Conference Papers, Book Chapters and Other Publications

c131

Benedict du Boulay.
Designing affective and cognitive educational interaction.
In Rosemary Luckin, Sadhana Puntambekar, Peter Goodyear, Barbara Grabowski, Joshua Underwood, and Niall Winters, editors, Handbook of Design in Educational Technology, chapter 15, pages 163-168. Routeledge, 2013.
Pre publication version.

c130

Siti Soraya Abdul Rahman and Benedict du Boulay.
On the consideration of learning styles in assessing learners cognitive load during learning.
In Proceedings of ICCM2013: 9th International Conference on Computing Technology and Information Management, 2013.
Pre publication version

c129

Jonathan Bacon and Benedict du Boulay.
Overview: doing science.
In Fred Gray, editor, Making the Future: A history of the University of Sussex, pages 163-168. University of Sussex, 2011.
Pre publication version.

c128

Alison Hull and Benedict du Boulay.
Motivational and metacognitive feedback: Linking the past to the present.
In Gautam Biswas, Susan Bull, and Judy Kayand Antonija Mitrovic, editors, Artificial Intelligence in Education: 15th International Conference, AIED 2011, number 6738 in Lecture Notes in Artificial Intelligence, pages 600-602. Springer-Verlag, Berlin, 2011.
Pre publication version.

c127

Benedict du Boulay.
Motivational processes.
In Gautam Biswas, Susan Bull, and Judy Kayand Antonija Mitrovic, editors, Artificial Intelligence in Education: 15th International Conference, AIED 2011, number 6738 in Lecture Notes in Artificial Intelligence, pages 55-62. Springer-Verlag, Berlin, 2011.
Pre publication version.

c126

Genaro Rebolledo-Mendez, Rosemary Luckin, and Benedict du Boulay.
Designing adaptive motivational scaffolding for a tutoring system.
In Rafael A. Calvo and Sidney D'Mello, editors, New Perspectives on Affect and Learning Technologies, pages 155-168. Springer, New York, 2011.
Pre publication version.

c125

Benedict du Boulay.
Towards a motivationally-intelligent pedagogy: How should an intelligent tutor respond to the unmotivated or the demotivated?
In Rafael A. Calvo and Sidney D'Mello, editors, New Perspectives on Affect and Learning Technologies, pages 41-54. Springer, New York, 2011.
Pre publication version.

c124

Benedict du Boulay, Julie Coultas, Rosemary Luckin, and Fred Garnett.
Factors determining the overall effectiveness of e-learning systems used in higher education.
In Slavomir Stankov, Vlado Glavinic, and Marko Rosic, editors, Intelligent Tutoring Systems in E-Learning Environments: Design, Implementation and Evaluation, pages 303-326. IGI Global, 2010.
Publisher's link.

c123

Mohd Zaliman Mohd Yusoff and Benedict du Boulay.
A tutoring system using an emotion-focused strategy to support learners.
In Proceedings of the 18th International Conference on Computers in Education, Putrajaya, Malaysia, pages 89-91, 2010.
In Press.

c122

Siti Soraya Abdul Rahman and Benedict du Boulay.
Learning programming via worked-examples.
In Proceedings of PPIG-WIP, Dundee, 2010.
PDF version.

c121

Benedict du Boulay.
Motivation, metacognition and affect in learning systems.
In Darina Dicheva, Roumen Nikolov, and Eliza Stefanova, editors, Software, Services & Semantic Technologies: First International Conference, page 3, Sofia, Amsterdam, 2009.

c120

Siti Soraya Abdul Rahman and Benedict du Boulay.
The role of worked-examples in schema acquisition: Implications and preliminary findings.
In Poster presented at the Annual Meeting of the Cognitive Science Society, Amsterdam, Netherlands, 2009.
Online abstract.

c119

Siti Soraya Abdul Rahman and Benedict du Boulay.
Schema acquisition: Implications for the instructional design of examples.
In Vania Dimitrova, Riichiro Mizoguchi, Benedict du Boulay, and Art Graesser, editors, Artificial Intelligence in Education. Building Learning Systems that Care: from Knowledge Representation to Affective Modelling AIED2009 14th International Conference on Artificial Intelligence in Education, volume 200 of Frontiers in Artificial Intelligence and Applications, pages 757-758, Brighton, UK, 2009. IOS Press.
PDF version.

c118

Alison Hull and Benedict du Boulay.
Scaffolding motivation and metacognition in learning programming.
In Vania Dimitrova, Riichiro Mizoguchi, Benedict du Boulay, and Art Graesser, editors, Artificial Intelligence in Education. Building Learning Systems that Care: from Knowledge Representation to Affective Modelling AIED2009 14th International Conference on Artificial Intelligence in Education, volume 200 of Frontiers in Artificial Intelligence and Applications, pages 755-756, Brighton, UK, 2009. IOS Press.
PDF version.

c117a

Pablo Romero, Benedict du Boulay, Judy Robertson, Judith Good, and Katherine Howland.
Is embodied interaction beneficial when learning programming?
In VMR '09 Proceedings of the 3rd International Conference on Virtual and Mixed Reality: Held as Part of HCI International 2009, volume 5622 of Lecture Notes in Computer Science, pages 97-105, Berlin, 2009. Springer-Verlag.
PDF version.

c117

Mohd Zaliman Yusoff and Benedict du Boulay.
Can relaxation exercises improve learning?
In Vania Dimitrova, Riichiro Mizoguchi, Benedict du Boulay, and Art Graesser, editors, Artificial Intelligence in Education. Building Learning Systems that Care: from Knowledge Representation to Affective Modelling AIED2009 14th International Conference on Artificial Intelligence in Education, volume 200 of Frontiers in Artificial Intelligence and Applications, pages 623-625, Brighton, UK, 2009. IOS Press.
PDF version.

c116

Katerina Avramides and Benedict du Boulay.
Motivational diagnosis in itss: Collaborative, reflective self-report.
In Vania Dimitrova, Riichiro Mizoguchi, Benedict du Boulay, and Art Graesser, editors, Artificial Intelligence in Education. Building Learning Systems that Care: from Knowledge Representation to Affective Modelling AIED2009 14th International Conference on Artificial Intelligence in Education, volume 200 of Frontiers in Artificial Intelligence and Applications, pages 587-589, Brighton, UK, 2009. IOS Press.
PDF version.

c115

Katy Howland, Benedict du Boulay, and Judith Good.
Fostering engaged and directed learning by activity foregrounding and backgrounding.
In Vania Dimitrova, Riichiro Mizoguchi, Benedict du Boulay, and Art Graesser, editors, Artificial Intelligence in Education. Building Learning Systems that Care: from Knowledge Representation to Affective Modelling AIED2009 14th International Conference on Artificial Intelligence in Education, volume 200 of Frontiers in Artificial Intelligence and Applications, pages 241-248, Brighton, UK, 2009. IOS Press.
PDF version.

c114

Ma. Mercedes T. Rodrigo, Genaro Rebolledo-Mendez, Ryan S. J. D. Baker, Benedict du Boulay, Jessica O. Sugay, Sheryl Ann L. Lim, Ma. Beatriz Espejo-Lahoz, and Rosemary Luckin.
The effects of motivational modeling on affect in an intelligent tutoring system.
In Proceedings of the 16th International Conference on Computers in Education, ICCE2008, Taiwan, pages 57-64. Asia-Pacific Society for Computers in Education, 2008.
PDF version.

c113

Katherine Howland, Judith Good, and Benedict du Boulay.
A game creation tool which supports the development of writing skills: Interface design considerations.
In Proceedings of the Narrative in Learning Environments conference, NILE2008, Edinburgh, pages 23-29, 2008.
PDF version.

c112

Benedict du Boulay, Genaro Rebolledo Mendez, Rosemary Luckin, Erika Martinez Miron, and Amanda Harris.
Motivationally intelligent systems: Three questions.
In Second International Conference on Innovations in Learning for the Future, Future e-Learning 2008, Istanbul, pages 1-10. Istanbul University Rectorate Publication No: 4793, 2008.
PDF version.

c111

Judith Good, Pablo Romero, Benedict du Boulay, Henry Reid, Katherine Howland, and Judy Robertson.
An embodied interface for teaching computational thinking'.
In Proceedings of the International Conference on Intelligent User Interfaces, Canary Islands, Spain, 2008.
PDF version.

c110

Sallyann Freudenberg, Pablo Romero, and Benedict du Boulay.
'talking the talk': Is intermediate-level conversation the key to the pair programming success story.
In Proceedings of Agile 2007, IEEE Computer Society, Los Alamitos, California, USA., pages 84-91, 2007.
PDF version.

c109

Benedict du Boulay, Genaro Rebolledo Mendez, Rosemary Luckin, and Erika Martinez Miron.
Motivationally intelligent systems: Diagnosis and feedback.
In Artificial Intelligence in Education: Building Technology Rich Learning Contexts. Proceedings of AIED2007, Los Angeles, pages 563-565, 2007.
PDF version.

c108

Joshua Underwood, Rosemary Luckin, Hilary Smith, Benedict du Boulay, Jospeh Holmberg, Roland Tongue, and Darren Pearce.
Shared learning: Mobile interractive TV to link home & school.
In Proceedings of EURO ITV 2007, Amsterdam, 2007.
PDF version.

c107a

Rosemary Luckin, Fred Garnett, Julie Coultas, and Benedict du Boulay.
How do we know if e-learning is effective?
In T. Reeves and S. Yamashita, editors, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006, Chesapeake, VA, pages 217-221. AACE, 2006.
PDF version.

c107

Joshua Underwood, Hilary Smith, Rosemary Luckin, Benedict du Boulay, Joseph Holmberg, Lucinda Kerawalla, and Hilary Tunley.
When the NINF came home: Guiding parents and children in the co-construction of narratives linking home and school learning.
In Presented at the 4th International Narrative and Interactive Leraning Environments Conference, Nile 2006, Edinburgh, 2006.
PDF version.

c106

Joshua Underwood, Hilary Smith, Rosemary Luckin, Benedict du Boulay, Joseph Holmberg, Lucinda Kerawalla, and Hilary Tunley.
Integrating data from multiple contexts.
In Proceedings of HCI 2006 Workshop on Computer-assisted recording, Pre-processing and Analayis of User Interaction Data, pages 6-29, 2006.
PDF version.

c105

Sallyann Bryant, Benedict du Boulay, and Pablo Romero.
XP and pair programming practices.
Journal of the Computer Society of India, 30(5):17-22, 2006.
PDF version.

c104

Sallyann Bryant, Pablo Romero, and Benedict du Boulay.
The collaborative nature of pair programming.
In Pekka Abrahamsson, editor, The 7th. International Conference on eXtreme Programming and Agile Processes in Software Engineering, Oulu, Finland, 2006. Springer-Verlag.

c103

Sallyann Bryant, Pablo Romero, and Ben du Boulay.
Pair programming and the re-appropriation of individual tools for collaborative software development.
In P. Hassanaly, T. Herrmann, G. Kunau, and M. Zacklad, editors, Cooperative Systems Design: Seamless integration of artifact and conversations - Enhanced concepts of Infrastructure for Communication, pages 55-70, Amsterdam, 2006. IOS press.
PDF version.

c102

Genaro Rebolledo Mendez, Benedict du Boulay, and Rosemary Luckin.
Motivating the learner: an empirical evaluation.
In Mitsuru Ikeda, Kevin D. Ashley, and Tak-Wai Chan, editors, Intelligent Tutoring Systems: 8th International Conference, ITS2006, Taiwan, number 4053 in Lecture Notes in Computer Science, pages 545-554. Springer, Verlag, 2006.
PDF version.

c101

Sallyann Bryant, Pablo Romero, and Benedict du Boulay.
Pair programming and the re-appropriation of individual tools for collaborative programming.
In Mark Pendergast, Kjeld Schmidt, Gloria Mark, and Mark Ackerman, editors, Proceedings of the 2005 International ACM SIGGROUP Conference on Supporting Group Work, GROUP 2005, Sanibel Island, Florida, USA, November 6-9, 2005, pages 332-333, 2005.
PDF version.

c100

Erika Martinez-Miron, Amanda Harris, Benedict du Boulay, Rosemary Luckin, and Nicola Yuill.
The role of learning goals in the design of ILEs: Some issues to consider.
In Chee-Kit Looi, Gord McCalla, Bert Bredeweg, and Joost Breuker, editors, Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology, number 125 in Frontiers in Artificial Intelligence and Applications, pages 427-434. IOS Press, 2005.
PDF version.

c99

Genaro Rebolledo Mendez, Benedict du Boulay, and Rosemary Luckin.
"Be bold and take a challenge": Could motivational strategies improve help-seeking?
In Chee-Kit Looi, Gord McCalla, Bert Bredeweg, and Joost Breuker, editors, Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology, number 125 in Frontiers in Artificial Intelligence and Applications, pages 459-466. IOS Press, 2005.
PDF version.

c98

Joshua Underwood, Rosemary Luckin, Lucinda Kerawalla, Benedict du Boulay, Joe Holmberg, and Hilary Tunley adn Jeanette O'Connor.
What did you do at school today? using tablet technology to link parents to their children and teachers.
In Chee-Kit Looi, Gord McCalla, Bert Bredeweg, and Joost Breuker, editors, Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology, number 125 in Frontiers in Artificial Intelligence and Applications, pages 932-934. IOS Press, 2005.
PDF version.

c97

Pablo Romero, Benedict du Boulay, Richard Cox, Rudi Lutz, and Sallyann Bryant.
Graphical visualisations and debugging: A detailed process analysis.
In Pablo Romero, Judith Good, Sallyann Bryant, and Edgar A. Chaparro, editors, Psychology of Programming Interest Group 17th Workshop, Brighton, UK, June 2005, pages 62-76, 2005.
PDF version.

c96

Mohd Zaliman Yusoff and Benedict du Boulay.
Integrating domian-independent strategies into an emotionally sound affective framework for an intelligent tutoring system.
In Proceedings of the Symposium on Agents that Want and Like: Motivational and Emotional Roots of Cognition and Action, at AISB'05: Social Intelligence and Interaction in Animals, Robots and Agents, University of Hertfordshire, pages 114-117. AISB, 2005.
PDF version.

c95

Hilary Tunley, Benedict du Boulay, Rosemary Luckin, Joe Holmberg, and Joshua Underwood.
Up and down the number line: modelling collaboration in ccontrasting school and home environments.
In Liliana Ardissimo, Paul Brna, and Antonija Mitrovic, editors, Proceedings of 10th International Conference, User Modelling 2005, Edinburgh, number 3538 in Lecture Notes in Artificial Intelligence, pages 412-416. Springer-Verlag, 2005.
PDF version.

c94

Nuno Otero, Yvonne Rogers, and Benedict du Boulay.
Learning interaction patterns using diagrams varying in level and type of interactivity.
In AAAI Spring Symposium: Reasoning with mental and external diagrams. Stanford University, California, March 2005, pages 24-29 American Association for Artificial Intelligence, 2005.
PDF version.

c93

Benedict du Boulay.
Representation in learning computer science: Black boxes in glass boxes revisted.
In Proceedings of Third Program Visualization Workshop, University of Warwick. July 2004, number 407 in Department of Computer Science Research Reports, page 1. University of Warwick, 2004.

c92

Pablo Romero and Benedict du Boulay.
Structural knowledge and language notational properties in program comprehension.
In Proceedings of 2004 IEEE Symposium on Visual languages and Human-Centric Computing Languages, Rome, Italy, pages 223-225. IEEE, 2004.
PDF version.

c91

Erika A. Martinez Miron, Benedict du Boulay, and Rosemary Luckin.
Goal achievement orientation in the design of an ILE.
In Jack Mostow and Patricia Tedesco, editors, Proceedings of Workshop on Social and Emotional Intelligence in Learning Environments: Seventh International Conference, ITS2004, Maceio, Alagoas, Brazil, September, pages 72-78. 2004.
PDF version.

c90

Rosemary Luckin, Joshua Underwood, Benedict du Boulay, Joe Holmberg, and Hilary Tunley.
Coherence compilation: applying AIED techniques to the reuse of educational resources.
In James C. Lester, Rosa Maria Vicari, and Fabio Paranguacu, editors, Intelligent Tutoring Systems: Seventh International Conference, ITS2004, Maceio, Alagoas, Brazil, September, number 3220 in Lecture Notes in Computer Science, pages 98-107. Springer, 2004.
PDF version.

c89

Rosemary Luckin, Joshua Underwood, Benedict du Boulay, Joe Holmberg, and Hilary Tunley.
The NINF and the teacher: exploring teachers' views of the role of narrative in lesson planning.
In Paul Brna, editor, NILE 2004: proceedings Narrative and Interactive Learning Environments, Edinburgh, pages 101-108. 2004.
PDF version.

c88

Rosemary Luckin, Julie Coultas, and Benedict du Boulay.
Learning with E's: Putting technology in its place.
In Pedro Isaias, Piet Kommers, and Maggie McPherson, editors, e-Society 2004: proceedings of the IADIS International Confernce, Avila, Spain, pages 903-906. IADIS Press, 2004.
PDF version.

c87

Rosemary Luckin, Diane Brewster, Darren Pearce, Richard Siddons-Corby, and Benedict du Boulay.
Smile: the creation of space for interaction through blended digital technology.
In Jill Attewell and Carol Savill-Smith, editors, Learning with Mobile Devices, pages 87-93. Learning and Skills Development Agency, 2004.
PDF version.

c86

Rosemary Luckin, Diane Brewster, Darren Pearce, Benedict du Boulay, and Richard Siddons-Corby.
Whether it's m-learing or e-learning, it must be me learning: a case study of mobile learning in Higher Education.
In Agnes Kukulska-Hulme and John Traxler, editors, Mobile Learning: A Handbook for educators and Trainers, chapter 12. RoutledgeFalmer, 2005.
PDF version.

c85

Pablo Romero, Benedict du Boulay, Richard Cox, Rudi Lutz, and Sallyann Bryant.
Dynamic rich-data capture and analysis of debugging processes.
In Enda Duncan and Thomas Green, editors, Psychology of Programming Interest Group 16th Workshop, Carlow, Ireland, April 2004, pages 140-150, 2004.
PDF version.

c84a

Richard Cox, Pablo Romero, Benedict du Boulay, and Rudi Lutz.
A cognitive processing perspective on student programmers' 'graphicacy'.
In Alan Balckwell, Kim Marriott, and Atsushi Shimojima, editors, Proceedings of Diagrammatic Representation and Inference, Third International Conference, Diagrams 2004, Cambridge, UK, volume 2980 of Lecture Notes in Computer Science (LNCS), pages 344-346. Springer, 2004.
PDF version.

c84

Pablo Romero, Benedict du Boulay, Rudi Lutz, and Richard Cox.
The effects of graphical and textual visualisations in multi-representational debugging environments.
In Proceedings of 2003 IEEE Symposia on Human Centric Computing Languages and Environments, page in press, 2003.
PDF version.

c83

Pablo Romero, Benedict du Boulay, Richard Cox, and Rudi Lutz.
Java debugging strategies in multi-representational environments.
In Psychology of Programming Interst Group 15th Workshop, pages 421-434, 2003.
PDF version.

c82

Pablo Romero, Benedict du Boulay, and Rudi Lutz.
Keeping track: Coordinating multiple representations in programming.
In Lucia Mason, Sivia Andreuzza, Barbara Arfe, and Laura Del Favero, editors, Abstracts of the 10th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI2003), Padova, Italy, page 32. Cooperativa Libraria Editrice Universita di Padova, 2003.
PDF version.

c81

Benedict du Boulay, Pablo Romero, Richard Cox, and Rudi Lutz.
Towards a debugging tutor for object-oriented environments.
In Vincent Aleven, Ulrich Hoppe, Judy Kay, Riichiro Mizoguchi, Helen Pain, Felisa Verdejo, and Kalina Yacef, editors, Supplementary Proceedings of Artificial Intelligence in Education Conference (AIED2003), Sydney, Australia, pages 399-407. University of Sydney, 2003.
PDF version.

c80

Rose Luckin, Diane Brewster, Darren Pearce, Richard Siddons-Corby, and Benedict du Boulay.
SMILE: The creation of space for interaction through blended digital technology.
In Jill Attewell, Giorgio Da Bormida, Mike Sharples, and Carol Savill-Smith, editors, Abstracts of MLEARN 2000, Learning with mobile devices, pages 38-39. Learning and Skills Development Agency, 2003.
PDF version.

c79

Pablo Romero, Rudi Lutz, Richard Cox, and Benedict du Boulay.
Coordination of multiple external representations during java program debugging.
In Proceedings of the IEEE 2002 Symposia on Human Centric Computing Languaages and Environemnts, Artlington, Virginia, pages 207-214. IEEE Computer Society, 2002.
PDF version.

c78

Aurora Vizcaino and Benedict du Boulay.
Using a simulated student to repair difficulties in collaborative learning.
In Proceedings of ICCE'2002, New Zealand. IEEE, 2002.
pdf version.

c77

Benedict du Boulay and Rosemary Luckin.
Resource reuse in ie-TV.
In Judith Mastoff and Rosemary Luckin, editors, Future TV: adaptive instruction in your living room. Workshop proceedings held in conjunction with Sixth International Conference, ITS2002, Biarritz, France and San Sebastian, Spain, June, pages 19-21, 2002.
html version.

c76

Benedict du Boulay and Rosemary Luckin.
Resource reuse and broadband user modelling in ie-tv.
In Stefano Cerri, Guy Gouardères, and Fábio Paranguaçu, editors, Intelligent Tutoring Systems: Sixth International Conference, ITS2002, Biarritz, France and San Sebastian, Spain, June, number 2363 in Lecture Notes in Computer Science, page 995. Springer, 2002.

c75

Pablo Romero, Richard Cox, Benedict du Boulay, and Rudi Lutz.
Visual attention and representation switching during java program debugging: A study using the restricted focus viewer.
In Diagrams 2002: Second International Conference on Theory and Application of Diagrams, number 2317 in Lecture Notes in Artificial Intelligence, pages 221-235. Springer-Verlag, 2002.
PDF version.

c74

Rosemary Luckin and Benedict du Boulay.
Construction and abstraction: Contrasting methods of supporting model building in learning science.
In Michael Baker, Paul Brna, Keith Stenning, and Andrée Tiberghien, editors, The Role of Communication in Learning to Model, pages 99-125. Lawrence Erlbaum Associates, 2002.
PDF version.

c73

Rosemary Luckin and Benedict du Boulay.
How do we provide learners with effective help: Introduction to workshop on help provision and help seeking in interactive learning environments.
International Journal of Artificial Intelligence in Education, 12:1030-1039, 2001.
PDF version.

c72

Benedict du Boulay.
How can we learn from ITSs.
International Journal of Artificial Intelligence in Education, 11:1040-1049, 2000.
Invited Talk.

c71

Rosemary Luckin and Benedict du Boulay.
Imbedding AIED in ie-TV through broadband user modelling (BbUM).
In Johanna D. Moore, Carol Luckhardt Redfield, and W. Lewis Johnson, editors, Artificial Intelligence in Education: AI-ED in the Wired and Wireless Future, pages 322-333. IOS Press, Amsterdam, 2001.
PDF version.

c70

Benedict du Boulay, Lisa Cuthbert, Fernando De Andres Garcia, George du Boulay, Nathan Jeffrey, Mike Sharples, Briony Teather, Derek Teather, and Emma Whitcombe.
Training in image description and diagnosis for mr radiology of the brain.
In Ela Claridge, Jeff Bamber, and Keith Marlow, editors, Proceedings of the conference on Medical Image Understanding and Analysis, University of Birmingham, pages 85-88. 2001.
PDF version.

c69

Benedict du Boulay and Rosemary Luckin.
The plausibility problem: An initial analysis.
In Meurig Beynon, Christopher L. Nehaniv, and Kerstin Dautenhahn, editors, Cognitive Technology: Instruments of Mind. 4th International Conference CT 2001, Coventry, number 2117 in Lecture Notes in Artificial Intelligence, pages 289-300. Springer, 2001.
PDF version.

c68

Nuno Otero, Yvonne Rogers, and Benedict du Boulay.
Is interactivity a good thing? assessing its benefits for learning.
In Michael J. Smithh and Gavriel Salvendy, editors, Systems, Social and Internationalization Design Aspects of Human-Computer Interaction: Proceedings of 9th International Conference on Human-Computer Interaction, volume 2, pages 790-794. Lawrence Erlbaum, New jersey, 2001.
PDF version.

c67

Benedict du Boulay and Rosemary Luckin.
Evaluating intelligent learning and teaching systems.
In Shelley Shwu ching Young, Jim Greer, Hermann Maurer, and Yam San Chee, editors, Proceedings of the 8th International Conference on Computers in Education/International Conference on Computer-Assisted Instruction 2000, ICCE/ICCAI 2000: Learning Societies in the New Millenium: Creativity, Caring and Commitments, Taipei, Taiwan, page 1554. National Tsing Hua University, Taiwan, 2000.

c66

Rosemary Luckin and Benedict du Boulay.
Explorers or persisters? evaluating children interacting, collaborating and learning with computers.
In Shelley Shwu ching Young, Jim Greer, Hermann Maurer, and Yam San Chee, editors, Proceedings of the 8th International Conference on Computers in Education/International Conference on Computer-Assisted Instruction 2000, ICCE/ICCAI 2000: Learning Societies in the New Millenium: Creativity, Caring and Commitments, Taipei, Taiwan, pages 231-238. National Tsing Hua University, Taiwan, 2000.

c65

Benedict du Boulay.
Can and should teaching systems mimic human teachers?
In Shelley Shwu ching Young, Jim Greer, Hermann Maurer, and Yam San Chee, editors, Proceedings of the 8th International Conference on Computers in Education/International Conference on Computer-Assisted Instruction 2000, ICCE/ICCAI 2000: Learning Societies in the New Millenium: Creativity, Caring and Commitments, Taipei, Taiwan, page 35. National Tsing Hua University, Taiwan, 2000.

c64

Benedict du Boulay and Rose Luckin.
How to make your system teach well.
In Benedict du Boulay, editor, Workshop on Modelling Human Teaching tactics and Strategies, at the 5th International Conference, Intelligent Tutoring Systems, ITS 2000, Montreal, pages 32-35. 2000.
PDF version.

c63

Benedict du Boulay.
Can we learn from ITSs?
In Gilles Gauthier, Claude Frasson, and Kurt VanLehn, editors, Intelligent Tutoring Systems: Proceedings of 5th International Conference, ITS 2000, Montreal, number 1839 in Lectures Notes in Computer Science, pages 9-17. Springer-Verlag, 2000.
PDF version.

c62

M. Sharples, N. Jeffery, J.B.H. du Boulay, D. Teather, B. Teather, and G.H. du Boulay.
Socio-cognitive engineering: a methodology for the design of human-centred computer systems.
In P. Lencs, editor, Proceedings of HCP'99 European Conference on Human Centred Processes, Brest, France, pages 67-73. 1999.
PDF version.

c61

T. del Soldato and J.B.H. du Boulay.
Teaching Prolog debugging in a motivating manner.
In Paul Brna, Benedict du Boulay, and Helen Pain, editors, Learning to Build and Comprehend Complex Information Structures: Prolog as a Case Study, volume 3 of Contemporary Studies in Cognitive Science and Technology, pages 397-410. Ablex Publishing Corporation, Stamford, Connecticut, 1999.
Reprinted and revised from del Soldato and du Boulay (1994).

c60

C.N. Taylor, J.B.H. du Boulay, and M.J. Patel.
A revised Textual Tree Trace notation for Prolog.
In Paul Brna, Benedict du Boulay, and Helen Pain, editors, Learning to Build and Comprehend Complex Information Structures: Prolog as a Case Study, volume 3 of Contemporary Studies in Cognitive Science and Technology, pages 267-281. Ablex Publishing Corporation, Stamford, Connecticut, 1999.
Reprinted and revised from Taylor, du Boulay and Patel (1994).

c59

Benedict du Boulay.
Support for program analysis.
In Paul Brna, Benedict du Boulay, and Helen Pain, editors, Learning to Build and Comprehend Complex Information Structures: Prolog as a Case Study, volume 3 of Contemporary Studies in Cognitive Science and Technology, pages 217-221. Ablex Publishing Corporation, Stamford, Connecticut, 1999.

c58

Paul Brna, Benedict du Boulay, and Helen Pain.
Introduction.
In Paul Brna, Benedict du Boulay, and Helen Pain, editors, Learning to Build and Comprehend Complex Information Structures: Prolog as a Case Study, volume 3 of Contemporary Studies in Cognitive Science and Technology, pages 1-5. Ablex Publishing Corporation, Stamford, Connecticut, 1999.

c57

Pat Fung, Mike Brayshaw, J. Benedict H. du Boulay, and Mark Elsom-Cook.
Towards a taxonomy of novices' misconceptions of the prolog interpreter.
In Paul Brna, Benedict du Boulay, and Helen Pain, editors, Learning to Build and Comprehend Complex Information Structures: Prolog as a Case Study, volume 3 of Contemporary Studies in Cognitive Science and Technology, pages 73-102. Ablex Publishing Corporation, Stamford, Connecticut, 1999.
Reprinted and revised from Fung et al. (1990).

c56

Benedict du Boulay.
Fallible, distractible, forgetful, wilful and irrational learners.
In Susanne P. Lajoie, editor, Computers as Cognitive Tools, Volume Two: No More Walls, pages 339-375. Lawrence Erlbaum Associates, 2000.

c55

Benedict du Boulay, Briony Teather, George du Boulay, Nathan Jeffery, Derek Teather, Mike Sharples, and Lisa Cuthbert.
From description to decision: Towards a decision support system for MR radiology of the brain.
In Werner Horn, Yuval Shara, Gregor Lindberg, Steen Andreassen, and Jeremy Wyatt, editors, Artificial Intelligence in Medicine: Joint European Conference on Artificial Intelligence in Medicine and Medical Decision Making, AIMDM99, Aalborg, Denmark. Lecture Notes in Artificial Intelligence 1620, pages 93-102. Springer-Verlag, Berlin, 1999.

c54

B. du Boulay, R. Luckin, and T. del Soldato.
The plausibility problem: Human teaching tactics in the `hands' of a machine.
In Susanne P. Lajoie and Martial Vivet, editors, Artificial Intelligence in Education: Open Learning Environments: New Computational Technologies to Support Learning, Exploration and Collaboration. Proceedings of the International Conference of the AI-ED Society on Artificial Intelligence and Education, Le Mans France, pages 225-232. IOS Press, 1999.

c53

Benedict du Boulay, Rigoberto Bacallao Corrales, Lisa Cuthbert, Fernando De Andres Garcia, George du Boulay, Nathan Jeffery, Mike Sharples, Briony Teather, and Derek Teather.
Current developments in the MR tutor.
In Workshop 5 -- Medical Image Tutoring, International Conference of the AI-ED Society on Artificial Intelligence and Education, Le Mans, France, pages 2-9. 1999.

c52

R. Luckin and B. du Boulay.
Capability, potential and collaborative assistance.
In Judy Kay, editor, UM99 User Modelling: 7th International conference on user modeling, Banff, Alberta, Canada, number 407 in CISM Courses and Lectures, pages 139-148. Springer-Verlag, Wien, 1999.

c51

Sadhana Puntambekar and Benedict du Boulay.
Design of MIST - a system to help students develop metacognition.
In P. Murphy, editor, Learners, Learning & Assessment, pages 245-257. Open University and Paul Chapman Publishing, 1999.
Reprinted from Puntambekar and du Boulay (1997).

c50

B. du Boulay.
What does the AI in AIED buy?
In Colloquium on Artificial Intelligence in Educational Software, pages 3/1-3/4. IEE Digest No: 98/313, 1998.

c49

G.H. du Boulay, B.A. Teather, D. Teather, M. Jeffery, N.P. Sharples, and B. du Boulay.
MEDIATE -- an interactive tutor and diagnostic aid for MRI.
In SNR/ASNR'98 Symposium Neuroradiologicum XVI, page 281. 1998.

c48

N.P. Jeffery, B.A. Teather, D. Teather, M. Sharples, B. du Boulay, and G.H. du Boulay.
Computer based radiological training and education.
In J. Blackledge, editor, Image Processing: Mathematical Methods and Applications, pages 501-516. Oxford University Press, 1997.

c47

G.H. du Boulay, B. Teather, D. Teather, N.P. Jeffery, M. sharples, and J.B.H. du Boulay.
MEDIATE: Medical image description and training environment.
In 22nd Congress European Society of Neuro Radiology (ESNR), Milan, Italy, page 673. 1996.

c46

M. Sharples, B. du Boulay, N. Jeffery, D. Teather, B.A. Teather, and G.H. du Boulay.
Interactive display of typicality and similarity using multiple correspondence analysis.
In Ann Blandford and Harold Thimbleby, editors, Industry Day and Adjunct Proceedings of the 11th British Computer Society Annual Conference on Human Computer Interaction, HCI'96, Imperial College, London, pages 162-167. Middlesex University Press, 1996.

c45

N. Jeffery, B.A. Teather, D. Teather, M. Sharples, B. du Boulay, and G.H. du Boulay.
MEDIATE: A magnetic resonance tutor.
In Proceedings for the Computers in Medical Education Conference, September 1995, pages 138-147. CTI Centre for Medicine, University of Bristol, 1996.

c44

M. Sharples, B. du Boulay, D. Teather, B.A. Teather, N. Jeffery, and G.H. du Boulay.
The MR tutor: Computer-based training and professional practice.
In Proceedings of World Conference on Artificial Intelligence and Education (AI-ED 95), Washington, USA, pages 429-436. 1995.

c43

M. Sharples, B. du Boulay, D. Teather, B.A. Teather, N. Jeffery, and G.H. du Boulay.
The cognitive basis for an MR image tutor.
In Proceedings of East-West International Conference on Computer Technologies in Education, Crimea, Ukraine, pages 214-219. 1994.

c42

C.N. Taylor, J.B.H. du Boulay, and M.J. Patel.
Textual Tree Trace notation for Prolog: an overview.
In Proceedings of post-conference workshop on Logic Programming and Education, International Conference on Logic Programming, Santa Margherita Ligure, Italy, pages 73-80. 1994.

c41

D. Teather, B.A. Teather, M. Sharples, N. Jeffery, B. du Boulay, and G.H. du Boulay.
Intelligent tutoring for MR imaging of the head and cerebral disease.
In Proceedings of Twelfth International Congress of the European Federation for Medical Informatics, MIE 94, Lisbon, pages 650-653. 1994.

c40

N. Jeffery, B.A. Teather, D. Teather, M. Sharples, B. du Boulay, and G.H. du Boulay.
Intelligent tutoring for mr image interpretation and the diagnosis of cerebral disease.
In Proceedings of British Institute of Radiology Conference, Radiology and Oncology '94, Harrogate, volume 67 Congress Supplement, page 144. British Journal of Radiology, 1994.

c39

M.J. Patel, C. Taylor, and J.B.H. du Boulay.
Textual Tree (Prolog) Tracer: An experimental evaluation.
In D. Gilmore, R. Winder, and F. Detienne, editors, User-Centred Requirements for Software Engineering Environments, NATO ASI Series (Series F: Computer and Systems Sciences), Vol 123, pages 127-141. Springer-Verlag, 1994.

c38

N. Jeffery, B.A. Teather, D. Teather, M. Sharples, B. du Boulay, A.I. Direne, and G.H. du Boulay.
Statistical modelling and intelligent tutoring of visual concepts for MR imaging of the head.
In Proceedings of World Conference on Artificial Intelligence in Education, AI-ED'93, Edinburgh, page 562. 1993.

c37

H. Ramadhan and J.B.H. du Boulay.
Programming environments for novices.
In E. Lemut, J.B.H du Boulay, and G. Dettori, editors, Cognitive Models and Intelligent Environments for Learning Programming, NATO ASI Series (Series F: Computer and Systems Sciences), Vol 111, pages 125-134. Springer-Verlag, 1993.

c36

J.B.H. du Boulay.
Towards more versatile tutors for programming.
In E Scanlon and T. O'Shea, editors, New Directions in Educational Technology, pages 191-198. Springer-Verlag, 1992.

c35

J.B.H. du Boulay.
Programming environments for novices.
In Intelligent Tutoring Systems: Second International Conference, ITS'92, Montreal. Lecture Notes in Computer Science 608, page 37. Springer-Verlag, Berlin, 1992.

c34

J.B.H. du Boulay, M. Patel, and C. Taylor.
Programming environments for novices.
In Cognitive Models and Intelligent Environments for Learning Programming: Proceedings of NATO Advanced Research Workshop, S. Margherita, Italy, pages 105-107. 1992.

c33

P. Goodyear and J.B.H. du Boulay.
Systems and architectures for instruction.
In M. Jones and P.H. Winne, editors, Adaptive Learning Environments: foundations and frontiers, pages 13-17. Springer-Verlag, Berlin, 1992.

c32

J.B.H. du Boulay and P. Goodyear.
Diagnosing students' learning and adjusting plans for instruction.
In M. Jones and P.H. Winne, editors, Adaptive Learning Environments: foundations and frontiers, pages 203-208. Springer-Verlag, Berlin, 1992.

c31

J.B.H. du Boulay and P. Goodyear.
Student-system interactions.
In M. Jones and P.H. Winne, editors, Adaptive Learning Environments: foundations and frontiers, pages 319-324. Springer-Verlag, Berlin, 1992.

c30

M. Jones, J. Greer, E. Mandinach, J.B.H. du Boulay, and P. Goodyear.
Synthesising instructional and computational science.
In M. Jones and P.H. Winne, editors, Adaptive Learning Environments: foundations and frontiers, pages 383-401. Springer-Verlag, Berlin, 1992.

c29

M.J. Patel, J.B.H. du Boulay, and C. Taylor.
Prolog tracers and information access.
In Proceedings of 1st Moscow International HCI'91 Workshop, pages 140-145. 1991.

c28

M.J. Patel, J.B.H. du Boulay, and C. Taylor.
Effect of format on information and problem solving.
In Proceedings of 13th Annual Conference of the Cognitive Science Society. Chicago, pages 852-856. 1991.

c27

J. Benedict H. du Boulay.
Some difficulties of learning to program.
In E. Soloway and J.C. Spohrer, editors, Studying the Novice Programmer, pages 283-299. Lawrence Erlbaum Associates, Hillsdale, 1989.
Reprinted from du Boulay (1986).

c27a

J. Benedict H. du Boulay, Tim O'Shea, and John Monk.
The black box inside the glass box: Presenting computing concepts to novices.
In E. Soloway and J.C. Spohrer, editors, Studying the Novice Programmer, pages 431-446. Lawrence Erlbaum Associates, Hillsdale, 1989.
Reprinted from du Boulay, O'Shea and Monk (1981).

c26

C. Dichev and J.B.H. du Boulay.
An enhanced trace tool for Prolog.
In Proceedings of the Third International Conference, Children in the Information Age. Sofia, Bulgaria, pages 149-163. 1989.

c25

D. Dicheva and J.B.H. du Boulay.
Do what i do and do what i say: an improved blocks tutor.
In Proceedings of Third International Conference: Children in the Information Age. Sofia, Bulgaria, pages 164-175. 1989.

c24

J.B.H. du Boulay.
Non-adversary problem solving by machine.
In K.J. Gilhooly, editor, Human and Machine Problem Solving, pages 13-37. Plenum Publishing Corporation, New York, 1989.

c23

J.B.H. du Boulay and P. Ross.
Intelligent tutoring systems.
In Tutorial Proceedings of European Conference on Artificial Intelligence. Munich, pages 1-93. 1988.

c22

C. Dichev and J.B.H. du Boulay.
A data tracing system for prolog novices.
In T. O'Shea and V. Sgurev, editors, Artificial Intelligence III: methodology, systems, applications. Proceedings of Artificial Intelligence: Methodology, Systems and Applications, Varna, Bulgaria, pages 329-336. North-Holland, Amsterdam, 1988.

c21

M. Sharples and J.B.H. du Boulay.
Knowledge representation for a concept tutoring system.
In Proceedings of European Conference on Artificial Intelligence, Munich, pages 268-270. Pitman, 1988.

c20

J.B.H. du Boulay and A. Sloman.
Bread today, jam tomorrow: the impact of AI on education.
In J.H. Collins, N. Estes, and D. Walker, editors, Proceedings of Fifth International Conference on Technology and Education, pages 82-85. Edinburgh, 1988.

c19

J.B.H. du Boulay.
Intelligent systems for teaching programming.
In P. Ercoli and R. Lewis, editors, Artificial Intelligence Tools in Education, pages 361-373. North Holland, Amsterdam, 1988.

c18

M. Elsom-Cook and J.B.H. du Boulay.
A pascal program checker.
In J. Self, editor, Artificial Intelligence and Human Learning: intelligent computer-aided instruction, pages 361-373. Chapman and Hall, London, 1988.
Reprinted from Elsom-Cook and du Boulay (1986).

c17

J.B.H. du Boulay and J. Taylor.
Learning prolog: an introductory bibliography.
In R. Lewis and E.D. Tagg, editors, Trends in Computer Assisted Education, pages 19-21. Blackwell Scientific, Oxford, 1987.

c16

J.B.H. du Boulay and C. Sothcott.
Computers teaching programming.
In R.W. Lawler and M. Yazdani, editors, Artificial Intelligence and Education: Vol 1, Learning Environments and Tutoring Systems, pages 345-372. Ablex, Norwood, New Jersey, 1987.

c15

J. Taylor and J.B.H. du Boulay.
Studying novice programmers: Why they may find learning Prolog hard.
In J. Rutkowska and C. Crook, editors, Computers, Cognition and Development: Issues for Psychology and Education, pages 153-173. John Wiley, Chichester, 1987.

c14

J.B.H. du Boulay.
POPLOG for beginners: a powerful environment for learning programming.
In R. Hawley, editor, Artificial Intelligence Programming Environments, pages 31-42. Ellis Horwood, Chichester, 1987.

c13

J.B.H. du Boulay.
Computers and teacher education.
In E. Scanlon and T. O'Shea, editors, Educational Computing, pages 51-58. John Wiley, Chichester, 1987.
Reprinted from du Boulay (1983).

c12

J.B.H. du Boulay, M. Elsom-Cook, T. Khabaza, and J. Taylor.
POPLOG and the learner: An artificial intelligence programming environment used in education.
In Directory of Computer Training 1986, pages 29-33. Badgemore Park Enterprises, 1986.

c11

M. Elsom-Cook and J.B.H. du Boulay.
How to tell novices that their programs are wrong.
In Proceedings of the workshop on Intelligent Computer Assisted Instruction, page 17. Windermere, 1986.

c10

M. Elsom-Cook and J.B.H. du Boulay.
A pascal program checker.
In Proceedings of ECAI-86, (Vol. II), 7th European Conference on Artificial Intelligence, pages 90-95. Brighton, 1986.
Reprinted as Elsom-Cook and du Boulay (1988).

c9

P.M.D. Gray, D.S. Moffat, and J.B.H. du Boulay.
Persistent Prolog: A secondary storage manager for Prolog.
In M. Atkinson, editor, Proceedings of Appin Workshop on Data Types and Persistence. Persistent Programming Research Report 16, pages 353-368. University of Glasgow, Department of Computing Science, 1985.

c8

T. O'Shea, R. Bornat, J.B.H. du Boulay, M. Eisenstadt, and I. Page.
Tools for creating intelligent computer tutors.
In A. Elithorn and R. Banerji, editors, Artificial and Human Intelligence, pages 181-199. North-Holland, Amsterdam, 1984.

c7

A. Bundy, J.B.H. du Boulay, J.A.M. Howe, and G. Plotkin.
How to get a Ph.D. in A.I.
In T. O'Shea and M. Eisenstadt, editors, Artificial Intelligence: Tools, Techniques and Applications, pages 139-154. Harper and Row, London, 1984.

c6

J.B.H. du Boulay.
Computers and teacher education.
In J. Megarry, D. R. F. Walker, and E. Hoyle, editors, World Yearbook of Education 1982/83, pages 177-185. Kogan Page, London, 1983.
Reprinted as du Boulay (1987).

c5

J.B.H. du Boulay, J.A.M. Howe, and K. Johnson.
Making programs vs. running programs: microcomputers in the mathematical education of teachers.
In R. Lewis and E.D. Tagg, editors, Involving Micros In Education, pages 119-123. North Holland, Amsterdam, 1982.

c4

J.B.H. du Boulay and T. O'Shea.
Teaching novices programming.
In M.J. Coombs and J.L. Alty, editors, Computing Skills and the User Interface, pages 147-200. Academic Press, London, 1981.

c3

J.B.H. du Boulay and J.A.M. Howe.
Student teachers attitudes to mathematics: differential effects of a computer based course.
In R. Lewis and E.D. Tagg, editors, Computers in Education, pages 707-713. North Holland, Amsterdam, 1981.

c2

J.B.H. du Boulay and J.A.M. Howe.
Re-learning mathematics through LOGO: helping student teachers who don't understand mathematics.
In J.A.M. Howe and P.M. Ross, editors, Microcomputers in Secondary Education: Issues and Techniques, pages 69-81. Kogan Page, London, 1981.

c1

J.B.H. du Boulay and T. O'Shea.
Seeing the works: A strategy for teaching interactive programming.
In Proceedings of Workshop on Computing Skills and Adaptive Systems. Liverpool, 1978.