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ORCIDRachel Van Campenhout
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2020 – today
- 2024
[c20]Benny G. Johnson, Jeffrey S. Dittel, Rachel Van Campenhout:
Investigating Student Ratings with Features of Automatically Generated Questions: A Large-Scale Analysis using Data from Natural Learning Contexts. EDM 2024- [c19]Jeffrey S. Dittel, Michelle W. Clark, Rachel Van Campenhout, Benny G. Johnson:
Exploring Large Language Models for Evaluating Automatically Generated Questions. EcalLAC@AIED 2024 - [c18]Rachel Van Campenhout
, Murray Kimball, Michelle W. Clark, Jeffrey S. Dittel, Bill Jerome, Benny G. Johnson:
An Investigation of Automatically Generated Feedback on Student Behavior and Learning. LAK 2024: 850-856 - [c17]Nick Brown, Rachel Van Campenhout, Michelle W. Clark, Benny G. Johnson:
Are Students Reading? How Formative Practice Impacts Student Reading Behaviors in Etextbooks. L@S 2024: 383-387 - [c16]Rachel Van Campenhout, Benny G. Johnson, Michelle W. Clark, Melissa Deininger, Shannon Harper, Kelly G. Odenweller, Erin Wilgenbusch:
Automatically Generated Practice in the Classroom: Exploring Performance and Impact Across Courses. SoftCOM 2024: 1-6 - 2023
- [c15]Rachel Van Campenhout, Michelle W. Clark, Bill Jerome, Jeffrey S. Dittel, Benny G. Johnson:
Advancing Intelligent Textbooks with Automatically Generated Practice: A Large-Scale Analysis of Student Data. iTextbooks@AIED 2023: 15-26 - [c14]Bill Jerome, Rachel Van Campenhout, Jeffrey S. Dittel, Richard Benton, Benny G. Johnson:
Iterative Improvement of Automatically Generated Practice with the Content Improvement Service. HCI (34) 2023: 312-324 - [c13]Rachel Van Campenhout, Bill Jerome, Jeffrey S. Dittel, Benny G. Johnson:
The Doer Effect at Scale: Investigating Correlation and Causation Across Seven Courses. LAK 2023: 357-365 - [c12]Rachel Van Campenhout, Michelle W. Clark, Jeffrey S. Dittel, Nick Brown, Richard Benton, Benny G. Johnson:
Exploring Student Persistence with Automatically Generated Practice through Interaction Patterns. SoftCOM 2023: 1-6 - 2022
- [c11]Benny G. Johnson, Jeffrey S. Dittel, Rachel Van Campenhout, Rodrigo Bistolfi, Aida Maeda, Bill Jerome:
Parallel Construction: A Parallel Corpus Approach for Automatic Question Generation in Non-English Languages. iTextbooks@AIED 2022: 40-49 - [c10]Rachel Van Campenhout, Martha Hubertz, Benny G. Johnson:
Evaluating AI-Generated Questions: A Mixed-Methods Analysis Using Question Data and Student Perceptions. AIED (1) 2022: 344-353 - [c9]Bill Jerome, Rachel Van Campenhout, Jeffrey S. Dittel, Richard Benton, Scott Greenberg, Benny G. Johnson:
The Content Improvement Service: An Adaptive System for Continuous Improvement at Scale. HCI (42) 2022: 286-296 - [c8]Benny G. Johnson, Jeffrey S. Dittel, Rachel Van Campenhout, Bill Jerome:
Discrimination of Automatically Generated Questions Used as Formative Practice. L@S 2022: 325-329 - 2021
- [c7]Rachel Van Campenhout, Jeffrey S. Dittel, Bill Jerome, Benny G. Johnson:
Transforming Textbooks into Learning by Doing Environments: An Evaluation of Textbook-Based Automatic Question Generation. iTextbooks@AIED 2021: 60-73 - [c6]Rachel Van Campenhout:
Learning Engineering as an Ethical Framework - A Case Study of Adaptive Courseware Development. HCI (31) 2021: 105-119 - [c5]Rachel Van Campenhout, Bill Jerome, Jeffrey S. Dittel, Benny G. Johnson:
Investigating Adaptive Activity Effectiveness Across Domains: Insights into Design Best Practices. HCI (31) 2021: 321-333 - [c4]Rachel Van Campenhout, Nick Brown, Bill Jerome, Jeffrey S. Dittel, Benny G. Johnson:
Toward Effective Courseware at Scale: Investigating Automatically Generated Questions as Formative Practice. L@S 2021: 295-298 - [c3]Bill Jerome, Rachel Van Campenhout, Benny G. Johnson:
Automatic Question Generation and the SmartStart Application. L@S 2021: 365-366 - 2020
- [c2]Rachel Van Campenhout:
Supporting Metacognitive Learning Strategies Through an Adaptive Application. HCI (34) 2020: 218-227 - [c1]Rachel Van Campenhout, Bill Jerome, Benny G. Johnson:
The Impact of Adaptive Activities in Acrobatiq Courseware - Investigating the Efficacy of Formative Adaptive Activities on Learning Estimates and Summative Assessment Scores. HCI (34) 2020: 543-554
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