Claudia Mazziotti
According to our database1,
Claudia Mazziotti
authored at least 12 papers
between 2014 and 2021.
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Bibliography
2021
J. Learn. Anal., September, 2021
2020
Proceedings of the Interdisciplinarity in the Learning Sciences: Proceedings of the 14th International Conference of the Learning Sciences, 2020
2018
The Impact of Affect-Aware Support on Learning Tasks that Differ in Their Cognitive Demands.
Proceedings of the Artificial Intelligence in Education - 19th International Conference, 2018
2017
Proceedings of the Artificial Intelligence in Education - 18th International Conference, 2017
2016
Combining Exploratory Learning With Structured Practice to Foster Conceptual and Procedural Fractions Knowledge.
Proceedings of the Transforming Learning, 2016
Comparing Students' Solutions When Learning Collaboratively or Individually Within Productive Failure.
Proceedings of the Transforming Learning, 2016
It Ain't What You Do, It's The Way That You Do It: Investigating the Effect of Students' Active and Constructive Interactions With Fractions Representations.
Proceedings of the Transforming Learning, 2016
2015
A Transfer Learning Approach for Applying Matrix Factorization to Small ITS Datasets.
Proceedings of the 8th International Conference on Educational Data Mining, 2015
Collaborative or Individual Learning within Productive Failure: Does the Social Form of Learning Make a Difference?
Proceedings of the 11th International Conference on Computer Supported Collaborative Learning, 2015
Robust Student Knowledge: Adapting to Individual Student Needs as they Explore the Concepts and Practice the Procedures of Fractions.
Proceedings of the Workshops at the 17th International Conference on Artificial Intelligence in Education, 2015
2014
Combining Generation and Expository Instruction to Prepare Students to Transfer Big Ideas Across School Topics.
Proceedings of the Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences, 2014
Employing Speech to Contribute to Modelling and Adapting to Students' Affective States.
Proceedings of the Open Learning and Teaching in Educational Communities, 2014