DescriptionThis two-volume set LNCS 11625 and 11626 constitutes the refereed proceedings of the 20th International Conference on Artificial Intelligence in Education, AIED 2019, held in Chicago, IL, USA, in June 2019.The 45 full papers presented together with 41 short, 10 doctoral consortium, 6 industry, and 10 workshop papers were carefully reviewed and selected from 177 submissions. AIED 2019 solicits empirical and theoretical papers particularly in the following lines of research and application: Intelligent and interactive technologies in an educational context; Modelling and representation; Models of teaching and learning; Learning contexts and informal learning; Evaluation; Innovative applications; Intelligent techniques to support disadvantaged schools and students, inequity and inequality in education.​Table of Contents Front MatterTowards the Identification of Propaedeutic Relations in TextbooksInvestigating Help-Giving Behavior in a Cross-Platform Learning EnvironmentPredicting Academic Performance: A Bootstrapping Approach for Learning Dynamic Bayesian NetworksThe Impact of Student Model Updates on Contingent Scaffolding in a Natural-Language Tutoring SystemItem Ordering Biases in Educational DataA Comparative Study on Question-Worthy Sentence Selection Strategies for Educational Question GenerationEffect of Discrete and Continuous Parameter Variation on Difficulty in Automatic Item GenerationAutomated Summarization Evaluation (ASE) Using Natural Language Processing ToolsThe Importance of Automated Real-Time Performance Feedback in Virtual Reality Temporal Bone Surgery TrainingAutonomy and Types of Informational Text Presentations in Game-Based Learning EnvironmentsExamining Gaze Behaviors and Metacognitive Judgments of Informational Text Within Game-Based Learning EnvironmentsUsing “Idealized Peers” for Automated Evaluation of Student Understanding in an Introductory Psychology Course4D Affect Detection: Improving Frustration Detection in Game-Based Learning with Posture-Based Temporal Data FusionDesigning for Complementarity: Teacher and Student Needs for Orchestration Support in AI-Enhanced ClassroomsThe Case of Self-transitions in Affective DynamicsHow Many Times Should a Pedagogical Agent Simulation Model Be Run?A Survey of the General Public’s Views on the Ethics of Using AI in EducationPromoting Inclusivity Through Time-Dynamic Discourse Analysis in Digitally-Mediated Collaborative LearningEvaluating Machine Learning Approaches to Classify Pharmacy Students’ Reflective StatementsComfort with Robots Influences Rapport with a Social, Entraining Teachable RobotA Concept Map Based Assessment of Free Student Answers in Tutorial DialoguesDeep (Un)Learning: Using Neural Networks to Model Retention and Forgetting in an Adaptive Learning SystemChecking It Twice: Does Adding Spelling and Grammar Checkers Improve Essay Quality in an Automated Writing Tutor?What’s Most Broken? Design and Evaluation of a Tool to Guide Improvement of an Intelligent TutorReducing Mind-Wandering During Vicarious Learning from an Intelligent Tutoring SystemAnnotated Examples and Parameterized Exercises: Analyzing Students’ Behavior PatternsInvestigating the Effect of Adding Nudges to Increase Engagement in Active Video WatchingBehavioural Cloning of Teachers for Automatic Homework SelectionIntegrating Students’ Behavioral Signals and Academic Profiles in Early Warning SystemPredicting Multi-document Comprehension: Cohesion Network AnalysisStudent Network Analysis: A Novel Way to Predict Delayed Graduation in Higher EducationAutomatic Generation of Problems and Explanations for an Intelligent Algebra TutorGeneralizability of Methods for Imputing Mathematical Skills Needed to Solve Problems from TextsUsing Machine Learning to Overcome the Expert Blind Spot for Perceptual Fluency TrainingsDisentangling Conceptual and Embodied Mechanisms for Learning with Virtual and Physical RepresentationsAdaptive Support for Representation Skills in a Chemistry ITS Is More Effective Than Static SupportConfrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference?Modeling Collaboration in Online Conversations Using Time Series Analysis and DialogismImproving Short Answer Grading Using Transformer-Based Pre-trainingUniform Adaptive Testing Using Maximum Clique AlgorithmRater-Effect IRT Model Integrating Supervised LDA for Accurate Measurement of Essay Writing AbilityCollaboration Detection that Preserves Privacy of Students’ SpeechHow Does Order of Gameplay Impact Learning and Enjoyment in a Digital Learning Game?Analyzing Students’ Design Solutions in an NGSS-Aligned Earth Sciences CurriculumHierarchical Reinforcement Learning for Pedagogical Policy InductionBack MatterEditors BiographySeiji Isotani University of Sao Paulo, Sao Paulo, BrazilEva Millán University of Malaga, Málaga, SpainAmy Ogan, Bruce McLaren Carnegie Mellon University, Pittsburgh, USAPeter Hastings DePaul University, Chicago, USARose Luckin University College London, London, UK