Kaśka Porayska-Pomsta

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Soavtorji

Sara BernardiniProfessor at the University of OxfordPreverjeni e-poštni naslov na cs.ox.ac.uk
Helen PainUniversity of EdinburghPreverjeni e-poštni naslov na inf.ed.ac.uk
Tim J. SmithProfessor of Cognitive Data Science, Creative Computing Institute, University of the Arts LondonPreverjeni e-poštni naslov na bbk.ac.uk
Sam WassUniversity of East LondonPreverjeni e-poštni naslov na uel.ac.uk
Gnanathusharan RajendranProfessor of Developmental Psychology, Heriot-Watt UniversityPreverjeni e-poštni naslov na hw.ac.uk
Oliver LemonProfessor of Artificial Intelligence, Heriot-Watt University, Edinburgh, Director of Interaction LabPreverjeni e-poštni naslov na hw.ac.uk
Karen GuldbergProfessor in Autism Studies, University of BirminghamPreverjeni e-poštni naslov na bham.ac.uk
Manolis MavrikisProfessor in Artificial Intelligence and Analytics in Education, UCL Knowledge LabPreverjeni e-poštni naslov na ucl.ac.uk
Mary Ellen FosterUniversity of GlasgowPreverjeni e-poštni naslov na glasgow.ac.uk
Chris FrauenbergerProfessor for Human-Computer Interaction, Department of Artificial Intelligence and Human InterfacesPreverjeni e-poštni naslov na frauenberger.name
Elisabeth AndreProfessor of Computer Sciences, Augsburg UniversityPreverjeni e-poštni naslov na informatik.uni-augsburg.de
Cristina ConatiProfessor of Computer Science, University of British ColumbiaPreverjeni e-poštni naslov na cs.ubc.ca
Katerina AvramidesLondon Knowledge Lab, Institute of Education, University of LondonPreverjeni e-poštni naslov na ioe.ac.uk
Tobias BaurHuman-Centered Artificial Intelligence, University of AugsburgPreverjeni e-poštni naslov na uni-a.de
Ionut DamianAugsburg UniversityPreverjeni e-poštni naslov na informatik.uni-augsburg.de
Judith GoodProfessor of Human Factors in the Internet of Things, University of AmsterdamPreverjeni e-poštni naslov na uva.nl
Annalu WallerUniversity of DundeePreverjeni e-poštni naslov na dundee.ac.uk
Patrick GebhardPrincipal Researcher, German Research Center for Artificial Intelligence (DFKI), SaarlandPreverjeni e-poštni naslov na dfki.de
Dr Alyssa M. AlcornSchool of Psychological Science, University of Bristol; Salvesen Mindroom Research CentrePreverjeni e-poštni naslov na bristol.ac.uk
rose luckinProfessor of Learner Centred Design, Institute of EducationPreverjeni e-poštni naslov na ucl.ac.uk

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Kaśka Porayska-Pomsta

Professor of Artificial Intelligence in Education, UCL Knowledge Lab, UCL Institute of Education

Preverjeni e-poštni naslov na ucl.ac.uk - Domača stran

Artificial Intelligence Communication Learning Social Inclusion Ethics of AI in Education


Naslov Razvrsti po navedbah Razvrsti po letniku Razvrsti po naslovu	Navedeno Navedeno	Leto
Ethics of AI in education: Towards a community-wide framework W Holmes, K Porayska-Pomsta, K Holstein, E Sutherland, T Baker, ... International Journal of Artificial Intelligence in Education, 1-23, 2022	529	2022
ECHOES: An intelligent serious game for fostering social communication in children with autism S Bernardini, K Porayska-Pomsta, TJ Smith Information Sciences 264, 41-60, 2014	379	2014
Training attentional control in infancy S Wass, K Porayska-Pomsta, MH Johnson Current biology 21 (18), 1543-1547, 2011	319	2011
Developing technology for autism: an interdisciplinary approach K Porayska-Pomsta, C Frauenberger, H Pain, G Rajendran, T Smith, ... Personal and Ubiquitous Computing 16, 117-127, 2012	212	2012
The TARDIS framework: intelligent virtual agents for social coaching in job interviews K Anderson, E André, T Baur, S Bernardini, M Chollet, E Chryssafidou, ... International conference on advances in computer entertainment technology …, 2013	191	2013
AI in Education needs interpretable machine learning: Lessons from Open Learner Modelling C Conati, K Porayska-Pomsta, M Mavrikis arXiv preprint arXiv:1807.00154, 2018	154	2018
Diagnosing and acting on student affect: the tutor’s perspective K Porayska-Pomsta, M Mavrikis, H Pain User Modeling and User-Adapted Interaction 18, 125-173, 2008	136	2008
The uses of cognitive training technologies in the treatment of autism spectrum disorders SV Wass, K Porayska-Pomsta Autism 18 (8), 851-871, 2014	124	2014
Knowledge elicitation methods for affect modelling in education K Porayska-Pomsta, M Mavrikis, S D'Mello, C Conati, RSJ Baker International Journal of Artificial Intelligence in Education 22 (3), 107-140, 2013	111	2013
Social communication between virtual characters and children with autism A Alcorn, H Pain, G Rajendran, T Smith, O Lemon, K Porayska-Pomsta, ... Artificial Intelligence in Education: 15th International Conference, AIED …, 2011	103	2011
The ethics of artificial intelligence in education W Holmes, K Porayska-Pomsta Routledge Taylor, 2023	97	2023
A job interview simulation: Social cue-based interaction with a virtual character T Baur, I Damian, P Gebhard, K Porayska-Pomsta, E André 2013 International Conference on Social Computing, 220-227, 2013	85	2013
Blending human and artificial intelligence to support autistic children’s social communication skills K Porayska-Pomsta, AM Alcorn, K Avramides, S Beale, S Bernardini, ... ACM Transactions on Computer-Human Interaction (TOCHI) 25 (6), 1-35, 2018	81	2018
Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism S Parsons, K Guldberg, K Porayska-Pomsta, R Lee E-Research in Educational Contexts, 35-59, 2018	74	2018
AI as a methodology for supporting educational praxis and teacher metacognition K Porayska-Pomsta International Journal of Artificial Intelligence in Education 26, 679-700, 2016	68	2016
Providing cognitive and affective scaffolding through teaching strategies: applying linguistic politeness to the educational context K Porayska-Pomsta, H Pain International conference on intelligent tutoring systems, 77-86, 2004	60	2004
Accountability in human and artificial intelligence decision-making as the basis for diversity and educational inclusion K Porayska-Pomsta, G Rajendran Artificial intelligence and inclusive education: Speculative futures and …, 2019	58	2019
Challenging the knowledge‐transfer orthodoxy: Knowledge co‐construction in technology‐enhanced learning for children with autism K Guldberg, S Parsons, K Porayska‐Pomsta, W Keay‐Bright British Educational Research Journal 43 (2), 394-413, 2017	56	2017
Generating Tutorial Feedback with Affect. JD Moore, K Porayska-Pomsta, S Varges, C Zinn FLAIRS, 923-928, 2004	50	2004
Domain-specific inhibitory control training to improve children’s learning of counterintuitive concepts in mathematics and science HR Wilkinson, C Smid, S Morris, EK Farran, I Dumontheil, S Mayer, ... Journal of Cognitive Enhancement 4, 296-314, 2020	48	2020

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