Kaśka Porayska-Pomsta

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Sara BernardiniProfessor at the University of OxfordZweryfikowany adres z cs.ox.ac.uk
Helen PainUniversity of EdinburghZweryfikowany adres z inf.ed.ac.uk
Tim J. SmithProfessor of Cognitive Data Science, Creative Computing Institute, University of the Arts LondonZweryfikowany adres z bbk.ac.uk
Sam WassUniversity of East LondonZweryfikowany adres z uel.ac.uk
Gnanathusharan RajendranProfessor of Developmental Psychology, Heriot-Watt UniversityZweryfikowany adres z hw.ac.uk
Oliver LemonProfessor; Academic Lead National Robotarium; Director of Interaction Lab, EdinburghZweryfikowany adres z hw.ac.uk
Karen GuldbergProfessor in Autism Studies, University of BirminghamZweryfikowany adres z bham.ac.uk
Manolis MavrikisProfessor in Artificial Intelligence and Analytics in Education, UCL Knowledge LabZweryfikowany adres z ucl.ac.uk
Mary Ellen FosterUniversity of GlasgowZweryfikowany adres z glasgow.ac.uk
Chris FrauenbergerProfessor for Human-Computer Interaction, Department of Artificial Intelligence and Human InterfacesZweryfikowany adres z frauenberger.name
Elisabeth AndreProfessor of Computer Sciences, Augsburg UniversityZweryfikowany adres z informatik.uni-augsburg.de
Katerina AvramidesLondon Knowledge Lab, Institute of Education, University of LondonZweryfikowany adres z ioe.ac.uk
Cristina ConatiProfessor of Computer Science, University of British ColumbiaZweryfikowany adres z cs.ubc.ca
Tobias BaurHuman-Centered Artificial Intelligence, University of AugsburgZweryfikowany adres z uni-a.de
Ionut DamianAugsburg UniversityZweryfikowany adres z informatik.uni-augsburg.de
Judith GoodProfessor of Human Computer Interaction, University of AmsterdamZweryfikowany adres z uva.nl
Annalu WallerUniversity of DundeeZweryfikowany adres z dundee.ac.uk
rose luckinProfessor of Learner Centred Design, Institute of EducationZweryfikowany adres z ucl.ac.uk
Patrick GebhardPrincipal Researcher, German Research Center for Artificial Intelligence (DFKI), SaarlandZweryfikowany adres z dfki.de
Dr Alyssa M. AlcornSchool of Psychological Science, University of Bristol; Salvesen Mindroom Research CentreZweryfikowany adres z bristol.ac.uk

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Kaśka Porayska-Pomsta

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

Zweryfikowany adres z ucl.ac.uk - Strona główna

Artificial Intelligence Communication Learning Social Inclusion Ethics of AI in Education


Tytuł Sortuj wg cytatów Sortuj wg roku Sortuj wg tytułu	Cytowane przez Cytowane przez	Rok
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	648	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	386	2014
Training attentional control in infancy S Wass, K Porayska-Pomsta, MH Johnson Current biology 21 (18), 1543-1547, 2011	322	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	218	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	199	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	160	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	138	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	127	2014
The ethics of artificial intelligence in education W Holmes, K Porayska-Pomsta Routledge Taylor, 2023	114	2023
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	114	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	105	2011
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	94	2018
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	88	2013
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	78	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	70	2016
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	62	2019
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
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	58	2017
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	54	2020
Generating Tutorial Feedback with Affect. JD Moore, K Porayska-Pomsta, S Varges, C Zinn FLAIRS, 923-928, 2004	50	2004

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