Conference Presentations

Conference Presentations

(* = strictly refereed)

*Harley, J.M., Jarrell, A., Tressel, T., Lajoie, S.P., Pipe, L., & Poitras, E. (accepted). Evaluating usability dimensions of a mobile augmented reality app for history learning. Poster to be presented at the 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI).

*Harley, J.M., Jarrell, A., Lajoie, S.P., Tressel, T., Pipe, L., Haldane, C., & Poitras, E. (accepted). Examining learners’ physiological activation during an interaction with a mobile AR app for learning. Poster to be presented at the 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI).

*Harley, J.M., Jarrell, A., & Lajoie, S.P. (accepted). Examining emotion regulation and phasic vs. tonic physiological activation in a medical diagnostic reasoning simulation. Paper to be presented at the American Educational Research Association (AERA), San Antonio, TX

*Harley, J.M., Tressel, T., Jarrell, A., Lajoie, S.P., & Pipe, L. (accepted). Fostering historical reasoning and positive emotions with location-based augmented reality and tour-guide prompts. Structured poster to be presented at the American Educational Research Association (AERA), San Antonio, TX

*Harley, J.M., Benlamine, S., Chaouachi, M., Frasson, C., & Dufresne, A. (2016, June). Mission accomplished? Measuring gamers’ emotion and cognitive engagement during and after a narrative event. Paper presented at the First International Workshop on Supporting Dynamic Cognitive, Affective, and Metacognitive Processes, part of the 13th International Workshop on Intelligent Tutoring Systems.

*Bouchet, F., Harley, J.M., & Azevedo, R. (2016, June). Can adaptive pedagogical agents’ prompting strategies improve students’ learning and self-regulation? Paper presented at the 13th International Conference on Intelligent Tutoring Systems.

*Papaionnou, N., Landis, R. L., Carter, C.K., Azevedo, R., Bouchet, F., & Harley, J. M., (2016, May). Computer-based learning environments in organizational training: impact of learning environment and personality. Poster presented at the 28th Association for Psychological Science, Chicago, IL.

*Harley, J.M., Jarrell, A., Lajoie, S.P., & Pipe, L. (2016, April). Examining emotion regulation and physiological arousal in a computer-based learning environment for medical diagnostic reasoning. Paper presented at the American Educational Research Association, Washington, DC.

*Jarrell, A., Harley, J.M., & Lajoie, S.P. (2016, April). How do emotions experienced during problem solving relate to students’ perceived and actual performance? Paper presented at the American Educational Research Association, Washington, DC.

*Lajoie, S.P., Jarrell, A., Harley, J.M., Duffy, M.C., Chaouachi, M., Tressel, T., Doleck, T., Kazemitabar, M., & Wiseman, J. (2016, April). Exploring the relationship between achievement goals and emotions experienced within a technology-rich medical learning environment. Paper presented at the American Educational Research Association, Washington, DC.

*Harley, J.M., Rowe, J. P., Lester, J. C., & Frasson, C. (2015, November). Designing story-centric games for player emotion: A theoretical perspective. Paper presented at the eighth workshop on Intelligent Narrative Technologies, Santa Cruz, CA.

*Harley, J. M., Carter, C.K., Papaionnou, N., Bouchet, F., Landis, R. L., Azevedo, R., & Karabachian, L.R. (2015, June). Examining the predictive relationship between personality and emotion traits and learners’ agent-directed emotions. Paper to be presented at the 17th International Conference on Artificial Intelligence in Education, Madrid, Spain.

*Harley, J.M., Lajoie, S. P., Frasson, C., & Hall, N.C., & (2015, June). An integrated emotion-aware framework for intelligent tutoring systems. Poster presented at the 17th International Conference on Artificial Intelligence in Education, Madrid, Spain.

*Jarrell, A., Harley, J.M., Lajoie, S.P., & Naismith, L. (2015, June). Examining the relationship between performance feedback and emotions in diagnostic reasoning: Toward a predictive framework for emotional support. Poster presented at the 17th International Conference on Artificial Intelligence in Education, Madrid, Spain.

*Benlamine, S., Bouslimi, S., Harley, J. M., Frasson, C., & Dufresne, A. (2015, June). Brain-based gaming: measuring engagement during gameplay. Paper presented at Educational Media, Montréal, QC, Canada.

*Harley, J.M., Poitras, E. G., Jarrell, A., Pipe, L., Gonzalez, E., Duffy, M., Lajoie, S. P., Li, K., Morton, M., Tissera, H., & Kee, K. (2015, June). Augmented reality with mobile learning technologies: Comparing emotions and learning outcomes from outdoor and lab-based studies. Paper presented at Educational Media, Montréal, QC, Canada.

*Harley, J.M., Poitras, E. G., Jarrell, A., Lajoie, S. P., Duffy, M., Cataldo, D., & Kee, K. (accepted). Augmented reality with mobile technologies: Can it lead to learning and engagement with historical settings? Poster to be presented at the annual meeting of the American Educational Research Association, Chicago, IL.

*Harley, J. M., & Azevedo, R. (2014, July). Understanding students’ emotions during interactions with advanced agent-based learning environments: A selective review. Poster presented at the 2014 Intelligent Tutoring Systems Conference, Honolulu, Hawaii.

*Jaques, N., Conati, C., Harley, J. M., & Azevedo, R. (2014, July). Predicting affect from gaze behavior data during interactions with an intelligent tutoring system. Paper presented at the 2014 Intelligent Tutoring Systems Conference, Honolulu, Hawaii.

*Harley, J. M., Bouchet, F., Papaionnou, N., Carter, C., Azevedo, R., & Landis, R. (2014, April). Assessing learning with MetaTutor, a multi-agent hypermedia learning environment. In M.W. Chu, & J. M. Harley (Chairs), Innovative practices for assessment in computer based learning environments. Symposium conducted at the annual meeting of the American Educational Research Association, Philadelphia, PA.

*Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2014, April). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. In J.M. Harley, & R. Azevedo (Chairs), Interdisciplinary approaches for analyzing data from multiple affective channels with computer-based learning environments. Symposium conducted at the annual meeting of the American Educational Research Association, Philadelphia, PA.

*Azevedo, R., Feyzi-Behnagh, Harley, J., & Bouchet, F. (2013, August). Analyzing temporally unfolding self-regulatory processes during learning with multi-agent technologies. Paper presented at a symposium in the 15th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI 2013), Munich, Germany.

*Azevedo, R., Harley, J., Bouchet, F., Feyzi-Behnagh, R., Taub, M., Trevors, G., & Duffy, M. (2013, August). MetaTutor: an innovative technology environment to study and assess self-regulatory processes. Paper presented at a symposium in the 15th Biennial Meeting of the European Association for Research on Learning and Instruction, Munich, Germany.

*Taub, M., Azevedo, R., Bouchet, F., Feyzi-Behnagh, R., & Harley, J. (2013, August). Can prior knowledge adequately predict the use of metacognitive processes during hypermedia learning? Paper presented at the 15th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI 2013), Munich, Germany.

*Bondareva, D., Conati, C., Feyzi-Behnagh, R., Harley, J., Azevedo, R., & Bouchet, F. (2013, July). Inferring learning from gaze data during interaction with an environment to support self-regulated learning. Paper presented at the 16th International Conference on Artificial Intelligence in Education (AIED 2013), Memphis, Tennessee, USA.

*Bouchet, F., Harley, J. M., & Azevedo, R. (2013, July). The impact of different pedagogical agents’ adaptive self-regulated prompting strategies with MetaTutor. Poster presented at the 16th International Conference on Artificial Intelligence in Education, Memphis, TN.

*Harley, J. M., Bouchet, F., & Azevedo, R. (2013, July). Aligning and comparing data on learners’ emotions experienced with MetaTutor. Paper presented at the 16th International Conference on Artificial Intelligence in Education, Memphis, TN.

*Khosravifar, B., Bouchet, F., Feyzi-Behnagh, R., Azevedo, R., & Harley, J. (2013, March). Using intelligent multi-agents systems to model and foster self-regulated learning: A theoretically-based approach using Markov Decision Process. Paper to be presented at the 27th International Conference on Advanced Information Networking and Applications, Barcelona, Spain.

*Harley, J. M., Carter, C., Papaionnou, N., Bouchet, F., Azevedo, R., & Landis, R. (2013, April). Examining learners’ academic achievement emotions during science learning with an intelligent, hypermedia multi-agent system. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

*Harley, J. M., Taub, M., Bouchet, F., Henchey, J., & Azevedo, R. (2013, April). Profiling learners’ co-regulation patterns with a pedagogical agent in an intelligent tutoring system for learning about human biology. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

*Khosravifar, B., Azevedo, R., Feyzi-Behnagh, R., Bouchet, F., Harley, J., Duffy, M., Trevors, G., & Taub, M. (2013, April). Using intelligent multi-agent systems to model and foster self-regulated learning: A theoretically-based approach using Markov Decision Process. Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Harley, J. M., Bouchet, F., & Azevedo, R. (2013, March). Providing adaptive, real-time tutorial feedback in MetaTutor. Paper presented at a panel discussion at the Annual Education Graduate Students Society Conference: Meeting in the Middle: (de)Constructing Knowledge, Montreal, Quebec, Canada.

*Azevedo, R., Feyzi-Behnagh, R., & Harley, J. (2013, January). Using multi-channel data to analyze the temporal and dynamic nature of self-regulation during learning with an intelligent multi-agent system. Paper to be presented at the Workshop on It’s About Time: Addressing the Many Challenges of Analyzing Multi-Scale Temporal Data, Alpine Rendez-Vous 2013, Villard-de-Lans, Vercors, French Alps.

*Azevedo, R., Feyzi-Behnagh, R., Harley, J., Taub, M., & Megill, C. (2012, November). Using physiological data to analyze the temporal and dynamic nature of self-regualtion during learning: Implications for the design of advanced learning technologies. Paper presented at an invited symposium on Physiological Measures in Instructional Design technology Research at the annual meeting of the Association for Educational Communications and Technology, Louisville, KY.

*Azevedo, R., Bouchet, F., Feyzi-Behnagh, R., Harley, J., Trevors, G., Duffy, M., Taub, M., & Landis, R.S. (2012, September). Using artificial intelligent pedagogical agents to examine the role of metacognitive processes during learning with MetaTutor. Paperpresented at the Biennial Meeting of the European Association for Research on Learning and Instruction Metacognition Special Interest Group, Milan, Italy.

*Azevedo, R., Landis, R.S., Feyzi-Behnagh, R., Duffy, M., Trevors, G., Harley, J., Bouchet, F., Burlison, J., Taub, M., Pacampara, N., Yeasin, M., Rahman, A.K.M.M., Tanveer, M.I., & Hossain, G. (2012, June). The effectiveness of pedagogical agents’ prompting and feedback in facilitating co-adapted learning with MetaTutor. Paper presented at the 11th International Conference on Intelligent Tutoring Systems, Crete, Greece.

*Azevedo, R., Bouchet, F., Harley, J., Feyzi-Behnagh, R., Trevors, T., Duffy, M., Taub, M., Pacampara, N., Agnew, L., Grisom, S., Mudrick, N., Stead, V., & Yang, W. (2012, June). MetaTutor: An intelligent multi-agent tutoring system designed to track, model, and foster self-regulated learning. Paper presented at the Fourth Workshop on Self-Regulated Learning in Educational Technologies (SRL@ET): Modeling, Evaluating, Supporting, and Fostering Metacognition with Computer-Based Learning Environments held in conjunction with the 11th International Conference on Intelligent Tutoring Systems, Crete, Greece.

*Harley, J. M., Bouchet, F., & Azevedo, R. (2012, June). Measuring learners’ co-occurring emotional responses during their interaction with a pedagogical agent in MetaTutor. Paper presented at the 11th International Conference on Intelligent Tutoring Systems, Crete, Greece.

*Harley, J. M., Taub, M., Bouchet, F., & Azevedo, R. (2012, June). A framework to understand the nature of co-regulated learning in human-pedagogical agent interactions. Paper presented at the Fourth Workshop on Self-Regulated Learning in Educational Technologies (SRL@ET): Modeling, Evaluating, Supporting, and Fostering Metacognition with Computer-Based Learning Environments held in conjunction with the 11th International Conference on Intelligent Tutoring Systems (ITS 2012), Crete, Greece.

Harley, J., Bouchet, F., & Azevedo, R. (2012, March). Co-occurring emotions: Building an understanding of parallel-emotional processing and its applications to learning and education with intelligent tutoring systems. Paper presented at the Annual Education Graduate Students Society Conference: (e)Merging Knowledges: Classroom, Community, Culture, Montreal, Quebec, Canada.

*Azevedo, R., Bouchet, F., Feyzi-Behnagh, R., Harley, J., Duffy, M., & Trevors, G. (2012, April). MetaTutor as an innovative technology environment to assess students’ self-regulatory processes. Paper presented at a Symposium on Knowing What Students Know and Feel: Innovative Technology Rich Assessments at the Annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.

*Azevedo, R., Feyzi-Behnagh, R., Harley, J., & Bouchet, F. (2012, April). Co-regulated learning between human and artificial pedagogical agents in the content of a multi-agent adaptive hypermedia environment. Paper presented at a Symposium on Innovations in Researching Regulation of Learning in Solo and Collaborative Tasks at the Annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.

*Azevedo, R., Feyzi-Behnagh, R., Harley, J., Bouchet, F., Trevors, G., Duffy, M., & Sabagh, Z. (2012, April). Measuring self-regulated learning with a multi-agent hypermedia environment. Paper presented at a Symposium on Measuring Self-Regulated Learning with Multi-Agent Learning Environments at the Annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.

*Azevedo, R., Harley, J., Feyzi-Behnagh, R., & Bouchet, F. (2012, April). Using on-line measures to understand self-regulated learning with advanced learning technologies. Paper presented at a Symposium on Integrating Different Approaches to Investigating Self-Regulated Learning at the Annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.

*Harley, J., Bouchet, F., & Azevedo, R. (2012, April). Measuring learners’ unfolding, discrete emotional responses to different pedagogical agents scaffolding strategies. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.

*Harley, J., Bouchet, F., & Azevedo, R. (2011, September). Examining learner’s emotional responses to pedagogical agents’ tutoring strategies. Poster presented at the 11th International Conference on Intelligent Virtual Agents, Reykjavik, Iceland.

*Azevedo, R., Johnson, A., Burkett, C., Behnagh, R., Khezri, Z., Moral, M., Gebre, E., Stern, M., & Harley, J. (2011, August). Metacognitive prompts in fostering science understanding in MetaTutor. Paper presented at Biennial Meeting of the European Association for Research on Learning and Instruction, Exeter, UK.

*Azevedo, R., Jonhson, A., Burkett, C., Chauncey, A., Gebre, E., Behnagh, R., Stern, M., Moral, M., Harley, J., Duffy, M., & Trevors, G. (2011, April,). The effectiveness of pedagogical agents’ prompting and feedback in facilitating self-regulated learning with MetaTutor. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, LA.

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