{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,12]],"date-time":"2026-03-12T11:57:11Z","timestamp":1773316631965,"version":"3.50.1"},"publisher-location":"Cham","reference-count":62,"publisher":"Springer International Publishing","isbn-type":[{"value":"9783030522360","type":"print"},{"value":"9783030522377","type":"electronic"}],"license":[{"start":{"date-parts":[[2020,1,1]],"date-time":"2020-01-01T00:00:00Z","timestamp":1577836800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/www.springer.com\/tdm"},{"start":{"date-parts":[[2020,1,1]],"date-time":"2020-01-01T00:00:00Z","timestamp":1577836800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/www.springer.com\/tdm"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2020]]},"DOI":"10.1007\/978-3-030-52237-7_34","type":"book-chapter","created":{"date-parts":[[2020,7,4]],"date-time":"2020-07-04T00:02:40Z","timestamp":1593820960000},"page":"423-436","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Analysis of Task Difficulty Sequences in a Simulation-Based POE Environment"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3674-2108","authenticated-orcid":false,"given":"Sadia","family":"Nawaz","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Namrata","family":"Srivastava","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ji Hyun","family":"Yu","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ryan S.","family":"Baker","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Gregor","family":"Kennedy","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"James","family":"Bailey","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2020,6,30]]},"reference":[{"key":"34_CR1","doi-asserted-by":"crossref","unstructured":"Arroyo, I., Woolf, B.P., Cooper, D.G., et al.: The impact of animated pedagogical agents on girls\u2019 and boys\u2019 emotions, attitudes, behaviors and learning. In: International Conference on Advanced Learning Technologies (ICALT), pp. 506\u2013510.IEEE, Athens (2011)","DOI":"10.1109\/ICALT.2011.157"},{"key":"34_CR2","doi-asserted-by":"crossref","unstructured":"Baker, R., Corbett, A.T., Koedinger, K.R., et al.: Off-task behavior in the cognitive tutor classroom: when students \u201cgame The system\u201d. In: SIGCHI Conference on Human Factors in Computing Systems, pp. 383\u2013390. ACM (2004)","DOI":"10.1145\/985692.985741"},{"issue":"4","key":"34_CR3","doi-asserted-by":"crossref","first-page":"223","DOI":"10.1016\/j.ijhcs.2009.12.003","volume":"68","author":"R Baker","year":"2010","unstructured":"Baker, R., D\u2019Mello, S., Rodrigo, M.M.T., et al.: Better to be frustrated than bored: the incidence, persistence, and impact of learners\u2019 cognitive\u2013affective states during interactions with three different computer-based learning environments. Int. J. Hum.-Comput. Stud. 68(4), 223\u2013241 (2010)","journal-title":"Int. J. Hum.-Comput. Stud."},{"key":"34_CR4","volume-title":"Self-efficacy: The Exercise of Control","author":"A Bandura","year":"1997","unstructured":"Bandura, A.: Self-efficacy: The Exercise of Control. Freeman, New York (1997)"},{"key":"34_CR5","volume-title":"Social Learning Theory","author":"A Bandura","year":"1977","unstructured":"Bandura, A.: Social Learning Theory. Prentice Hall, Englewood Cliffs (1977)"},{"issue":"1","key":"34_CR6","doi-asserted-by":"crossref","first-page":"91","DOI":"10.1016\/0160-2896(87)90029-8","volume":"11","author":"JM Belmont","year":"1987","unstructured":"Belmont, J.M., Mitchell, D.W.: The general strategy hypothesis as applied to cognitive theory in mental retardation. Intelligence 11(1), 91\u2013105 (1987)","journal-title":"Intelligence"},{"key":"34_CR7","first-page":"134","volume":"4","author":"RA Bjork","year":"2013","unstructured":"Bjork, R.A.: Desirable difficulties perspective on learning. Encycl. Mind 4, 134\u2013146 (2013)","journal-title":"Encycl. Mind"},{"issue":"6","key":"34_CR8","doi-asserted-by":"crossref","first-page":"1094","DOI":"10.3758\/MC.36.6.1094","volume":"36","author":"DJ Campbell","year":"2008","unstructured":"Campbell, D.J.: Subtraction by addition. Memory Cogn. 36(6), 1094\u20131102 (2008)","journal-title":"Memory Cogn."},{"issue":"1","key":"34_CR9","doi-asserted-by":"crossref","first-page":"40","DOI":"10.5465\/amr.1988.4306775","volume":"13","author":"DJ Campbell","year":"1988","unstructured":"Campbell, D.J.: Task complexity: a review and analysis. Acad. Manage. Rev. 13(1), 40\u201352 (1988)","journal-title":"Acad. Manage. Rev."},{"issue":"1","key":"34_CR10","first-page":"1","volume":"8","author":"VL Carpentar","year":"1993","unstructured":"Carpentar, V.L., Friar, S., Lipe, M.G.: Evidence on the performance of accounting students: race, gender and expectations. Issues Acc. Educ. 8(1), 1\u201317 (1993)","journal-title":"Issues Acc. Educ."},{"issue":"1","key":"34_CR11","doi-asserted-by":"crossref","first-page":"1","DOI":"10.2308\/iace.2002.17.1.1","volume":"17","author":"TE Christensen","year":"2002","unstructured":"Christensen, T.E., Fogarty, T.J., Wallace, W.A.: The association between the directional accuracy of self-efficacy and accounting course performance. Issues Acc. Educ. 17(1), 1\u201326 (2002)","journal-title":"Issues Acc. Educ."},{"issue":"1","key":"34_CR12","doi-asserted-by":"crossref","first-page":"47","DOI":"10.1007\/s11251-011-9169-2","volume":"40","author":"B Co\u015ftu","year":"2012","unstructured":"Co\u015ftu, B., Ayas, A., Niaz, M.: Investigating the effectiveness of a POE-based teaching activity on students\u2019 understanding of condensation. Instr. Sci. 40(1), 47\u201367 (2012)","journal-title":"Instr. Sci."},{"issue":"3","key":"34_CR13","doi-asserted-by":"crossref","first-page":"241","DOI":"10.1080\/1358165042000283101","volume":"29","author":"S Craig","year":"2004","unstructured":"Craig, S., Graesser, A., Sullins, J., et al.: Affect and learning: an exploratory look into the role of affect in learning with AutoTutor. J. Educ. Med. 29(3), 241\u2013250 (2004)","journal-title":"J. Educ. Med."},{"key":"34_CR14","volume-title":"Beyond Boredom and Anxiety","author":"M Csikszentmihalyi","year":"2000","unstructured":"Csikszentmihalyi, M.: Beyond Boredom and Anxiety. Jossey-Bass, San Francisco (2000)"},{"key":"34_CR15","unstructured":"Csikszentmihalyi, M.: Finding Flow: The Psychology of Engagement with Everyday Life (1997)"},{"key":"34_CR16","unstructured":"Csikszentmihalyi, M.: The Flow Experience. Consciousness: Brain and States of Awareness and Mysticism, pp. 63\u201367 (1979)"},{"key":"34_CR17","volume-title":"Flow: The Psychology of Optimal Experience","author":"M Csikszentmihalyi","year":"1990","unstructured":"Csikszentmihalyi, M.: Flow: The Psychology of Optimal Experience. Harper Perennial, New York (1990)"},{"key":"34_CR18","doi-asserted-by":"crossref","first-page":"106","DOI":"10.1016\/j.actpsy.2014.06.005","volume":"151","author":"S D\u2019Mello","year":"2014","unstructured":"D\u2019Mello, S., Graesser, A.: Confusion and its dynamics during device comprehension with breakdown scenarios. Acta Psychol. 151, 106\u2013116 (2014)","journal-title":"Acta Psychol."},{"key":"34_CR19","unstructured":"D\u2019Mello, S., Graesser, A.: Modeling cognitive-affective dynamics with Hidden Markov Models. In: Annual meeting of the Cognitive Science Society, pp. 2721\u20132726 (2010)"},{"key":"34_CR20","unstructured":"D\u2019Mello, S., Person, N., Lehman, B.: Antecedent-consequent relationships and cyclical patterns between affective states and problem solving outcomes. In: Artifical Intelligence in Education (AIED), pp. 57\u201364 (2009)"},{"key":"34_CR21","unstructured":"D\u2019Mello, S., Taylor, R.S., Graesser, A.: Monitoring affective trajectories during complex learning. In: Annual Meeting of the Cognitive Science Society, pp. 203\u2013208 (2007)"},{"issue":"2","key":"34_CR22","doi-asserted-by":"crossref","first-page":"145","DOI":"10.1016\/j.learninstruc.2011.10.001","volume":"22","author":"S D\u2019Mello","year":"2012","unstructured":"D\u2019Mello, S., Graesser, A.: Dynamics of affective states during complex learning. Learn. Instr. 22(2), 145\u2013157 (2012)","journal-title":"Learn. Instr."},{"key":"34_CR23","volume-title":"Practical eTeaching strategies for predict \u2013 observe \u2013 explain, problem-based learning and role plays","author":"J Dalziel","year":"2010","unstructured":"Dalziel, J.: Practical eTeaching strategies for predict \u2013 observe \u2013 explain, problem-based learning and role plays. LAMS International, Sydney (2010)"},{"issue":"1","key":"34_CR24","doi-asserted-by":"crossref","first-page":"125","DOI":"10.2307\/1130180","volume":"56","author":"JS Deloache","year":"1985","unstructured":"Deloache, J.S., Cassidy, D.J., Brown, A.L.: Precursors of mnemonic strategies in very young children\u2019s memory. Child Dev. 56(1), 125\u2013137 (1985)","journal-title":"Child Dev."},{"issue":"3","key":"34_CR25","doi-asserted-by":"crossref","first-page":"183","DOI":"10.18608\/jla.2014.13.18","volume":"1","author":"NMM Dowell","year":"2014","unstructured":"Dowell, N.M.M., Graesser, A.: Modeling learners\u2019 cognitive, affective, and social processes through language and discourse. J. Learn. Anal. 1(3), 183\u2013186 (2014)","journal-title":"J. Learn. Anal."},{"key":"34_CR26","volume-title":"The Pupil as Scientist?","author":"R Driver","year":"1983","unstructured":"Driver, R.: The Pupil as Scientist?. Open University Press, UK (1983)"},{"key":"34_CR27","first-page":"75","volume-title":"Achievement and Achievement Motives","author":"JS Eccles","year":"1983","unstructured":"Eccles, J.S., Adler, T.F., Futterman, R., et al.: Expectancies, values and academic behaviors. In: Spence, J.T. (ed.) Achievement and Achievement Motives, pp. 75\u2013146. W.H. Freeman, San Francisco (1983)"},{"key":"34_CR28","doi-asserted-by":"crossref","first-page":"109","DOI":"10.1146\/annurev.psych.53.100901.135153","volume":"53","author":"JS Eccles","year":"2002","unstructured":"Eccles, J.S., Wigfield, A.: Motivational beliefs, values, and goals. Ann. Rev. Psychol. 53, 109\u2013132 (2002)","journal-title":"Ann. Rev. Psychol."},{"issue":"1","key":"34_CR29","doi-asserted-by":"crossref","first-page":"43","DOI":"10.1080\/00461520.2014.999919","volume":"50","author":"JD Gobert","year":"2015","unstructured":"Gobert, J.D., Baker, R., Wixon, M.B.: Operationalizing and detecting disengagement within online science microworlds. Educ. Psychol. 50(1), 43\u201357 (2015)","journal-title":"Educ. Psychol."},{"issue":"2","key":"34_CR30","doi-asserted-by":"crossref","first-page":"212","DOI":"10.3200\/JMBR.36.2.212-224","volume":"36","author":"MA Guadagnoli","year":"2004","unstructured":"Guadagnoli, M.A., Lee, T.D.: Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. J. Motor Behav. 36(2), 212\u2013224 (2004)","journal-title":"J. Motor Behav."},{"key":"34_CR31","doi-asserted-by":"crossref","first-page":"35","DOI":"10.1007\/BF02356307","volume":"10","author":"R Gunstone","year":"1980","unstructured":"Gunstone, R., White, R.: A matter of gravity. Res. Sci. Educ. 10, 35\u201344 (1980)","journal-title":"Res. Sci. Educ."},{"key":"34_CR32","doi-asserted-by":"crossref","first-page":"19","DOI":"10.1007\/BF00992962","volume":"7","author":"HL Hom","year":"1983","unstructured":"Hom, H.L., Maxwell, F.R.: The impact of task difficulty expectations on intrinsic motivation. Motiv. Emot. 7, 19\u201324 (1983)","journal-title":"Motiv. Emot."},{"issue":"1","key":"34_CR33","doi-asserted-by":"crossref","first-page":"86","DOI":"10.1089\/ast.2016.1550","volume":"18","author":"LB Horodyskyj","year":"2018","unstructured":"Horodyskyj, L.B., Mead, C., Belinson, Z., et al.: Habitable worlds: delivering on the promises of online education. Astrobiology 18(1), 86\u201399 (2018)","journal-title":"Astrobiology"},{"issue":"1","key":"34_CR34","doi-asserted-by":"crossref","first-page":"45","DOI":"10.1080\/10508406.2011.591717","volume":"21","author":"M Kapur","year":"2012","unstructured":"Kapur, M., Bielaczyc, K.: Designing for productive failure. J. Learn. Sci. 21(1), 45\u201383 (2012)","journal-title":"J. Learn. Sci."},{"issue":"4","key":"34_CR35","doi-asserted-by":"crossref","first-page":"645","DOI":"10.1007\/s11251-012-9235-4","volume":"40","author":"M Kapur","year":"2012","unstructured":"Kapur, M., Rummel, N.: Productive failure in learning and problem solving. Instr. Sci. 40(4), 645\u2013650 (2012)","journal-title":"Instr. Sci."},{"key":"34_CR36","unstructured":"Karumbaiah, S., Andres, J.M.L., Botelho, A.F., et al.: The implications of a subtle difference in the calculation of affect dynamics. In: International Conference for Computers in Education (2018)"},{"key":"34_CR37","doi-asserted-by":"crossref","unstructured":"Karumbaiah, S., Baker, R., Ocumpaugh, J.: The case of self-transitions in affective dynamics. In: Artificial Intelligence in Education (AIED), pp. 172\u2013181 (2019)","DOI":"10.1007\/978-3-030-23204-7_15"},{"key":"34_CR38","doi-asserted-by":"crossref","unstructured":"Kennedy, G., Lodge, J.M.: All roads lead to Rome: tracking students\u2019 affect as they overcome misconceptions. In: 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE), Adelaide, AU, pp. 318\u2013328 (2016)","DOI":"10.14742\/apubs.2016.812"},{"issue":"4","key":"34_CR39","first-page":"300","volume":"5","author":"I Kibirige","year":"2014","unstructured":"Kibirige, I., Osodo, J., Tlala, K.M.: The effect of predict-observe-explain strategy on learners\u2019 misconceptions about dissolved salts. Mediterr. J. Soc. Sci. 5(4), 300\u2013310 (2014)","journal-title":"Mediterr. J. Soc. Sci."},{"issue":"2","key":"34_CR40","doi-asserted-by":"crossref","first-page":"211","DOI":"10.3102\/00346543047002211","volume":"47","author":"RW Kulhavy","year":"1977","unstructured":"Kulhavy, R.W.: Feedback in written instruction. Rev. Educ. Res. 47(2), 211\u2013232 (1977)","journal-title":"Rev. Educ. Res."},{"issue":"5","key":"34_CR41","doi-asserted-by":"crossref","first-page":"522","DOI":"10.1037\/0022-0663.68.5.522","volume":"68","author":"RW Kulhavy","year":"1976","unstructured":"Kulhavy, R.W., Yekovich, F.R., Dyer, J.W.: Feedback and response confidence. J. Educ. Psychol. 68(5), 522\u2013528 (1976)","journal-title":"J. Educ. Psychol."},{"issue":"3","key":"34_CR42","doi-asserted-by":"crossref","first-page":"301","DOI":"10.1177\/1356336X07081797","volume":"13","author":"W Li","year":"2007","unstructured":"Li, W., Lee, A., Solmon, M.: The role of perceptions of task difficulty in relation to self-perceptions of ability, intrinsic value, attainment value, and performance. Eur. Phys. Educ. Rev. 13(3), 301\u2013318 (2007)","journal-title":"Eur. Phys. Educ. Rev."},{"issue":"1","key":"34_CR43","doi-asserted-by":"crossref","first-page":"27","DOI":"10.2307\/3587368","volume":"26","author":"MH Long","year":"1992","unstructured":"Long, M.H., Crookes, G.: Three approaches to task-based syllabus design. TESOL Q. 26(1), 27\u201356 (1992)","journal-title":"TESOL Q."},{"issue":"2","key":"34_CR44","doi-asserted-by":"crossref","first-page":"169","DOI":"10.1207\/S15327043HUP1402_03","volume":"14","author":"PM Mangos","year":"2001","unstructured":"Mangos, P.M., Steele-Johnson, D.: The role of subjective task complexity in goal orientation, self-efficacy, and performance relations. Hum. Perform. 14(2), 169\u2013185 (2001)","journal-title":"Hum. Perform."},{"issue":"4","key":"34_CR45","doi-asserted-by":"crossref","first-page":"303","DOI":"10.1207\/s15327043hup1004_1","volume":"10","author":"DC Maynard","year":"1997","unstructured":"Maynard, D.C., Hakel, M.D.: Effects of objective and subjective task complexity on performance. Hum. Perform. 10(4), 303\u2013330 (1997)","journal-title":"Hum. Perform."},{"issue":"1","key":"34_CR46","doi-asserted-by":"crossref","first-page":"129","DOI":"10.1108\/19852510680001586","volume":"4","author":"TL Mooi","year":"2006","unstructured":"Mooi, T.L.: Self-efficacy and student performance in an accounting course. J. Financ. Report. Acc. 4(1), 129\u2013146 (2006)","journal-title":"J. Financ. Report. Acc."},{"key":"34_CR47","doi-asserted-by":"crossref","unstructured":"Nawaz, S., Kennedy, G., Bailey, J., et al.: Moments of confusion in simulation-based learning environments. J. Learn. Anal. (in review) (2020)","DOI":"10.18608\/jla.2020.73.9"},{"key":"34_CR48","unstructured":"Nawaz, S., Kennedy, G., Bailey, J., et al.: Struggle town? Developing profiles of student confusion in simulation-based learning environments. In: Campbell, M. (eds.) 35th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2018, pp. 224\u2013233. Deakin University, Geelong (2018)"},{"key":"34_CR49","volume-title":"Motivation in Education: Theory, Research, and Applications","author":"PR Pintrich","year":"2002","unstructured":"Pintrich, P.R., Schunk, D.H.: Motivation in Education: Theory, Research, and Applications. Prentice Hall, Upper Saddle River (2002)"},{"issue":"1","key":"34_CR50","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1515\/iral.2005.43.1.1","volume":"43","author":"P Robinson","year":"2005","unstructured":"Robinson, P.: Cognitive complexity and task sequencing: a review of studies in a componential framework for second language task design. Int. Rev. Appl. Linguist. Lang. Teach. 43(1), 1\u201333 (2005)","journal-title":"Int. Rev. Appl. Linguist. Lang. Teach."},{"key":"34_CR51","doi-asserted-by":"crossref","first-page":"185","DOI":"10.1017\/CBO9781139524780","volume-title":"Cognition and Second Language Instruction","author":"P Robinson","year":"2001","unstructured":"Robinson, P.: Task complexity, cognitive resources and syllabus design: a triadic framework for examining task influences on SLA. In: Robinson, P. (ed.) Cognition and Second Language Instruction, pp. 185\u2013316. Cambridge University Press, New York (2001)"},{"issue":"1","key":"34_CR52","doi-asserted-by":"crossref","first-page":"27","DOI":"10.1093\/applin\/22.1.27","volume":"22","author":"P Robinson","year":"2001","unstructured":"Robinson, P.: Task complexity, task difficulty, and task production: exploring interactions in a componential framework. Appl. Linguist. 22(1), 27\u201357 (2001)","journal-title":"Appl. Linguist."},{"issue":"2","key":"34_CR53","doi-asserted-by":"crossref","first-page":"224","DOI":"10.1109\/T-AFFC.2011.41","volume":"3","author":"MMT Rodrigo","year":"2012","unstructured":"Rodrigo, M.M.T., Baker, R., Agapito, J., et al.: The effects of an interactive software agent on student affective dynamics while using an intelligent tutoring system. IEEE Trans. Affect. Comput. 3(2), 224\u2013236 (2012)","journal-title":"IEEE Trans. Affect. Comput."},{"issue":"10","key":"34_CR54","doi-asserted-by":"crossref","first-page":"1873","DOI":"10.1080\/17470211003624010","volume":"63","author":"DW Schneider","year":"2010","unstructured":"Schneider, D.W., Anderson, J.R.: Asymmetric switch costs as sequential difficulty effects. Q. J. Exp. Psychol. 63(10), 1873\u20131894 (2010)","journal-title":"Q. J. Exp. Psychol."},{"key":"34_CR55","doi-asserted-by":"crossref","first-page":"224","DOI":"10.1016\/j.compedu.2015.08.001","volume":"86","author":"VJ Shute","year":"2015","unstructured":"Shute, V.J., D\u2019Mello, S., Baker, R., et al.: Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Comput. Educ. 86, 224\u2013235 (2015)","journal-title":"Comput. Educ."},{"key":"34_CR56","volume-title":"A Cognitive Approach to Language Learning","author":"P Skehan","year":"1998","unstructured":"Skehan, P.: A Cognitive Approach to Language Learning. Oxford University Press, Oxford (1998)"},{"issue":"1","key":"34_CR57","first-page":"1","volume":"1","author":"S Sreerekha","year":"2016","unstructured":"Sreerekha, S., Arun, R.R., Sankar, S.: Effect of predict-observe-explain strategy on achievement in chemistry of secondary school students. Int. J. Educ. Teach. Anal. 1(1), 1\u20135 (2016)","journal-title":"Int. J. Educ. Teach. Anal."},{"issue":"1","key":"34_CR58","first-page":"45","volume":"18","author":"G Stephanou","year":"2011","unstructured":"Stephanou, G., Kariotoglou, P., Dinas, K.D.: University students\u2019 emotions in lectures: the effect of competence beliefs, value beliefs and perceived task-difficulty, and the impact on academic performance. Int. J. Learn. 18(1), 45\u201372 (2011)","journal-title":"Int. J. Learn."},{"issue":"7","key":"34_CR59","doi-asserted-by":"crossref","first-page":"859","DOI":"10.1002\/(SICI)1098-2736(199909)36:7<859::AID-TEA7>3.0.CO;2-J","volume":"36","author":"PK Tao","year":"1999","unstructured":"Tao, P.K., Gunstone, R.F.: The process of conceptual change in force and motion during computer-supported physics instruction. J. Res. Sci. Teach. 36(7), 859\u2013882 (1999)","journal-title":"J. Res. Sci. Teach."},{"key":"34_CR60","volume-title":"Mind and Society: The Development of Higher Mental Processes","author":"LS Vygotsky","year":"1978","unstructured":"Vygotsky, L.S.: Mind and Society: The Development of Higher Mental Processes. Harvard University Press, Cambridge (1978)"},{"key":"34_CR61","volume-title":"Probing understanding","author":"R White","year":"1992","unstructured":"White, R., Gunstone, R.: Probing understanding. Routledge, Abingdon (1992)"},{"key":"34_CR62","series-title":"Lecture Notes in Computer Science (Lecture Notes in Artificial Intelligence)","doi-asserted-by":"publisher","first-page":"413","DOI":"10.1007\/978-3-030-23207-8_76","volume-title":"Artificial Intelligence in Education","author":"X Zou","year":"2019","unstructured":"Zou, X., Ma, W., Ma, Z., Baker, R.S.: Towards helping teachers select optimal content for students. In: Isotani, S., Mill\u00e1n, E., Ogan, A., Hastings, P., McLaren, B., Luckin, R. (eds.) AIED 2019. LNCS (LNAI), vol. 11626, pp. 413\u2013417. Springer, Cham (2019). https:\/\/doi.org\/10.1007\/978-3-030-23207-8_76"}],"container-title":["Lecture Notes in Computer Science","Artificial Intelligence in Education"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/978-3-030-52237-7_34","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,8,9]],"date-time":"2024-08-09T05:44:30Z","timestamp":1723182270000},"score":1,"resource":{"primary":{"URL":"http:\/\/link.springer.com\/10.1007\/978-3-030-52237-7_34"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2020]]},"ISBN":["9783030522360","9783030522377"],"references-count":62,"URL":"https:\/\/doi.org\/10.1007\/978-3-030-52237-7_34","relation":{},"ISSN":["0302-9743","1611-3349"],"issn-type":[{"value":"0302-9743","type":"print"},{"value":"1611-3349","type":"electronic"}],"subject":[],"published":{"date-parts":[[2020]]},"assertion":[{"value":"30 June 2020","order":1,"name":"first_online","label":"First Online","group":{"name":"ChapterHistory","label":"Chapter History"}},{"value":"AIED","order":1,"name":"conference_acronym","label":"Conference Acronym","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"International Conference on Artificial Intelligence in Education","order":2,"name":"conference_name","label":"Conference Name","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"Ifrane","order":3,"name":"conference_city","label":"Conference City","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"Morocco","order":4,"name":"conference_country","label":"Conference Country","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"2020","order":5,"name":"conference_year","label":"Conference Year","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"6 July 2020","order":7,"name":"conference_start_date","label":"Conference Start Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"10 July 2020","order":8,"name":"conference_end_date","label":"Conference End Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"21","order":9,"name":"conference_number","label":"Conference Number","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"aied2020","order":10,"name":"conference_id","label":"Conference ID","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"https:\/\/aied2020.nees.com.br\/#\/","order":11,"name":"conference_url","label":"Conference URL","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"Double-blind","order":1,"name":"type","label":"Type","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"EasyChair","order":2,"name":"conference_management_system","label":"Conference Management System","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"214","order":3,"name":"number_of_submissions_sent_for_review","label":"Number of Submissions Sent for Review","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"49","order":4,"name":"number_of_full_papers_accepted","label":"Number of Full Papers Accepted","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"66","order":5,"name":"number_of_short_papers_accepted","label":"Number of Short Papers Accepted","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"23% - The value is computed by the equation \"Number of Full Papers Accepted \/ Number of Submissions Sent for Review * 100\" and then rounded to a whole number.","order":6,"name":"acceptance_rate_of_full_papers","label":"Acceptance Rate of Full Papers","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"3","order":7,"name":"average_number_of_reviews_per_paper","label":"Average Number of Reviews per Paper","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"4","order":8,"name":"average_number_of_papers_per_reviewer","label":"Average Number of Papers per Reviewer","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"No","order":9,"name":"external_reviewers_involved","label":"External Reviewers Involved","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"The conference was held virtually due to the COVID-19 pandemic.","order":10,"name":"additional_info_on_review_process","label":"Additional Info on Review Process","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"This content has been made available to all.","name":"free","label":"Free to read"}]}}