World's Best Scientists 2026 revealed!

D-Index & Metrics

Computer Science

D-Index
68
Citations
18233
World Ranking
2090
National Ranking
1055

Social Sciences and Humanities

D-Index
68
Citations
18345
World Ranking
853
National Ranking
407

Overview

Vincent Aleven is affiliated with Carnegie Mellon University in the United States and has made substantial contributions across multiple fields including Computer Science, Psychology, and Social Sciences. Their research primarily focuses on areas such as Artificial Intelligence, Computer Science Applications, and Developmental and Educational Psychology, with significant work also in Education and Information Systems.

The scientist's research themes include Intelligent Tutoring Systems and Adaptive Learning, Online Learning and Analytics, Innovative Teaching and Learning Methods, Educational Games and Gamification, Teaching and Learning Programming, Parental Involvement in Education, and AI-based Problem Solving and Planning.

Vincent Aleven has published extensively, with frequent appearances in venues such as Proceedings, arXiv (Cornell University), British Journal of Educational Technology, International Journal of Artificial Intelligence in Education, and ICLS.

Their recent publications include:

  • Designing for human-AI complementarity in K-12 education, 2022, AI Magazine
  • Temporal analysis of multimodal data to predict collaborative learning outcomes, 2020, British Journal of Educational Technology
  • Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom, 2020, International Journal of Artificial Intelligence in Education
  • How teachers conceptualise shared control with an AI co-orchestration tool: A multiyear teacher-centred design process, 2023, British Journal of Educational Technology
  • Designing Hybrid Human-AI Orchestration Tools for Individual and Collaborative Activities: A Technology Probe Study, 2023, IEEE Transactions on Learning Technologies

Frequent coauthors in Vincent Aleven's work include Kenneth R. Koedinger, Conrad Borchers, Nikol Rummel, Tomohiro Nagashima, and Kenneth Holstein. These collaborations have resulted in multiple joint publications contributing to their fields of study.

Best Publications

  • An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor.

    Vincent A.W.M.M. Aleven;Kenneth R. Koedinger

  • Help Seeking and Help Design in Interactive Learning Environments

    Vincent Aleven;Elmar Stahl;Silke Schworm;Frank Fischer

  • Limitations of student control : Do students know when they need help?

    V. Aleven;K. R. Koedinger

  • Exploring the Assistance Dilemma in Experiments with Cognitive Tutors

    Kenneth R. Koedinger;Vincent Aleven

  • Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor

    Vincent Aleven;Bruce Mclaren;Ido Roll;Kenneth Koedinger

  • More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing

    Ryan S. Baker;Albert T. Corbett;Vincent Aleven

  • Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system

    Ido Roll;Vincent Aleven;Bruce M. McLaren;Kenneth R. Koedinger

  • A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors

    Vincent Aleven;Bruce M. Mclaren;Jonathan Sewall;Kenneth R. Koedinger

  • Teaching case-based argumentation through a model and examples

    Vincent A. W. M. M. Aleven

  • The cognitive tutor authoring tools (CTAT): preliminary evaluation of efficiency gains

    Vincent Aleven;Bruce M. McLaren;Jonathan Sewall;Kenneth R. Koedinger

  • International Handbook of Metacognition and Learning Technologies

    Roger Azevedo;Vincent Aleven

  • Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity.

    Kenneth Holstein;Bruce M. McLaren;Vincent Aleven

  • The worked-example effect: Not an artefact of lousy control conditions

    Rolf Schwonke;Alexander Renkl;Carmen Krieg;Jörg Wittwer

  • Toward Tutoring Help Seeking

    Vincent Aleven;Bruce McLaren;Ido Roll;Kenneth Koedinger

  • Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems

    Vincent Aleven;Ido Roll;Bruce M. McLaren;Kenneth R. Koedinger

  • Toward Tutoring Help Seeking Applying Cognitive Modeling to Meta-cognitive Skills

    Vincent Aleven;Bruce M. McLaren;Ido Roll;Kenneth R. Koedinger

  • Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments

    Ulrike I.E. Magner;Rolf Schwonke;Vincent Aleven;Octav Popescu

  • Using background knowledge in case-based legal reasoning: a computational model and an intelligent learning environment

    Vincent Aleven

  • Instruction Based on Adaptive Learning Technologies

    Vincent Aleven;Elizabeth A. McLaughlin;R. Amos Glenn;Kenneth R. Koedinger

  • Opening the door to non-programmers: Authoring Intelligent tutor behavior by demonstration

    Kenneth R. Koedinger;Vincent Aleven;Neil Heffernan;Bruce Mclaren

  • Defining "Ill-Defined Domains"; A literature survey.

    Collin F. Lynch;Kevin D. Ashley;Vincent Aleven;Niels Pinkwart

Frequent Co-Authors

Kenneth R. Koedinger
Kenneth R. Koedinger Carnegie Mellon University
Nikol Rummel
Nikol Rummel Ruhr University Bochum
Bruce M. McLaren
Bruce M. McLaren Carnegie Mellon University
Ido Roll
Ido Roll Technion – Israel Institute of Technology
Ryan S. Baker
Ryan S. Baker University of Pennsylvania
Carolyn Penstein Rosé
Carolyn Penstein Rosé Carnegie Mellon University
Alexander Renkl
Alexander Renkl University of Freiburg
Emma Brunskill
Emma Brunskill Stanford University
Albert T. Corbett
Albert T. Corbett Carnegie Mellon University
Neil T. Heffernan
Neil T. Heffernan Worcester Polytechnic Institute

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