Browse by UCL people
Group by: Type | Date
Number of items: 28.
2024
Rapaport, Hannah;
Clapham, Hayley;
Adams, Jon;
Lawson, Wenn;
Porayska-Pomsta, Kaśka;
Pellicano, Elizabeth;
(2024)
"In a State of Flow": A Qualitative Examination of Autistic Adults' Phenomenological Experiences of Task Immersion.
Autism in Adulthood
, 6
(3)
pp. 362-373.
10.1089/aut.2023.0032.
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2023
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Porayska-Pomsta, K;
(2023)
A Manifesto for a Pro-Actively Responsible AI in Education.
International Journal of Artificial Intelligence in Education
10.1007/s40593-023-00346-1.
(In press).
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2022
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Thomas, M;
Porayska-Pomsta, K;
(2022)
Neurocomputational Methods:
From Models of Brain and Cognition to Artificial
Intelligence in Education.
In: Houdé, O and Bosrt, G, (eds.)
The Cambridge Handbook of Cognitive Development.
(pp. 662-687).
Cambridge University Press: Cambridge, UK.
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2021
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Holmes, W;
Porayska-Pomsta, K;
Holstein, K;
Sutherland, E;
Baker, T;
Shum, SB;
Santos, OC;
... Koedinger, KR; + view all
(2021)
Ethics of AI in Education: Towards a Community-Wide Framework.
International Journal of Artificial Intelligence in Education
10.1007/s40593-021-00239-1.
(In press).
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Yang, CW;
Cukurova, M;
Porayska-Pomsta, K;
(2021)
Dyadic joint visual attention interaction in face-to-face collaborative problem-solving at K-12 Maths Education: A Multimodal Approach.
In:
Proceedings of the First International Workshop on Multimodal Artificial Intelligence in Education (MAIED 2021) At the 22nd International Conference on Artificial Intelligence in Education (AIED 2021).
(pp. pp. 61-70).
CEUR
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2019
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Porayska-Pomsta, KK;
Rajendran, G;
(2019)
Accountability in human and artificial decision-making as the basis for diversity and educational inclusion.
In: Knox, J and Wang, Y and Gallagher, M, (eds.)
Speculative Futures for Artificial Intelligence and Educational Inclusion.
(pp. 39-59).
Springer Nature: Singapore.
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Rodrigo, MMT;
Ocumpaugh, J;
Diy, WD;
Moreno, M;
De Santos, M;
Cargo, N;
Lacson, J;
... Luckin, R; + view all
(2019)
Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabular.
Computer-Based Learning in Context
, 1
(1)
pp. 28-42.
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Wilkinson, HR;
Smid, C;
Morris, S;
Farran, E;
Dumontheil, I;
Mayer, S;
Tolmie, A;
... Thomas, M; + view all
(2019)
Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science.
Journal of Cognitive Enhancement
10.1007/s41465-019-00161-4.
(In press).
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2018
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(2018)
Adolescents’ self-regulation during job interviews through an AI coaching environment.
In:
Artificial Intelligence in Education.
(pp. pp. 281-285).
Springer: London, UK.
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Bringula, R;
Rodrigo, MM;
Ocumpaugh, J;
Porayska-Pomsta, KK;
Olatunji, U;
Luckin, R;
(2018)
Towards the Development of a Computer-based Game for Phonemic Awareness.
In: Yang, JC, (ed.)
Proceedings of the 26th International Conference on Computers in Education.
Asia-Pacific Society for Computers in Education: Philippines.
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Conati, C;
Porayska-Pomsta, KK;
Mavrikis, M;
(2018)
AI in Education needs interpretable machine learning: Lessons from Open Learner Modelling.
In: Lang, J, (ed.)
Third Annual Workshop on Human Interpretability in Machine Learning (WHI 2018).
(pp. pp. 21-27).
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Ocumpaugh, J;
Rodrigo, MM;
Porayska-Pomsta, KK;
Olatunji, U;
Luckin, R;
(2018)
Becoming Better Versed: Towards Design of Popular Music-based Rhyming Game for Disadvantaged Youths.
In: Yang, JC, (ed.)
Proceedings of the 26th International Conference on Computers in Education.
Asia-Pacific Society for Computers in Education: Philippines.
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Porayska-Pomsta, KK;
Preston, C;
Weitze, C;
Younie, S;
(2018)
Technology to provide educational practitioners with the expertise they need.
In: Luckin, R, (ed.)
Enhancing Learning and Teaching with Technology What the Research Says.
UCL IoE Press: London, UK.
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Porayska-Pomsta, KK;
Alcorn, A;
Avramides, K;
Beale, S;
Bernardini, S;
Foster, M-E;
Frauenberger, C;
... Smith, TJ; + view all
(2018)
Blending human and artificial intelligence to support Autistic children's social communication skills.
ACM Transactions on Computer-Human Interaction (TOCHI)
, 25
(6)
, Article 35. 10.1145/3271484.
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Porayska-Pomsta, KK;
Mavrikis, M;
Cukurova, M;
Margeti, M;
Samani, T;
(2018)
Leveraging Non-cognitive Student Self-reports to Predict Learning Outcomes.
In: Penstein Rosé, C and Martínez-Maldonado, R and Hoppe, HU and Luckin, R and Mavrikis, M and Porayska-Pomsta, K and McLaren, B and Du Boulay, B, (eds.)
Artificial Intelligence in Education: 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part II.
(pp. pp. 458-462).
Springer: Cham, Switzerland.
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2017
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Guldberg, K;
Parsons, S;
Porayska-Pomsta, K;
Keay-Bright, W;
(2017)
Challenging the knowledge transfer orthodoxy: knowledge co-construction in technology enhanced learning for children with autism.
British Educational Research Journal
, 43
(2)
pp. 394-413.
10.1002/berj.3275.
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Samani, T;
Porayska-Pomsta, K;
Luckin, R;
(2017)
Bridging the gap between high and low performing pupils through performance learning online analysis and curricula.
In:
Artificial Intelligence in Education.
(pp. pp. 650-655).
Springer International Publishing: Cham, Switzerland.
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Vezzoli, Y;
Vasalou, A;
Porayska-Pomsta, K;
(2017)
Dyslexia in SNS: an Exploratory Study to Investigate Expressions of Identity and Multimodal Literacies.
Proceedings of the ACM on Human-Computer Interaction
, 1
(CSCW)
, Article 103. 10.1145/3134738.
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2016
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Mayer, S;
Porayska-Pomsta, K;
Unsworth, M;
Humphrey, R;
(2016)
Effects and utility in applying the flipped learning concept to teaching and learning using technology-enhanced learning for inclusive special education.
(Erasmus Plus Flipped Learning in Praxis (FLIP) UK Case Study Report
).
Flipped Learning in Praxis (FLIP)
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Porayska-Pomsta, K;
(2016)
AI as a Methodology for Supporting Educational Praxis and Teacher Metacognition.
International Journal of Artificial Intelligence in Education
, 26
(2)
pp. 679-700.
10.1007/s40593-016-0101-4.
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2015
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Parsons, S;
Guldberg, K;
Porayska-Pomsta, K;
Lee, R;
(2015)
Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism.
International Journal of Research & Method in Education
, 38
(3)
pp. 247-271.
10.1080/1743727X.2015.1019852.
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Porayska-Pomsta, KK;
(2015)
AI in Education as a methodology for enabling educational evidence-based practice.
In: Boticario, J and Muldner, K, (eds.)
(Proceedings) 17th International Conference on Artificial Intelligence in Education (AIED 2015).
(pp. pp. 52-61).
CEUR
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2013
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(2013)
Designing an intelligent virtual agent for social communication in autism.
In:
(pp. pp. 9-15).
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Bernardini, S;
Porayska-Pomsta, K;
(2013)
Planning-based social partners for children with autism.
In:
(pp. pp. 362-370).
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Porayska-Pomsta, Kaśka;
Bernardini, Sara;
(2013)
Learner Modelled Environments.
In: Price, S and Jewitt, C and Brown, B, (eds.)
The SAGE Handbook of Digital Technology Research.
(pp. 443-458).
SAGE Publications: London, UK.
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Porayska-Pomsta, Kaśka;
Mellish, Chris;
(2013)
Modelling human tutors' feedback to inform natural language interfaces for learning.
International Journal of Human-Computer Studies
, 71
(6)
pp. 703-724.
10.1016/j.ijhcs.2013.02.002.
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Porayska-Pomsta, K;
Mavrikis, M;
D'Mello, S;
Conati, C;
Baker, RSJD;
(2013)
Knowledge Elicitation Methods for Affect Modelling in Education.
International Journal of Artificial Intelligence in Education
, 22
(3)
pp. 107-140.
10.3233/JAI-130032.
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2012
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Porayska-Pomsta, K;
Frauenberger, C;
Pain, H;
Rajendran, G;
Smith, T;
Menzies, R;
Foster, ME;
... Lemon, O; + view all
(2012)
Developing technology for autism: an interdisciplinary approach.
PERSONAL AND UBIQUITOUS COMPUTING
, 16
(2)
pp. 117-127.
10.1007/s00779-011-0384-2.
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