Paul Brna

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18ranked-venue papers

1as first author

0since 2021 · last 2014

—ORCID · none

Domains — the database's venue-derived domains; a paper can count in several

Human-computer interaction and ubiquitous computing · 18 · 1 first-authorApplied, interdisciplinary, general and emerging computing · 13 · 1 first-author

Expertise — from the expertise taxonomy: the topics of the expert's papers under the CCF categories. A weight counts papers with recency: 1 for a paper about the topic, 0.3 when the topic is its context, halved every five years.

Software engineering, system software, and programming languages 1 paper		Software maintenance and evolution · 100%
Interdisciplinary, comprehensive, and emerging computing 1 paper		Computing education · 100%

Topics — the 2 heaviest of 2, each with the papers that count most for it

Topic	Weight	Papers	Last	Evidence papers
Software maintenance and evolution program comprehension	0.0	1	2004	Program comprehension and authentic measurement: : a scheme for analysing descriptions of programs · Int. J. Hum. Comput. Stud. 2004
Computing education programming education	0.0	1	2004	Program comprehension and authentic measurement: : a scheme for analysing descriptions of programs · Int. J. Hum. Comput. Stud. 2004

Methods — techniques the papers use, named apart from their topics

protocol analysis · 0.1measurement scheme · 0.1

Year	Publication	Venue	Position
2014	Employing linked data and dialogue for modelling cultural awareness of a user abstract Intercultural competence is an essential 21st Century skill. A key issue for developers of cross-cultural training simulators is the need to provide relevant learning experience adapted to the learnerfis abilities. This paper presents a dialogic approach for a quick assessment of the depth of a learner's current intercultural awareness as part of the EU ImREAL project. To support the dialogue, Linked Data is seen as a rich knowledge base for a diverse range of resources on cultural aspects. This paper investigates how semantic technologies could be used to: (a) extract a pool of concrete culturally-relevant facts from DBpedia that can be linked to various cultural groups and to the learner, (b) model a learner's knowledge on a selected set of cultural themes and (c) provide a novel, adaptive and user-friendly, user modelling dialogue for cultural awareness. The usability and usefulness of the approach is evaluated by CrowdFlower and Expert Inspection. Ronald Denaux, Vania Dimitrova, Lydia Lau, Paul Brna, Dhavalkumar Thakker, Christina M. Steiner	IUI	4
2014	Using DBpedia as a Knowledge Source for Culture-Related User Modelling Questionnaires Dhavalkumar Thakker, Lydia Lau, Ronald Denaux, Vania Dimitrova, Paul Brna, Christina M. Steiner	UMAP	5
2013	Semantic Social Sensing for Improving Simulation Environments for Learning Vania Dimitrova, Christina M. Steiner, Dimoklis Despotakis, Paul Brna, Antonio Ascolese, Lucia Pannese, Dietrich Albert	EC-TEL	4
2012	Taming Digital Traces for Informal Learning: A Semantic-Driven Approach Dhavalkumar Thakker, Dimoklis Despotakis, Vania Dimitrova, Lydia Lau, Paul Brna	EC-TEL	5
2011	First Workshop on Artificial Intelligence in Education to Support the Social Inclusion of Communities (AIEDSIC) Fabio N. Akhras, Paul Brna	AIED	2
2011	Adult Self-regulated Learning through Linking Experience in Simulated and Real World: A Holistic Approach Sónia Hetzner, Christina M. Steiner, Vania Dimitrova, Paul Brna, Owen Conlan	EC-TEL	4
2007	Evaluating of a Scaffolding System for Supporting Less Experienced Feedback Givers Duenpen Kochakornjarupong, Paul Brna	AIED	2
2006	Approximate Modelling of the Multi-dimensional Learner Rafael Morales-Gamboa, Nicolas van Labeke, Paul Brna	Intelligent Tutoring Systems	3
2005	Who Helps the Helper? A Situated Scaffolding System for Supporting Less Experienced Feedback Givers Duenpen Kochakornjarupong, Paul Brna, Paul Vickers	AIED	2
2005	The Focus-Metaphor Approach: A Novel Concept for the Design of Adaptive and User-Centric Interfaces Sven Laqua, Paul Brna	INTERACT	2
2004	Workshop on Social and Emotional Intelligence in Learning Environments Claude Frasson, Kaska Porayska-Pomsta, Cristina Conati, Guy Gouardères, W. Lewis Johnson, Helen Pain, Elisabeth André, Timothy W. Bickmore, Paul Brna, Isabel Fernández de Castro, Stefano A. Cerri, Cleide Jane Costa, James C. Lester, Christine L. Lisetti, Stacy Marsella, Jack Mostow, Roger Nkambou, Magalie Ochs, Ana Paiva 0001, Fábio Paraguaçu, Natalie K. Person, Rosalind W. Picard, Candace L. Sidner, Angel de Vicente	Intelligent Tutoring Systems	9
2004	Workshop on Dialog-Based Intelligent Tutoring Systems: State of the Art and New Research Directions Neil T. Heffernan, Peter M. Hastings, Gregory Aist, Vincent Aleven, Ivon Arroyo, Paul Brna, Mark G. Core, Martha W. Evens, Reva Freedman, Michael Glass, Arthur C. Graesser, Kenneth R. Koedinger, Pamela W. Jordan, Diane J. Litman, Evelyn Lulis, Helen Pain, Carolyn P. Rosé, Beverly P. Woolf, Claus Zinn	Intelligent Tutoring Systems	6
2004	Program comprehension and authentic measurement: : a scheme for analysing descriptions of programs Judith Good, Paul Brna	Int. J. Hum. Comput. Stud.	2
2002	The Design and Implementation of a Graphical Communication Medium for Interactive Open Learner Modelling Vania Dimitrova, Paul Brna, John A. Self	Intelligent Tutoring Systems	2
1998	Flexible ILE Development: Case Studies of an Agent-Based Software Engineering Approach David Duncan, Paul Brna	Intelligent Tutoring Systems	2
1998	Information Types and Cognitive Principles in Program Comprehension: Towards Adaptable Support for Novice Visual Programmers Judith Good, Paul Brna	Intelligent Tutoring Systems	2
1995	Extending the Scope of the Student Model Susan Bull, Paul Brna, Helen Pain	User Model. User Adapt. Interact.	2
1992	The Application of Cognitive Diagnosis to the Quantitative Analysis of Simple Electrical Circuits Paul Brna, Andrew Caiger	Intelligent Tutoring Systems	1