2015

Grawemeyer, Beate and Mavrikis, M. and Holmes, W. and Gutierrez-Santos, Sergio (2015) Adapting feedback types according to students’ affective states. In: Conati, C. and Heffernan, N. and Mitrovic, A. and Verdejo, M. (eds.) Artificial Intelligence in Education. Lecture Notes in Computer Science 9112. New York, U.S.: Springer, pp. 586-590. ISBN 9783319197722.

Grawemeyer, Beate and Mavrikis, M. and Holmes, W. and Hansen, A. and Loibl, K. and Gutierrez-Santos, Sergio (2015) Affect matters: exploring the impact of feedback during mathematical tasks in an exploratory environment. In: Conati, C. and Heffernan, N. and Mitrovic, A. and Verdejo, M. (eds.) Artificial Intelligence in Education. Lecture Notes in Computer Science 9112. New York, U.S.: Springer, pp. 595-599. ISBN 9783319197722.

Grawemeyer, Beate and Mavrikis, M. and Holmes, W. and Hansen, A. and Loibl, K. and Gutierrez-Santos, Sergio (2015) The impact of feedback on students’ affective states. CEUR Workshop Proceedings 1432 , ISSN 1613-0073.

18 March 2015

Grawemeyer, Beate and Holmes, W. and Gutierrez-Santos, Sergio and Hansen, A. and Loibl, K. and Mavrikis, M. (2015) Light-bulb moment?: towards adaptive presentation of feedback based on students' affective state. In: UNSPECIFIED (ed.) IUI '15 Proceedings of the 20th International Conference on Intelligent User Interfaces. New York, U.S.: Association for Computing Machinery, pp. 400-404. ISBN 9781450333061.

June 2015

Holmes, W. and Mavrikis, M. and Hansen, A. and Grawemeyer, Beate (2015) Purpose and level of feedback in an exploratory learning environment for fractions. In: Conati, C. and Heffernan, N. and Mitrovic, A. and Verdejo, M.F. (eds.) Artificial Intelligence in Education. Lecture Notes in Computer Science 9112. New York, U.S.: Springer, pp. 620-623. ISBN 9783319197722.

25 April 2016

Grawemeyer, Beate and Mavrikis, M. and Holmes, W. and Gutierrez-Santos, Sergio and Wiedmann, M. and Rummel, N. (2016) Affecting off-task behaviour: how affect-aware feedback can improve student learning. In: UNSPECIFIED (ed.) Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK '16. New York, U.S.: Association for Computing Machinery, pp. 104-113. ISBN 9781450341905.

2017

Grawemeyer, Beate and Wollenschlaeger, Alex and Gutierrez-Santos, Sergio and Holmes, W. and Mavrikis, M. and Poulovassilis, Alexandra (2017) Using graph-based modelling to explore changes in students’ affective states during exploratory learning tasks. In: 3rd International Workshop on Graph-based Educational Data Mining (GEDM 2017), at EDM 2017, 25-28 Jun 2017, Wuhan, China.

March 2017

Grawemeyer, Beate and Mavrikis, M. and Holmes, W. and Gutierrez-Santos, Sergio and Wiedmann, M. and Rummel, N. (2017) Affective learning: improving engagement and enhancing learning with affect-aware feedback. User Modeling and User-Adapted Interaction - Special Issue on Impact of Learner Modeling 27 (1), pp. 119-158. ISSN 0924-1868.

24 January 2018

du Boulay, B. and Poulovassilis, Alexandra and Holmes, W. and Mavrikis, M. (2018) Artificial intelligence and big data to close the achievement gap. In: Luckin, R. (ed.) Enhancing Learning and Teaching with Technology: What the research says. London, UK: UCL Institute of Education Press. ISBN 9781782772262.

12 December 2019

Wilkinson, H.R. and Smid, C. and Morris, Suzanne and Farran, E.K. and Dumontheil, Iroise and Mayer, S. and Tolmie, A. and Bell, D. and Porayska-Pomsta, K. and Holmes, W. and Mareschal, Denis and Thomas, Michael S.C. (2019) Domain-specific inhibitory control training to improve children’s learning of counterintuitive concepts in Mathematics and Science. Journal of Cognitive Enhancement , ISSN 2509-3290.