Publications: 2021/2022

Books

Sinatra, A.M., Graesser, A.C., Hu, X., Goldberg, B., Hampton, A.J., and Johnston, J.H. (Eds.). (2022). Design Recommendations for Intelligent Tutoring Systems: Volume 9 - Competency-Based Scenario Design (Vol.9).  Orlando, FL: US Army Combat Capabilities Development Command - Soldier Center.

Journal Publications 

Chen, S, Fang, Y., Shi, G., Sabatini, J., Greenberg, D., Frijters, J., & Graesser, A.C. (2021). Automated disengagement tracking within an intelligent tutoring system. Frontiers in Artificial Intelligence, 3, 1-16.   

Graesser, A.C., Greenberg, D., Frijters, J.C., & Talwar, A. (2021). Using computer agents to track performance and engagement in a reading comprehension intervention for adult literacy students. Signos Revista, 54, 1-16.   

Li, H., & Graesser, A.C. (2021). The impact of conversational agents’ language on summary writing.  Journal on Research on Technology and Education, 55, 44-66.

McCarthy, P.M., Al-Harthy, A., Buck, R.H., Ahmed, K., Duran, N.D., Thomas, A.M., Kaddoura, N.W., & Graesser, A.C. (2021). Introducing Auto-Peer: A computational tool designed to provide automated feedback. Asian ESP Journal. 17, 9-43.

Smith, E. H., Hollander, J., Graesser, A. C., Sabatini, J., & Hu, X. (2021). Integrating SARA assessment with reading comprehension training in AutoTutor. English Teaching, 76, 17-29.

Stadler, M., Graesser, A., & Fischer, F. (2021). Editorial: Transdisciplinary research on teaching and teachers – chances and challenges.  Frontiers in Psychology. 

Fang, Y., Lippert, A., Cai, Z., Chen, S., Frijters, J., Greenberg, D., & Graesser, A. (2022). Patterns of adults with low literacy skills interacting with an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 32, 297-322. 

Graesser, A.C. Sabatini, J., & Li, H. (in press). Educational psychology is evolving to accommodate technology, multiple disciplines, and 21st century skills.  Annual Review of Psychology, 73, 547-574.

Greenberg, D., Graesser, A.C., & Miller, C.D. (in press).  An intelligent tutoring system for adult literacy learners: Lessons for practitioners.  Adult Literacy Education, 4, 36-42. 

Book Chapters

Graesser, A. (2021). Tasks and tests for assessing artificial intelligence and robotics in comparison with humans.  In OECD, AI and the Future of Skills, Volume 1: Capabilities and Assessments (pp. 298-306).  Paris, FR: OECD Publishing.

Graesser, A.C., & Windsor, L. (2022).  Text and discourse with humans and computers.  In R. Boyd and M. Dehghani and R. Boyd (Eds.), Handbook of language analysis in psychology (pp. 564-575).  New York: Guilford Press. 

Graesser, A.C., & Li, H. (2022).  Intelligent tutoring systems and conversational agents.  In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education, edition 4.  Elsevier. 

Graesser, A.C., & Sabatini, J. (2022).  On the shoulders of giants: How the social sciences can help AI navigate its ethical concerns.  In D. Hampton and J.A. DeFalco (Eds.), The frontlines of artificial intelligence ethics: Human-centric perspectives in technology advance.   London: Routledge.

Sabatini, J., Park, J. H., Chakraborty, A., Graesser, A. C., Macintyre, T., M., C., & Ogunniran, M. O. (2022). Education technology. In E. A. Vickers, K. Pugh, & L. Gupta (Eds.), Reimagining education: The International Science and Evidence based Education Assessment (pp. 398-462). New Delhi: UNESCO MGIEP.

Conference Proceedings

Shi, G., Wang, L., Zhang, L., Shubeck, K., Peng, S., Hu, X., & Graesser, A. C. (2021). The adaptive features of an intelligent tutoring system for adult literacy. In Proceedings of the Third International Conference, AIS 2021, Held as Part of the 23rd HCI International Conference, Washington DC, USA.

Hollander, J., Sabatini, J., & Graesser, A. (2022). How item and learner characteristics matter in intelligent tutoring systems data.  In. M.C. Rodrigo, N. Matsuda, A.I. Cristea, and V. Dimitrova (Eds.), Proceedings of the 23rd International Conference of Artificial Intelligence in Education (pp. 520-523). Durham, UK: Springer.

Hu, X., & Graesser, A.C. (2022).  Design, build, evaluate, and implement conversation-based adaptive instructional systems (CbAIS).  In. M.C. Rodrigo, N. Matsuda, A.I. Cristea, and V. Dimitrova (Eds.), Proceedings of the 23rd International Conference of Artificial Intelligence in Education (pp. 623-625). Durham, UK: Springer.

Li, H., Cheng, F., Wang, G., & Graesser, A. (2022).  The impact of conversational agents’ language on self-efficacy and summary writing.  In. M.C. Rodrigo, N. Matsuda, A.I. Cristea, and V. Dimitrova (Eds.), Proceedings of the 23rd International Conference of Artificial Intelligence in Education (pp. 553-559). Durham, UK: Springer.