Nikki G. Lobczowski
Orcid: 0000-0002-9018-2957
According to our database1,
Nikki G. Lobczowski
authored at least 12 papers
between 2018 and 2023.
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Bibliography
2023
Using latent variable models to make gaming-the-system detection robust to context variations.
User Model. User Adapt. Interact., November, 2023
Proceedings of the Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2023
2022
Comparison of Lexical Alignment with a Teachable Robot in Human-Robot and Human-Human-Robot Interactions.
Proceedings of the 23rd Annual Meeting of the Special Interest Group on Discourse and Dialogue, 2022
Building a Reinforcement Learning Environment from Limited Data to Optimize Teachable Robot Interventions.
Proceedings of the 15th International Conference on Educational Data Mining, 2022
Proceedings of the 15th International Conference on Educational Data Mining, 2022
Proceedings of the Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners' and Doctoral Consortium, 2022
2021
Using a design-based research approach to develop and study a web-based tool to support collaborative learning.
Comput. Educ., 2021
Proceedings of the LAK'21: 11th International Learning Analytics and Knowledge Conference, 2021
Proceedings of the Artificial Intelligence in Education - 22nd International Conference, 2021
2020
Comprehensive Views of Math Learners: A Case for Modeling and Supporting Non-math Factors in Adaptive Math Software.
Proceedings of the Artificial Intelligence in Education - 21st International Conference, 2020
2018
Why Can't We All Just Get Along?: Focusing on Socioemotional Climates to Understand Emotions in Collaborative Learning.
Proceedings of the Rethinking learning in the digital age: Making the Learning Sciences count, 2018
Exploring Teacher Presence During Social Regulation of Learning in Science Classrooms.
Proceedings of the Rethinking learning in the digital age: Making the Learning Sciences count, 2018