Student modelling beyond domain knowledge von Bull, Susan, þain, Helen, Brna, Paul

Collaboration and reflection in the construction of a student model for intelligent computer assisted language learning von Bull, Susan, Pain, Helen, Brna, Paul

A framework for the principled debugging of Prolog programs how to debug non-terminating programs von Brna, Paul, Bundy, Alan, Pain, Helen

Promoting creative confrontations von Brna, Paul

A student model for its own sake von Pain, Helen, Bull, Susan, Brna, Paul

Mr. Collins, a collaboratively constructed, inspectable student model for intelligent computer assisted language learning von Bull, Susan, Pain, Helen, Brna, Paul

Supporting the use of external representations in problem solving the need for flexible learning environments von Cox, Richard, Brna, Paul

Automated diagnosis of misconceptions about electricity what are the prospects? von Brna, Paul, Howe, Jim

The application of cognitive diagnosis to the quantitative analysis of simple electrical circuits von Brna, Paul, Caiger, Andrew

Extending the scope of the student model von Bull, Susan, Brna, Paul, Pain, Helen

Modelling and mending students' misconceptions in translating algebra word problems using a belief revision system in TAPS von Aziz, Normaziah A., Pain, Helen, Brna, Paul

Analytical reasoning with external representations supporting the stages of selection, construction and use von Cox, Richard, Brna, Paul

Programming plans and programming techniques von Bowles, A., Brna, Paul

The relationship between external representations and analytical reasoning performance implications for the design von Cox, Richard, Brna, Paul

Student modelling in an intelligent computer assisted language learning system the issues of language transfer and learning strategies von Bull, Susan, Pain, Helen, Brna, Paul

Teaching Prolog techniques von Brna, Paul

The role of communication in learning to model /

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