Vincent Aleven
Vincent Aleven
Professor of Human-Computer Interaction, Carnegie Mellon University
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Cited by
Cited by
An effective metacognitive strategy: Learning by doing and explaining with a computer‐based cognitive tutor
VA Aleven, KR Koedinger
Cognitive science 26 (2), 147-179, 2002
Help seeking and help design in interactive learning environments
V Aleven, E Stahl, S Schworm, F Fischer, R Wallace
Review of educational research 73 (3), 277-320, 2003
Exploring the assistance dilemma in experiments with cognitive tutors
KR Koedinger, V Aleven
Educational Psychology Review 19, 239-264, 2007
Toward meta-cognitive tutoring: A model of help seeking with a Cognitive Tutor
V Aleven, B Mclaren, I Roll, K Koedinger
International Journal of Artificial Intelligence in Education 16 (2), 101-128, 2006
More accurate student modeling through contextual estimation of slip and guess probabilities in bayesian knowledge tracing
RSJ Baker, AT Corbett, V Aleven
Intelligent Tutoring Systems: 9th International Conference, ITS 2008 …, 2008
Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system
I Roll, V Aleven, BM McLaren, KR Koedinger
Learning and instruction 21 (2), 267-280, 2011
A new paradigm for intelligent tutoring systems: Example-tracing tutors
V Aleven, BM Mclaren, J Sewall, KR Koedinger
International Journal of Artificial Intelligence in Education 19 (2), 105-154, 2009
Teaching case-based argumentation through a model and examples
VA Aleven
University of Pittsburgh, 1997
Limitations of student control: Do students know when they need help?
V Aleven, KR Koedinger
International conference on intelligent tutoring systems, 292-303, 2000
The cognitive tutor authoring tools (CTAT): Preliminary evaluation of efficiency gains
V Aleven, BM McLaren, J Sewall, KR Koedinger
Intelligent Tutoring Systems: 8th International Conference, ITS 2006 …, 2006
Instruction based on adaptive learning technologies
V Aleven, EA McLaughlin, RA Glenn, KR Koedinger
Handbook of research on learning and instruction 2, 522-560, 2016
International handbook of metacognition and learning technologies
R Azevedo, V Aleven
Springer, 2013
The worked-example effect: Not an artefact of lousy control conditions
R Schwonke, A Renkl, C Krieg, J Wittwer, V Aleven, R Salden
Computers in human behavior 25 (2), 258-266, 2009
Opening the door to non-programmers: Authoring intelligent tutor behavior by demonstration
KR Koedinger, V Aleven, N Heffernan, B McLaren, M Hockenberry
Intelligent Tutoring Systems: 7th International Conference, ITS 2004, Maceió …, 2004
Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments
UIE Magner, R Schwonke, V Aleven, O Popescu, A Renkl
Learning and instruction 29, 141-152, 2014
Toward tutoring help seeking: Applying cognitive modeling to meta-cognitive skills
V Aleven, B McLaren, I Roll, K Koedinger
Intelligent Tutoring Systems: 7th International Conference, ITS 2004, Maceió …, 2004
Help helps, but only so much: Research on help seeking with intelligent tutoring systems
V Aleven, I Roll, BM McLaren, KR Koedinger
International Journal of Artificial Intelligence in Education 26, 205-223, 2016
Using background knowledge in case-based legal reasoning: a computational model and an intelligent learning environment
V Aleven
Artificial Intelligence 150 (1-2), 183-237, 2003
Examining self-efficacy during learning: Variability and relations to behavior, performance, and learning
ML Bernacki, TJ Nokes-Malach, V Aleven
Metacognition and Learning 10, 99-117, 2015
Co-designing a real-time classroom orchestration tool to support teacher-AI complementarity.
K Holstein, BM McLaren, V Aleven
Grantee Submission, 2019
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