenafi; Sandra DeVincent Wolf; Matheus Barbosa; Nicholas Jones; Bruce M. McLaren (iLRN, 2020)

Towards Sharing Student Models Across Learning Systems. - Ryan S. Baker 001; Bruce M. McLaren; Stephen Hutt; J. Elizabeth Richey; Elizabeth Rowe; Ma. Victoria Almeda; Michael Mogessie Ashenafi; Juliana Ma. Alexandra L. Andres (AIED (2), 2021)

Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game. - J. Elizabeth Richey; Jiayi Zhang 004; Rohini Das; Juan Miguel L. Andres-Bray; Richard Scruggs; Michael Mogessie Ashenafi; Ryan S. Baker 001; Bruce M. McLaren (AIED (1), 2021)

Teachers' Orchestration Needs During the Shift to Remote Learning. - LuEttaMae Lawrence; Kenneth Holstein; Susan R. Berman; Stephen Fancsali; Bruce M. McLaren; Steven Ritter 001; Vincent Aleven (EC-TEL, 2021)

Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics. - Sandra Katz; Patricia L. Albacete; Irene-Angelica Chounta; Pamela W. Jordan; Bruce M. McLaren; Diego Zapata-Rivera (Int. J. Artif. Intell. Educ., 2021)

Investigating the Effects of Mindfulness Meditation on a Digital Learning Game for Mathematics. - Huy Anh Nguyen; Zsofia K. Takacs; Eniko Orsolya Bereczki; J. Elizabeth Richey; Michael Mogessie Ashenafi; Bruce M. McLaren (AIED (1), 2022)

Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game. - Xinying Hou; Huy Anh Nguyen; J. Elizabeth Richey; Erik Harpstead; Jessica Hammer; Bruce M. McLaren (Int. J. Artif. Intell. Educ., 2022)

How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game. - Bruce M. McLaren; J. Elizabeth Richey; Huy Anh Nguyen; Xinying Hou (Comput. Educ., 2022)

The Impact of Gender in Learning With Games: A Consistent Effect in a Math Learning Game. - Huy Anh Nguyen; Xinying Hou; J. Elizabeth Richey; Bruce M. McLaren (Int. J. Game Based Learn., 2022)

Gender Differences in Learning Game Preferences: Results Using a Multi-dimensional Gender Framework. - Huy Anh Nguyen; Nicole Else-Quest; J. Elizabeth Richey; Jessica Hammer; Sarah Di; Bruce M. McLaren (AIED, 2023)

Examining the Learning Benefits of Different Types of Prompted Self-explanation in a Decimal Learning Game. - Huy Anh Nguyen; Xinying Hou; Hayden Stec; Sarah Di; John C. Stamper; Bruce M. McLaren (AIED, 2023)

Equity, Diversity, and Inclusion in Educational Technology Research and Development. - Adele Smolansky; Huy Anh Nguyen; René F. Kizilcec; Bruce M. McLaren (AIED (Posters/Late Breaking Results/...), 2023)

Evaluating ChatGPT's Decimal Skills and Feedback Generation in a Digital Learning Game. - Huy Anh Nguyen; Hayden Stec; Xinying Hou; Sarah Di; Bruce M. McLaren (EC-TEL, 2023)

Towards a Tutoring System to Support Robotics Activities in Classrooms - Two Wizard-of-Oz Studies. - Sandra Schulz 001; Bruce M. McLaren; Niels Pinkwart (Int. J. Artif. Intell. Educ., 2023)

Understanding Gender Effects in Game-Based Learning: The Role of Self-Explanation. - J. Elizabeth Richey; Huy Anh Nguyen; Mahboobeh Mehrvarz; Nicole Else-Quest; Ivon Arroyo; Ryan S. Baker 001; Hayden Stec; Jessica Hammer; Bruce M. McLaren (AIED (1), 2024)

Leveraging Intelligent Tutoring Systems to Enhance Project-Based Learning in Workforce Training at Community Colleges. - Marshall An; Leah Teffera; Mahboobeh Mehrvarz; Bruce Li; Christopher Bogart; Majd Sakr; Bruce M. McLaren (EC-TEL (2), 2024)

Investigating Racial and Ethnic Differences in Learning with a Digital Game and Tutor for Decimal Numbers. - Xiaolin Ni; Huy Anh Nguyen; Nicole Else-Quest; Alessandro Pagano; Bruce M. McLaren (EC-TEL (1), 2024)

Mindfulness in a digital math learning game: Insights from two randomized controlled trials. - Eniko Orsolya Bereczki; Zsofia K. Takacs; J. Elizabeth Richey; Huy Anh Nguyen; Michael Mogessie Ashenafi; Bruce M. McLaren (J. Comput. Assist. Learn., 2024)

Improving computational thinking: the role of students' networking skills and digital informal learning. - Mahboobeh Mehrvarz; Fahimeh Keshavarzi; Elham Heidari; Bruce M. McLaren (Interact. Learn. Environ., 2024)

Utilizing Log-Based and Neurophysiological Measures to Understand Engagement and Learning with Intelligent Tutoring Systems. - Yushuang Liu; Ido Davidesco; Bruce M. McLaren; J. Elizabeth Richey; Xiaorui Xue; Leah Teffera; Hayden Stec; Hyosun Lee; Jiayi Zhang 004; Suyi Liu; Elana Zion-Golumbic (AIED (5), 2025)

An Integrated Platform for Studying Learning with Intelligent Tutoring Systems: CTAT+TutorShop. - Vincent Aleven; Conrad Borchers; Yun Huang 002; Tomohiro Nagashima; Bruce M. McLaren; Paulo Carvalho 004; Octav Popescu; Jonathan Sewall; Kenneth R. Koedinger (CoRR, 2025)

Carelessness Detection using Performance Factor Analysis: A New Operationalization with Unexpectedly Different Relationship to Learning. - Jiayi Zhang 004; Ryan S. Baker 001; Namrata Srivastava; Jaclyn Ocumpaugh; Caitlin Mills 001; Bruce M. McLaren (CoRR, 2025)