Knowledge Space References

Bibliography on Knowledge Spaces
maintained by Cord Hockemeyer

539 references, last updated Thu Oct 24 14:29:09 2024

[Albert, 1993]: Albert, D. (1993). Mathematische Modellierung von Wissensstrukturen [Mathematical modeling of knowledge structures]. In L. Montada, editor, Bericht über den 38. Kongreß der Deutschen Gesellschaft für Psychologie in Trier 1992, volume 2, pp. 835–837, Göttingen. Hogrefe.
[Albert, 1994a]: Albert, D., editor (1994). Knowledge Structures. Springer Verlag, New York.
[Albert, 1994b]: Albert, D. (1994). Neuere Entwicklungen in der Wissensdiagnostik [Recent developments in the assessment of knowledge]. In Herbert Janig, editor, Psychologische Forschung in Österreich, pp. 25–29, Klagenfurt, Austria. Universitätsverlag Carinthia. Bericht über die 1. Wissenschaftliche Tagung der Österreichischen Gesellschaft für Psychologie.
[Albert, 1996]: Albert, D. (1996). Die Repräsentation von individuellen Werten [The representation of individual values]. In G. Trommsdorff & H.-J. Kornadt, editors, Gesellschaftliche und indiviuelle Entwicklung in Japan und Deutschland, pp. 299–315. Universitäts–Verlag Konstanz.
[Albert, 2003]: Albert, D. (2003). Contributions of the psychology of knowledge to learning science and education. Journal of Learning and Curriculum Development, 2 ,111–116.
[Albert and Held, 1994]: Albert, D. & Held, T. (1994). Establishing knowledge spaces by systematical problem construction. In Dietrich Albert, editor, Knowledge Structures, pp. 78–112. Springer Verlag, New York.
[Albert and Held, 1996]: Albert, D. & Held, T. (1996). Wissensstrukturen für Leistungen in Sprachtests [Knowledge structures for language test performances]. In Mario Jirasko, Judith Glück, & Brigitta Rollett, editors, Perspektiven psychologischer Forschung in Österreich [Prospects of psychological research in Austria], pp. 65–68. WUV-Universitätsverlag, Wien, Austria.
[Albert and Held, 1999]: Albert, D. & Held, T. (1999). Component based knowledge spaces in problem solving and inductive reasoning. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 15–40. Lawrence Erlbaum Associates, Mahwah, NJ.
[Albert and Hockemeyer, 1997]: Albert, D. & Hockemeyer, C. (1997). Adaptive and dynamic hypertext tutoring systems based on knowledge space theory. In Benedict du Boulay & Riichiro Mizoguchi, editors, Artificial Intelligence in Education: Knowledge and Media in Learning Systems, volume 39 of Frontiers in Artificial Intelligence and Applications, pp. 553–555, Amsterdam. IOS Press.
[Albert and Hockemeyer, 1999]: Albert, D. & Hockemeyer, C. (1999). Developing curricula for tutoring systems based on prerequisite relationships. In Geoff Cumming, Toshio Okamoto, & Louis Gomez, editors, Advanced Research in Computers and Communications in Education: New Human Abilities for the Networked Society, volume 2, pp. 325–328, Amsterdam. IOS Press. Proceedings of the 7th International Conference on Computers in Education (ICCE), Chiba, Japan.
[Albert and Hockemeyer, 2002]: Albert, D. & Hockemeyer, C. (2002). Applying demand analysis of a set of test problems for developing an adaptive course. In Proceedings of the International Conference on Computers in Education ICCE 2002, pp. 69–70, Los Alamitos, CA. IEEE Computer Society.
[Albert and Kaluscha, 1997]: Albert, D. & Kaluscha, R. (1997). Adapting knowledge structures in dynamic domains. In Christian Herzog, editor, Beiträge zum Achten Arbeitstreffen der GI–Fachgruppe 1.1.5/7.0.1 ``Intelligente Lehr–/Lernsysteme'', September 1997, Duisburg, Germany [Contributions of the 8th workshop of the GI SIG ``Intelligent Tutoring Systems''], pp. 89–100. TU München.
[Albert and Lukas, 1999]: Albert, D. & Lukas, J., editors (1999). Knowledge Spaces: Theories, Empirical Research, Applications. Lawrence Erlbaum Associates, Mahwah, NJ.
[Albert and Mori, 2001]: Albert, D. & Mori, T. (2001). Contributions of cognitive psychology to the future of e-learning. Bulletin of the Graduate School of Education, Hiroshima University, Part I (Learning and Curriculum Development), 50 ,25–34.
[Albert and Musch, 1996a]: Albert, D. & Musch, J. (1996). Knowledge space modeling of Ravens advanced progressive matrices (APM) test. In V. Kolesaric & D. Ivanec, editors, Abstracts of the 4th Alps Adria Psychology Symposium, p. 39, Zagreb, Croatia. Department of Psychology, Faculty of Philosophy, University of Zagreb.
[Albert and Musch, 1996b]: Albert, D. & Musch, J. (1996). Ravens advanced progressive matrices. In Angela Schorr, editor, Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Marburg, Germany, p. 3, Lengerich, Germany. Pabst Science Publishers.
[Albert and Pilgerstorfer, 2007]: Albert, D. & Pilgerstorfer, M. (2007). Preliminary considerations on personalized assessment of logical and moral thinking skills. In Daniela Camhy, editor, Philosophical Foundations of Innovative Learning. Proceedings of the International Conference on Philosophy for Children 2005, volume 18 of Conceptus–Studien, pp. 55–61, St. Augustin, Germany. Academia Verlag.
[Albert and Schrepp, 1999]: Albert, D. & Schrepp, M. (1999). Structure and design of an intelligent tutoring system based on skill assignments. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 179–196. Lawrence Erlbaum Associates, Mahwah, NJ.
[Albert and Stefanutti, 2003a]: Albert, D. & Stefanutti, L. (2003). Knowledge structures and didactic model selection in learning object navigation. In Friedrich W. Hesse & Yasuhisa Tamura, editors, The Joint Workshop of Cognition and Learning through Media–Communication for Advanced E-Learning (JWCL), pp. 1–10. Japanisch–Deutsches Zentrum Berlin (JDZB).
[Albert and Stefanutti, 2003b]: Albert, D. & Stefanutti, L. (2003). Ordering and combining learning objects through skill maps and asset structures. In Proceedings of the International Conference on Computers in Education ICCE 03, Hong Kong. Asia–Pacific Chapter of the Association for the Advancement of Computers in Education.
[Albert and Steiner, 2005a]: Albert, D. & Steiner, C. M. (2005). Empirical validation of concept maps: Preliminary methodological considerations. In P. Goodyear, D. G. Sampson, D. J. Yang, Kinshuk, T. Okamoto, R. Hartley, & N. Chen, editors, The 5^th IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan, 5–8 July 2005, pp. 216–218, Los Alamitos, CA. IEEE Computer Society.
[Albert and Steiner, 2005b]: Albert, D. & Steiner, C. M. (2005). Representing domain knowledge by concept maps: How to validate them? In Toshio Okamoto, Dietrich Albert, T. Honda, & Friedrich W. Hesse, editors, The 2^nd Joint Workshop of Cognition and Learning through Media–Communication for Advanced e–Learning, pp. 169–174.
[Albert et al., 1990]: Albert, D., Bahrick, H. P., Falmagne, J.-C., Witteveen, C., d'Ydewalle, G., & Toda, M. (1990). Representation and assessment of knowledge. In B. Wilpert, H. Motoaki, & J. Mitsumi, editors, General Psychology and Environmental Psychology, volume 2, pp. 9–98. Proceedings of the 22nd International Congress of Applied Psychology.
[Albert et al., 1994a]: Albert, D., Dowling, C. E., & Riesenhuber, E. (1994). Empirische Validierung von Expertenwissen zu Sprachfertigkeiten von Kindern [Empirical validation of experts' knowledge on language skills of children]. In K. Pawlik, editor, Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994, p. 23. Hogrefe.
[Albert et al., 1994b]: Albert, D., Schrepp, M., & Held, T. (1994). Construction of knowledge spaces for problem solving in chess. In Gerhard H. Fischer & Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pp. 123–135. Springer–Verlag, New York.
[Albert et al., 2001]: Albert, D., Hockemeyer, C., Conlan, O., & Wade, V. (2001). Reusing adaptive learning resources. In C.-H. Lee et al., editor, Proceedings of the International Conference on Computers in Education ICCE/SchoolNet2001, volume 1, pp. 205–210.
[Albert et al., 2002]: Albert, D., Hockemeyer, C., & Wesiak, G. (2002). Current trends in elearning based on knowledge space theory and cognitive psychology. Psychologische Beiträge, 44 ,478–494.
[Albert et al., 2006]: Albert, D., Hockemeyer, C., & Mori, T. (2006). Memory, knowledge, and e-learning. In Lars-Göran Nilsson & Nobuo Ohta, editors, Memory and Society, pp. 87–108. Psychology Press, Hove, UK.
[Albert et al., 2007a]: Albert, D., Hockemeyer, C., Kickmeier-Rust, M. D., Peirce, N., & Conlan, O. (2007). Microadaptivity within complex learning situations — a personalized approach based on competence structures and problem spaces. In B. Chang, A. Kashihara, J. Kay, J. Lee, T. Matsui, R. Okamoto, D. Suthers, & F. Y. Yu, editors, Proceedings of the international Conference on Computers in Education (ICCE 2007). IOS Press.
[Albert et al., 2007b]: Albert, D., Hockemeyer, C., Kulcsar, Z., & Shorten, G. (2007). Competence assessment for spinal anaesthesia. In Andreas Holzinger, editor, HCI and Usability for Medicine and Health Care. Proceedings of the Third Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society, USAB 2007 Graz, Austria, November, 22, 2007, volume 4799 of Lecture Notes in Computer Science, pp. 165–170, Berlin. Springer.
[Albert et al., 2007c]: Albert, D., Hockemeyer, C., Mayer, B., & Steiner, C. (2007). Cognitive structural modelling of skills for technology enhanced learning. In J. Spector, D. Sampson, T. Okamoto, Kinshuk, S. Cerri, M. Ueono, & A. Kashihara, editors, Proceedings of the 7th IEEE International Conference on Advanced Learning Technologies (ICALT), pp. 322–324.
[Albert et al., 2008a]: Albert, D., Kickmeier-Rust, M. D., & Matsuda, F. (2008). A formal framework for modelling the developmental course of competence and performance in the distance, speed, and time domain. Developmental Review, 28 ,401–420.
[Albert et al., 2008b]: Albert, D., Nussbaumer, A., & Steiner, C. (2008). Using visual guidance and feedback based on competence structures for personalising e-learning experience. In ICCE 2008 — The 16th International Conference on Computers in Education, pp. 3–10. Asia–Pacific Society for Computers in Education.
[Albert et al., 2009a]: Albert, D., Nussbaumer, A., Steiner, C., Hendrix, M., & Cristea, A. (2009). Design and development of an authoring tool for pedagogical relationship types between concepts. In Proceedings of the 17th International Conference on Computer in Education (ICCE 2009, pp. 194–196.
[Albert et al., 2009b]: Albert, D., Wong, S., & Wesiak, G. (2009). Structure for assessing teachers it states. In Proceedings of the 1st International Conference on Educational Research and Practice (ICERP): Enhancing Human Capital through Teacher Education, pp. 1017–1032.
[Albert et al., 2010]: Albert, D., Nussbaumer, A., & Steiner, C. (2010). Towards generic visualisation tools and techniques for adaptive e-learning. In Proceedings of the 18th International Conference on Computers in Education, pp. 61–65.
[Albert et al., 2012]: Albert, D., Hockemeyer, C., Kickmeier-Rust, M. D., Nussbaumer, A., & Steiner, C. M. (2012). E–learning based on metadata, ontologies and competence-based knowledge space theory. In D. Lukose, A. R. Ahmad, & A. Suliman, editors, Knowledge Technology. Third Knowledge Technology Week, KTW 2011, volume 295 of Communications in Computer and Information Science, pp. 24–36, Berlin. Springer.
[Albert et al., 2013]: Albert, D., Wesiak, G., & Ünlü, A. (2013). Generating and validating relations between sets/tests. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 193–228. Springer, Heidelberg.
[Albert et al., 2017]: Albert, D., Nussbaumer, A., Kuo, B., Foltz, P., & Hu, X. (2017). Competence-based knowledge structures and current challenges for e-assessment. In R. Sottilare, A. Graesser, X. Hu, & G. Goodwin, editors, Design recommendations for intelligent tutoring systems: Volume 5 - assessment methods, pp. 21–28. U.S. Army Research Laboratory (ARL), Orlando, FL, USA.
[Anselmi et al., 2012]: Anselmi, P., Pobusto, E., & Stefanutti, L. (2012). Uncovering the best skill multimap by constraining the error probabilities of the gain–loss model. Psychometrika, 77 (4) ,763–781.
[Anselmi et al., 2013]: Anselmi, P., Pobusto, E., & Stefanutti, L. (2013). A procedure for identifying the best skill multimap in the gain–loss model. Electronic Notes in Discrete Mathematics, 42 ,9–16.
[Anselmi et al., 2016]: Anselmi, P., Robusto, E., Stefanutti, L., & de Chiusole, D. (2016). An upgrading procedure for adaptive assessment of knowledge. Psychometrika, 81 (2) ,461–482.
[Anselmi et al., 2017]: Anselmi, P., Stefanutti, L., de Chiusole, D., & Robusto, E. (2017). The assessment of knowledge and learning in competence spaces: The gain–loss model for dependent skills. British Journal of Mathematical and Statistical Psychology, 70 ,457–479.
[Anselmi et al., 2021]: Anselmi, P., Stefanutti, L., de Chiusole, D., & Robusto, E. (2021). Modeling learning in knowledge space theory through bivariate Markov processes. Journal of Mathematical Psychology, 103 ,102549.
[Anselmi et al., 2022]: Anselmi, P., Heller, J., Stefanutti, L., & Robusto, E. (2022). Constructing, improving, and shortening tests for skill assessment. Journal of Mathematical Psychology, 106 ,102621.
[Anselmi et al., 2024]: Anselmi, P., Heller, J., Stefanutti, L., & Robusto, E. (2024). Constructing tests for skill assessment with competence-based test development. British Journal of Mathematical and Statistical Psychology.
[Arasasingham et al., 2004]: Arasasingham, R. D., Taagepera, M., Potter, F., & Lonjers, S. (2004). Using Knowledge Space Theory to assess student understanding of stoichiometry. Journal of Chemical Education, 81 ,1517–1523.
[Arasasingham et al., 2005]: Arasasingham, R. D., Taagepera, M., Potter, F., Martorell, I., & Lonjers, S. (2005). Assessing the effect of WEeb–based learning tools on student understanding of stoichiometry. Journal of Chemical Education, 82 ,1251–1262.
[Arracher, 2000]: Arracher, A. (2000). Effekte der Anordnung visueller Information am Bildschirm auf das ALEPH-Benutzerverhalten. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.
[Augustin et al., 2011]: Augustin, T., Hockemeyer, C., Kickmeier-Rust, M., & Albert, D. (2011). Individualized skill assessment in digital learning games: Basic definitions and mathematical formalism. IEEE Transactions on Learning Technologies, 4 ,138–148.
[Augustin et al., 2013]: Augustin, T., Hockemeyer, C., Kickmeier-Rust, M. D., Podbregar, P., Suck, R., & Albert, D. (2013). The simplified updating rule in the formalization of digital educational games. Journal of Computational Sciences, 4 ,293–303.
[Augustin et al., 2015]: Augustin, T., Hockemeyer, C., Suck, R., Podbregar, P., Kickmeier-Rust, M. D., & Albert, D. (2015). Individualized skill assessment in educational games: The mathematical foundations of partitioning. Journal of Mathematical Psychology, 67 ,1–7.
[Bartl and Belohlávek, 2007]: Bartl, E. & Belohlávek, R. (2007). Knowledge spaces, attribute dependencies, and graded knowledge states. In IEEE Fuzzy Systems Conference 2007, pp. 1–6. IEEE.
[Bartl and Belohlávek, 2008]: Bartl, E. & Belohlávek, R. (2008). Knowledge spaces with graded knowledge states. In International Symposium on Knowledge Acquisition and Modeling, pp. 3–8. IEEE.
[Bartl and Belohlávek, 2011]: Bartl, E. & Belohlávek, R. (2011). Knowledge spaces with graded knowledge states. Information Sciences, 181 ,1426–1439.
[Baumunk, 1995]: Baumunk, K. (1995). Die empirische Erhebung einer Struktur von Schulwissen im Fach Mathematik. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.
[Baumunk, 1996]: Baumunk, K. (1996). Die Validierung von Wissensstrukturen im Bruchrechnen [Validating knowledge structures in the field of fractions]. In Festschrift zur Verleihung des Georg-Sieber-Preises 1996, pp. 34–37. Wissenschaftliche Gesellschaft zur Förderung der Psychologie.
[Baumunk and Dowling, 1996]: Baumunk, K. & Dowling, C. E. (1996). Die Validität von Wissensstrukturen im Bruchrechnen. In Angela Schorr, editor, Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Eichstätt, Germany, pp. 17–18, Lengerich, Germany. Pabst Science Publishers.
[Baumunk and Dowling, 1997]: Baumunk, K. & Dowling, C. E. (1997). Validity of spaces for assessing knowledge about fractions. Journal of Mathematical Psychology, 41 ,99–105.
[Baumunk and Dowling, 1998]: Baumunk, K. & Dowling, C. E. (1998). Der Einfluß von Frageformulierungen und Fragestrategien auf Fehlurteile bei der Expertenbefragung. In Harald Lachnit, Arthur Jacobs, & Frank Rösler, editors, Experimentelle Psychologie: Abstracts der 40. Tagung experimentell arbeitender Psychologen, 6.–9. April 1998, Marburg, Germany, p. 17, Lengerich, Germany. Pabst Science Publishers.
[Belohlávek, 2003]: Belohlávek, R. (2003). Birkhoff variety theorem and fuzzy logic. Archive for Mathematical Logic, 42 ,781–790.
[Bloom et al., 1992]: Bloom, C., Villano, M., & VanLehn, K. (1992). Application of artificial intelligence technologies to training systems: Computer-based diagnostic testing systems. Technical Report Contract No. F41624-91-C-5002, Technical Training Research Division, Human Resources Directorate, Brooks AFB, TX.
[Brandt et al., 1999]: Brandt, S., Albert, D., & Hockemeyer, C. (1999). Surmise relations between tests - preliminary results of the mathematical modelling. Electronic Notes in Discrete Mathematics, 2.
[Brandt et al., 2003]: Brandt, S., Albert, D., & Hockemeyer, C. (2003). Surmise relations between tests - mathematical considerations. Discrete Applied Mathematics, 127 (2) ,221–239.
[Breen et al., 2014]: Breen, D., Aboulafia, A., Zhang, D., Hockemeyer, C., Albert, D., & Shorten, G. (2014). Defining a competence map for a practical skill. The Clinical Teacher, 11 (7) ,531–536.
[Bruchmann, 1993]: Bruchmann, F. (1993). Die Erhebung ausgewählter Wissensstrukturen von Lehrern zur Diagnose von Schulwissen im Fach Mathematik. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.
[Bull et al., 2012]: Bull, S., Wasson, B., Kickmeier-Rust, M. D., Johnson, M. D., Moe, E., Handsen, C., Meissl-Egghart, G., & Hammermueller, K. (2012). Assessing english as a second language: From classroom data to a competence-based open learner model. In ICCE2012: The 20^th International Conference on Computers in Education.
[Bull et al., 2013]: Bull, S., Kickmeier-Rust, M. D., Vatrapu, R. K., Johnson, M. D., Hammermueller, K., Byrne, W., Hernandez-Munoz, L., Giorgini, F., & Meissl-Egghart, G. (2013). Learning, learning analytics, activity visualisation and open learner model: Confusing? In Davinia Hern�ndez-Leo, Tobias Ley, Ralf Klamma, & Andreas Harrer, editors, Scaling up Learning for Sustained Impact: 8^th European Conference on Technology Enhanced Learning, EC-TEL 2013, volume 8095 of Lecture Notes in Computer Science, pp. 532–535, Berlin, Heidelberg. Springer.
[Bullock et al., 2009]: Bullock, D., Callahan, J., Ban, Y., Ahlgren, A., & Schrader, C. (2009). The implementation of an online mathematics placement exam and its effects on student success in precalculus and calculus. In Proceedings of the ASEE Annual Conference and Exposition.
[Callahan et al., 2008]: Callahan, J., Chyung, S. Y., Guild, J., Clement, W., Guarino, J., & Bullock, D. (2008). Enhancing precalculus curricula eith e–learning: Implementation and assessment. In Proceedings of the ASEE Annual Conference and Exposition.
[Cao et al., 2021]: Cao, X., Lin, F., Sun, W., & Li, J. (2021). A note on knowledge structures delineated by fuzzy skill multimaps. Technical report, Arxiv.org. Electronic Preprint arXiv:2112.08108, arXiv.org.
[Carmona et al., 2005]: Carmona, C., Millan, E., de-la Cruz, J. L. P., Trella, M., & Conejo, R. (2005). Introducing prerquisite relations in a multi–layered Bayesian student model. In User Medelling 2005, volume 3538 of Lecture Notes in Artificial Intelligence, pp. 347–356, Heidelberg. Springer.
[Carvalho et al., 2015]: Carvalho, M. B., Bellotti, F., Berta, R., Gloria, A. D., Gazzarata, G., Hu, J., & Kickmeier-Rust, M. (2015). A case study on service-oriented architecture for serious games. Entertainment Computing, 6 ,1–10.
[Cathcart et al., 2010]: Cathcart, L. A., Stieff, M., Marbach-Ad, G., Smith, A. C., & Frauwirth, K. A. (2010). Using knowledge space theory to analyze concept maps. In Susan R. Goldman, James Pellegrino, Kimberly Gomez, Leilah Lyons, & Joshua Radinsky, editors, Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, ICLS '10, volume 1, pp. 952–959. International Society of the Learning Sciences / ACM DL.
[Chen, 2013]: Chen, Y. (2013). Adaptive non–graded assessment based on knowledge space theory. In 13^th International Conference on Advanced Learning Technologies, ICALT 2013, pp. 63–64. IEEE.
[Chen et al., 2015]: Chen, Y., Wuillemin, P.-H., & Labat, J.-M. (2015). Discovering prerequisite structure of skills through probabilistic association rules mining. In Olga C. Santos, Jesus G. Boticario, Cristobal Romero, Mykola Pechenizkiy, Agathe Merceron, Piotr Mitros, Jos� Mar�a Luna, Cristian Mihaescu, Pablo Moreno, Arnon Hershkovitz, Sebastian Ventura, & Michel Desmarais, editors, Conference: Proceedings of the 8^th International Conference on Educational Data Mining, At Madrid, Spain, pp. 117–124.
[Chiu et al., 2022]: Chiu, C.-Y., Kohn, H. F., & Ma, W. (2022). Commentary on "Extending the basic local independence model to polytomous data" by Stefanutti, de Chiusole, Anselmi, and Spoto. Psychometrika.
[Conlan et al., 2001]: Conlan, O., Hockemeyer, C., Lefrere, P., Wade, V., & Albert, D. (2001). Extending educational metadata schemas to describe adaptive learning resources. In Hugh Davies, Yellowlees Douglas, & David G. Durand, editors, Hypertext '01: Proceedings of the twelfth ACM Conference on Hypertext and Hypermedia, pp. 161–162, New York. Association for Computing Machinery, ACM.
[Conlan et al., 2002a]: Conlan, O., Hockemeyer, C., Wade, V., & Albert, D. (2002). Metadata driven approaches to facilitate adaptivity in personalized eLearning systems. The Journal of Information and Systems in Education, 1 ,38–44.
[Conlan et al., 2002b]: Conlan, O., Hockemeyer, C., Wade, V., Albert, D., & Gargan, M. (2002). An architecture for integrating adaptive hypermedia service with open learning environments. In Proceedings of ED–MEDIA 2002, volume 1 of World Conference on Educational Multimedia, Hypermedia, & Telecommunications, pp. 344–350.
[Conlan et al., 2006]: Conlan, O., O'Keeffe, I., Hampson, C., & Heller, J. (2006). Using knowledge space theory to support learner modeling and personalization. In Thomas Reeves & Shirley Yamashita, editors, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006, pp. 1912–1919, Chesapeake, VA. AACE.
[Conlan et al., 2009]: Conlan, O., Hampson, C., Peirce, N., & Kickmeier-Rust, M. D. (2009). Realtime knowledge space skill assessment for personalized digital educational games. In The 9^th IEEE International Conference on Advanced Learning Technologies, ICALT 2009, pp. 538–542. IEEE.
[Cosyn, 2002]: Cosyn, E. (2002). Coarsening a knowledge structure. Journal of Mathematical Psychology, 46 ,123–139.
[Cosyn and Thiéry, 2000]: Cosyn, E. & Thiéry, N. (2000). A practical procedure to build a knowledge structure. Journal of Mathematical Psychology, 44 ,383–407.
[Cosyn and Uzun, 2009a]: Cosyn, E. & Uzun, H. B. (2009). Note on two necessary and sufficient axioms for a well-graded knowledge space. Journal of Mathematical Psychology, 53 (1) ,40–42.
[Cosyn and Uzun, 2009b]: Cosyn, E. & Uzun, H. B. (2009). Note on two sufficient axioms for a well-graded knowledge space. Journal of Mathematical Psychology, 53 (1) ,40–42.
[Cosyn et al., 2013]: Cosyn, E., Doble, C., Falmagne, J.-C., Lenoble, A., Thiéry, N., & Uzun, H. (2013). Assessing mathematical knowledge in a learning space. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 27–50. Springer, Heidelberg.
[Cosyn et al., 2021]: Cosyn, E., Uzun, H., Doble, C., & Matayoshi, J. (2021). A practical perspective on knowledge space theory: Aleks and its data. Journal of Mathematical Psychology, 101 ,102512.
[Craig et al., 2013]: Craig, S. D., Hu, X., Graesser, A. C., Bargagliotti, A. E., Sterbinsky, A., Cheney, K. R., & Okwumabua, T. (2013). The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors. Computers & Education, 68 ,495–504.
[Cui, 2010]: Cui, X. (2010). Online java assessment system based on knowledge space theory. Master's thesis, The University of Edinburgh.
[Dani, 2016]: Dani, A. (2016). Students' patterns of interaction with a mathematics intelligent tutor: Learning analytics application. International Journal on Integrating Technology in Education, 5 (2).
[Danilov, 2009]: Danilov, V. I. (2009). Knowledge spaces from a topological point of view. Journal of Mathematical psychology, 53 (6) ,510–517.
[de Chiusole and Stefanutti, 2013]: de Chiusole, D. & Stefanutti, L. (2013). Modeling skill dependence in probabilistic competence structures. Electronic Notes in Discrete Mathematics, 42 ,41–48.
[de Chiusole et al., 2013a]: de Chiusole, D., Anselmi, P., Stefanutti, L., & Robusto, E. (2013). The gain–loss model: Bias of the parameter estimates. Electronic Notes in Discrete Mathematics, 42 ,33–40.
[de Chiusole et al., 2013b]: de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2013). Assessing parameter invariance in the BLIM: Bipartition models. Psychometrika, 78 (4) ,710–724.
[de Chiusole et al., 2015a]: de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2015). Modeling missing data in knowledge space theory. Psychological Methods, 20 (4) ,506–522.
[de Chiusole et al., 2015b]: de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2015). Naïve tests of basic local independence model's invariance. The Spanish Journal of Psychology, 18.
[de Chiusole et al., 2016]: de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2016). Testing the actual equivalence of automatically generated items. Behavior Research Methods, 50 (1) ,39–56.
[de Chiusole et al., 2017]: de Chiusole, D., Stefanutti, L., & Spoto, A. (2017). A class of k-modes algorithms for extracting knowledge structures from data. Behavior Research Methods, 49 (4) ,1212–1226.
[de Chiusole et al., 2018]: de Chiusole, D., Stefanutti, L., Anselmi, p., & Robusto, E. (2018). Testing the actual equivalence of automatically generated items. Behavior Research methods, 50 (1) ,39–56.
[de Chiusole et al., 2020]: de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2020). Stat–Knowlab. assessment and learning of statistics with competence–based knowledge space theory. International Journal of Artificial Intelligence in Education, 30 ,668–700.
[Dean, 2016]: Dean, R. E. (2016). Active learning and the ALEKS placement test in college algebra : An observational study. Masters thesis, Oregon State University.
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