Fourth Workshop on Intelligent Textbooks (iTextbooks)

The 23th International Conference on Artificial Intelligence in Education (AIED’2022)

Date: 31 July, 2022


Introduction

We are happy to announce that we will be organizing a full-day online workshop at AIED 2022.

The workshop will take place on 31/07/2022.

AIED 2022 will be run in a hybrid way with activities both onsite and online between the 27th and 31st of July 2022.

See here: https://aied2022.webspace.durham.ac.uk/

To learn about other workshops and tutorials held in conjunction with AIED 2022, please, visit: https://aied2022.webspace.durham.ac.uk/workshops-and-tutorials/

The webpages of the previous workshops of this series: 2019 | 2020 | 2021


Call for Papers


Workshop Description

Textbooks have evolved over the last several decades in many aspects. Most textbooks can be accessed online, many of them freely. They often come with libraries of supplementary educational resources or online educational services built on top of them. As a result of these enrichments, new research challenges and opportunities emerge that call for the application of AIED methods to enhance digital textbooks and learners’ interaction with them. Therefore, we ask: How to facilitate the access to textbooks and improve the reading process? What can be extracted from textbook content and data-mined from the logs of students interacting with it? This workshop seeks research contributions addressing these and other research questions related to the idea of intelligent textbooks. It aims at bringing together researchers working on different aspects of learning technologies to establish intelligent textbooks as a new, interdisciplinary research field.


Topics of Interest

The workshop themes include but are not limited to:
  • Modeling and representation of textbooks: examining the prerequisite and semantic structure of textbooks to enhance their readability;
  • Analysis and mining of textbook usage logs: analyzing the patterns of learners’ use of textbooks to obtain insights on learning and the pedagogical value of textbook content;
  • Generation, manipulation, and presentation: exploring and testing different formats and forms of textbook content to find the most effective means of presenting different knowledge;
  • Assessment and personalization: developing methods that can generate assessments and enhance textbooks with adaptive support to meet the needs of every learner using the textbook;
  • Knowledge visualization: augmenting textbooks with concept maps, open learner models and other knowledge-rich extensions;
  • Smart interactive content: extending online textbooks with various kinds of smart interactive Content to improve learning, engagement, learned modeling, and personalization;
  • Intelligent information retrieval and question-answering for digital textbooks;
  • Collaborative technologies: building and deploying social components of digital textbooks that enable learners to interact with not only content but other learners;
  • Content curation and enrichment: sorting through external resources on the web and finding the relevant resources to augment the textbook and provide additional information for learners.


Important Dates

Mandatory abstract submission: May 18, 2022

Paper submission: May 26, 2022

Notification of acceptance: Jun 20, 2022

Final version of accepted papers: July 01, 2022


Submission Instructions


Organization


Workshop Organizers


Sergey Sosnovsky, Utrecht University

Peter Brusilovsky, University of Pittsburgh

Andrew S. Lan, University of Massachutsetts Amherst


Program Committee

Debshila Mallick OpenStax, Rice University

Paulo Carvalho, Carnegie Mellon University

Vinay Chaudhri, SRI International

Paul Denny, The University of Auckland

Brendan Flanagan, Kyoto University

Reva Freedman, Northern Illinois University

Roger Nkambou, Université du Québec à Montréal

Andrew Olney, University of Memphis

Benjamin Paassen, German Research Center for Artificial Intelligence

Atsushi Shimada, Kyushu University

Khushboo Thaker, University of Pittsburgh

Ilaria Torre, University of Genoa

Noboru Matsuda, North Carolina State University

Jordan Barria-Pineda, University of Pittsburg


Program

TBA