Co-adapted learning involves complex, dynamically unfolding interactions between human and artificial pedagogical agents (PAs) during learning with intelligent systems. In general, these interactions lead to effective learning when (1) learners correctly monitor and regulate their cognitive and metacognitive processes in response to internal (e.g., accurate metacognitive judgments followed by t...

We studied a reviewer-prompting system designed to improve the timeliness of journal reviews. The prompting system consisted of an e-mail message sent individually to reviewers noting the manuscript number, review due date, and associated social amenities for the timely completion of the task. Our results indicated that the prompting system increased timely reviews.

Abstract Courts and scholars have interpreted open-ended legal norms as imposing due diligence obligations on States other entities to mitigate climate change. These can be applied in two alternative ways: through holistic decisions, where courts determine the level of mitigation action required defendants; or atomistic identify some measures that defendant must take. This article shows that, w...

Research indicates that impasse-driven learning can have important benefits for improving student mastery of material. When students recognize gaps in their understanding of a concept, attempt self-explanations to resolve the impasses, and then receive further assistance from an instructor, the concept is more likely to be learned than without the impasse or self-explanation. This paper propose...

Self-explaining, which asks students to generate explanations while reading a text, is a self-constructive activity and is helpful for students’ learning. Studies have revealed that prompts by a human tutor promote students’ self-explanations. However, most studies on self-explaining focus on spoken self-explanations. This study investigates the effects of two kinds of content-free computer sup...

Self-questioning is an important reading comprehension strategy, so it would be useful for an intelligent tutor to help students apply it to any given text. Our goal is to help children generate questions that make them think about the text in ways that improve their comprehension and retention. However, teaching and scaffolding self-questioning involve analyzing both the text and the students’...