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Sandra Katz

Research Associate, Technology-enhanced Language Interactions for Learning (TELL)

Jordan, P., Albacete, P., & Katz, S. (2017). Adapting step granularity in tutorial dialogue based on pretest scores. Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED 2017).

Katz, S., Albacete, P., & Jordan, P. (2016). Do summaries support learning from post-problem reflective dialogues? In Proceedings of the 13th International Conference on Intelligent Tutoring Systems.

Chounta, I-A., McLaren, B., Albacete, P., Jordan, P., & Katz, S. (2016). Analysis of human-to-human tutorial dialogues: Insights for teaching analytics. The 4thInternational Workshop on Teaching Analytics at Ec-Tel 16.

Jordan, P., Albacete, P., & Katz, S. (2016). Exploring continent step decomposition ina tutorial dialogue system. Proceedings of the 24th Conference on User Modeling, Adaptation, and Personalization (UMAP)—Late breaking papers.

Katz, S., Jordan, P., & Albacete, P. (2016). Exploring how to adaptively apply tutorial dialogue tactics. Proceedings of the 16th International Conference on Advanced Learning Technologies—ICALT2016.

Katz, S., Jordan, P., & Albacete, P. (2015). An intelligent tutoring system that supports conceptual understanding of physics. Poster presented at the Physics Education Research Conference (PERC 2015).

(2015) P. Jordan, P. Albacete & S. Katz. When Is It Helpful to Restate Student Responses within a Tutorial Dialogue System? In Proceedings of the 17th International Con-ference on Artifcial Intelligence in Education (AIED 2015).

(2015) P. Jordan, P. Albacete & S. Katz. Exploring the Effects of Redundancy within a Tutorial Dialogue System: Restating Students' Responses. Submitted to 16th Annual SIGdial Meeting on Discourse and Dialogue.

(2015) P. Albacete, P. Jordan & S. Katz. Is a Dialogue-Based Tutoring System that Emulates Helpful Co-constructed Relations during Human Tutoring Effective? In Proceedings of the 17th International Conference on Artifcial Intelligence in Edu-cation (AIED 2015).

Lipshultz, M., Litman, D., Katz, S., Albacete, P., & Jordan, P. (2014). Predicting semantic changes in abstraction in tutor responses to students. International Journal or Learning Technology, 9(3), 281-303.

Jordan, P., Albacete, P., Ford, M.J., Katz, S., Lipschultz, M., Litman, D., Silliman, S. & Wilson, C. (2013). The Rimac Tutor - A Simulation of the Highly Interactive Nature of Human Tutorial Dialogue: An Interactive Event. In Proceedings of Artificial Intelligence in Education Conference (AIED 2013). Edited by K. Yacef and H.C. Lane. Memphis, July 2013.

Katz, S., Albacete, P., Ford, M.J., Jordan, P., Lipschultz, M., Litman, D., Silliman, S. & Wilson, C. (2013) Pilot Test of a Natural-language Tutoring System for Physics that Simulates the Highly Interactive Nature of Human Tutoring. In Proceedings of Artificial Intelligence in Education Conference (AIED 2013). Edited by K. Yacef and H.C. Lane. Memphis, July 2013.

Lipschultz, M., Litman, D., Jordan, P., & Katz, S. (2011). Predicting changes in level of abstraction in tutor responses to students. In P. M. McCarthy & C. Murray (Chairs), Proceedings of the Twenty-Fourth International FLAIRS (Florida Artificial Intelligence Research Society) Conference (pp. 555-560). AAAI Publications.

Ward, A., Connelly, J., Katz, S., Litman, D., & Wilson, C. (2009). Cohesion, semantics and learning in reflective dialog. Proceedings of the AIED Workshop on Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Brighton, UK.

Connelly, J., & Katz, S. (2006). Intelligent dialogue support for physics problem solving: Some preliminary mixed results. Technology, Instruction, Cognition, and Learning, 4, 1-29.