Publications‎ > ‎

2012/2011

Recent Presentations

Click here for the presentation at the Serious Play conference in Redmond, Washington

Books

D’Mello, S. K., Graesser, A. C., Schuller, B., & Martin, J. (Ed.s). (2011). Affective Computing and Intelligent Interaction (ACII 2011). Springer: Berlin Heidelberg.


Refereed Journal Publications (Does not include book chapters)


D'Mello, S. K., Dale, R., & Graesser, A. C. (2012). Disequilibrium in the mind, disharmony in the body. Cognition and Emotion, 26(2), 362-374. Link to PDF  

D'Mello, S. K., Dowell, N., & Graesser, A. C. (2011). Does it really matter whether students' contributions are spoken versus typed in an intelligent tutoring system with natural language? Journal of Experimental Psychology: Applied, 17(1), 1-17. Link to PDF

D'Mello, S. K., & Graesser, A. C. (2011). The half-life of cognitive-affective states during complex learning. Cognition and Emotion, 25(7), 1299-1308. Link to PDF

D’Mello, S., & Graesser, A.C. (2012). Language and discourse are powerful signals of student emotions during tutoring.  IEEE Transactions on Learning Technologies, 5(4), 304-317. Link to PDF

D’Mello, S. K. & Graesser, A. C. (2012). Dynamics of affective states during complex learning.  Learning and Instruction, 22, 145-157. Link to PDF

D'Mello, S. K., & Graesser, A. C. (2012). AutoTutor and affective AutoTutor: Learning by talking with cognitively and emotionally intelligent computers that talk back. ACM Transactions on Interactive Intelligent Systems, 2(4), 23:1-38. Link to PDF

D'Mello, S. K., Lehman, B., Pekrun, R., & Graesser, A. C. (in press). Confusion can be beneficial for learning. Learning and Instruction. Link to PDF

Goldman, S. R., Braasch, J. L. G., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and learning from internet sources: Processes patterns of better and poorer learners. Reading Research Quarterly, 47, 356-381. Link to PDF

Graesser, A.C. (2011). Improving learning.  Monitor on Psychology, July/August, 2-8. Link to e-copy

Graesser, A.C. (2011). Learning, thinking, and emoting with discourse technologies. American Psychologist. Link to PDF

Graesser, A. C., & D'Mello, S. K. (2012). Moment-to-moment emotions during reading. The Reading Teacher, 66, 238-242. Link to PDF

Graesser, A. C., D'Mello, S. K., & Strain, A. (2011). Computer agents that help students learn with intelligent strategies and emotional sensitivity. Philippine Computing Journal, 6(2), 1-8. Link to PDF

Graesser, A. C., Dowell, N., & Moldovan, C. (2011). A computer’s understanding of literature. Scientific Studies of Literature. Link to PDF

Graesser, A.C., & Hu, X. (2011).  Commentary on causal prescriptive statements.  Educational Psychology Review, 23(2), 279-285. Link to PDF

Graesser, A. C., & McNamara, D. S. (2011). Computational analyses of multilevel discourse comprehension. Topics in Cognitive Science. Link to PDF


Graesser, A.C., McNamara, D.S., & Kulikowich, J. (2011).  Coh-Metrix: Providing multilevel analyses of text characteristics.  Educational Researcher, 40(5), 223-234.   
Link to PDF

Halpern, D. F., Millis, K., Graesser, A. C., Butler, H., Forsyth, C., & Cai, Z. (2012). Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning. Thinking Skills and Creativity7, 93-100. Link to PDF

Hu, X., Craig, S. D., Bargagliotti A. E., Graesser, A. C., Okwumabua, T., Anderson, C., Cheney, K. R., & Sterbinsky, A. (2012). The effects of a traditional and technology-based after-school setting on 6th grade students’ mathematics skills. Journal of Computers in Mathematics and Science Teaching, 31(1), 17-38.     

Kopp, K. J., Britt, M. A., Millis, K., & Graesser, A. C. (2012). Improving the efficiency of dialogue in tutoring. Learning and Instruction, 22(5), 320-330.   doi: 10.1016/j.learninstruc.2011.12.002 Link to PDF 

Lehman, B., D’Mello, S. K., & Graesser, A. C. (2012). Confusion and Complex Learning during Interactions with Computer Learning Environments. The Internet and Higher Education, 15, 184-194. Link to PDF

Magliano, J. P., & Graesser, A. C. (2012). Computer-based assessment of student-constructed responses. Behavioral Research Methods, 44, 608-621. Link to PDF

Olney, A.M., Graesser, A.C., & Person, N.K. (2012). Question generation from concept maps. Dialogue & Discourse, 3(2), 75 - 99. Link to PDF 

Rus, V., D’Mello, S. K., Hu, X., & Graesser, A. C. (in press). Recent advances in intelligent tutoring systems with conversational dialogue, AI Magazine.

Book Chapters

Butler, H., Forsyth, C., Halpern, D., Graesser, A. C., & Millis, K. (2012). Secret agents, alien spies, and a quest to save the world:   Operation ARIES! Engages students in scientific reasoning and critical thinking. In R. L. Miller, R. F. Rycek, E. Amsel, B. Kowalski, B. Beins, K. Keith, & B. Peden (Eds.)., Volume 1: Programs, techniques and opportunities. Syracuse, NY: Society for the Teaching of Psychology. PDF

D'Mello, S. K., & Graesser, A. C. (2011). Automated detection of cognitive-affective states from text dialogues. In P. M. McCarthy, & C. Boonthum (Eds.), Applied natural language processing and content analysis: Identification, investigation and resolution. Hershey, PA: IGI Global.

D'Mello, S. K., & Graesser, A. C. (2012). Emotions during learning with AutoTutor. In P. J. Durlach, & A. Lesgold (Eds.), Adaptive technologies for training and education. Cambridge, U.K.: Cambridge University Press. Link to PDF

D'Mello, S. K., Lehman, B., & Graesser, A. C. (2011). A motivationally supportive affect-sensitive AutoTutor. In R. Calvo and S. K. D'Mello (Eds.). New perspectives on affect and learning technologies (pp.113-126). New York: Springer.

D'Mello, S. K., Strain, A. C., Olney, A. M., & Graesser, A. C. (in press). Affect, meta-affect, and affect regulation during complex learning. In R. Azevedo, & V. Aleven (Eds.), International handbook of metacognition and learning technologies. Springer.

D'Mello, S. K., & Graesser, A. C. (2012). Text-Based Affect Detection in Intelligent Tutors. In P. McCarthy, C. Boonthum-Denecke, & T. Lamkin (Eds.), Cross-Disciplinary Advances in Applied Natural Language Processing: Issues and Approaches (pp. 284-304). Hershey, PA: IGI Global.

D’Mello, S. K., & Graesser, A. C. (2012). Emotions during learning with AutoTutor. In P. Durlach and A. Lesgold (Eds.), Adaptive Technologies for Training and Education (pp. 117-139). Cambridge, U.K.: Cambridge University Press.     

D’Mello, S. K. & Graesser, A. C. (in press). Confusion. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions and education. New York, NY: Taylor & Francis.

D’Mello, S. K. & Graesser, A. C. (in press). Design of Dialog-Based Intelligent Tutoring Systems to Simulate Human-to-Human Tutoring. In A. Neustein & J. Markowitz (Eds.) Where Humans Meet Machines: Innovative Solutions to Knotty Natural Language Problems. Springer Verlag, Heidelberg/New York.

D’Mello, S. K. & Graesser, A. C. (in press). Feeling, Thinking, and Computing with Affect-Aware Learning Technologies. In Calvo, R. A., D’Mello, S. K., Gratch, J., & Kappas, A. (Eds.) Handbook of Affective Computing. Oxford University Press.


Graesser, A. C. (2011). AutoTutor. In P. M. McCarthy, & C. Boonthum (Eds.), Applied natural language processing and content analysis: Identification, investigation and resolution. Hershey, PA: IGI Global.

Graesser, A. C., Conley, M. W., & Olney, A. M. (2012). Intelligent tutoring systems. In S. Graham, & K. Harris (Eds.),  APA Educational Psychology Handbook: Vol. 3. Applications to Learning and Teaching (pp. 451-473).  Washington, DC: American Psychological Association. Link to PDF

Graesser, A. C., & D'Mello, S. K. (2011). Theoretical perspectives on affect and deep learning. In R. Calvo and S. K. D'Mello (Eds.). New perspectives on affect and learning technologies (pp. 11-22). New York: Springer. Link to PDF

Graesser, A.C., & D’Mello, S. (2012). Emotions during the learning of difficult material. In. B. Ross (Eds.), The Psychology of Learning and Motivation, vol. 57 (pp. 183-225). Elsevier. Link to PDF 

Graesser, A. C., D'Mello, S. K., & Cade, W. (2011). Instruction based on tutoring. In R. E. Mayer, & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 408-426). New York: Routledge. 
Link to PDF

Graesser, A. C., D'Mello, S. K., Hu, X., Cai, Z., Olney, A., & Morgan, B. (2012). AutoTutor. In P. M. McCarthy, & C. Boonthum (Eds.), Applied natural language processing and content analysis: Identification, investigation and resolution (pp. 169-187). Hershey, PA: IGI Global. Link to PDF

Graesser, A. C., Franceschetti, D. R., Gholson, B., & Craig, S. D. (2011). Learning Newtonian physics with conversational agents and interactive simulation. In N. L. Stein, & S. Raudenbush (Eds.), Developmental cognitive science goes to school (pp. 157-172). New York: Routledge. Link to PDF

Graesser, A. C., Keshtkar, F., & Li, H. (in press). Discourse processing in tutoring systems.  Role of natural language and discourse processing in advanced tutoring systems In T. Holtgraves (Ed.), Oxford Handbook of Language and Social Psychology. Oxford, U.K.: Oxford University Press.

Graesser, A. C., & Lehman, B. (2012). Questions drive comprehension of text and multimedia. In M. T. McCrudden, J. Magliano, and G. Schraw (Eds.), Text relevance and learning from text (pp. 53-74). Greenwich, CT: Information Age Publishing. Link to PDF

Graesser, A. C., McNamara, D. S., & Rus, V. (2011). Computational modeling of discourse and conversation. In M. Spivey, M. Joanisse, & K. McRae (Eds.), The Cambridge handbook of psycholinguistics. Cambridge, U.K.: Cambridge University Press. Link to PDF

Graesser, A. C., & McNamara, D. S. (2012). Automated analysis of essays and open-ended verbal responses. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA Handbook of Research Methods in Psychology, Vol 1: Foundations, Planning, Measures, and Psychometrics (pp. 307-325). Washington, DC: American Psychological Association. Link to PDF

Graesser, A. C., & McNamara, D. S. (2012). Reading instruction: Technology-based supports for classroom instruction. In C. Dede & J. Richards (Eds.), Digital Teaching Platforms: Customizing Classroom Learning for Each Student (pp. 71-87). New York, NY: Teachers College Press. Link to PDF

Graesser, A.C., McNamara, D.S., & Louwerse, M.M. (2011). Methods of automated text analysis. In M.L. Kamil, D. Pearson, E.B. Moje, & P. Afflerbach (Eds.), Handbook of Reading Research, Volume IV (pp. 34-53). New York: Routledge Link to PDF

Graesser, A. C., & Millis, K. K. (2011). Discourse and cognition. In T. Van Dijk (Ed.), Discourse studies.
(pp. 126-142). Los Angeles: Sage. Link to PDF

Graesser, A. C., Millis, K., D’Mello, S. K., & Hu, X. (in press). Conversational Agents Can Help Humans Identify Flaws in the Science Reported in Digital Media. In D. Rapp & J. Braasch (Eds.) Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences. MIT Press: Cambridge, MA.


Graesser, A. C., Rus, V., Cai, Z., & Hu, X. (2012). Question answering and asking. In P. M. McCarthy, & C. Boonthum (Eds.), Applied natural language processing and content analysis: Identification, investigation and resolution. Hershey, PA: IGI Global. Link to PDF

Lintean, M., Rus, V., Cai, Z., Witherspoon-Johnson, A., Graesser, A. C., & Azevedo, R. (2012). Computational aspects of the intelligent tutoring system MetaTutor. In P. McCarthy and C. Boonthum-Denecke  (Eds.), Applied natural language processing: Identification, investigation, and resolution (pp. 247-260). Hershey, PA: IGI Global. Link to PDF

Mavrikis, M., D'Mello, S. K., Porayska-Pomsta, K., Cocea, M., & Graesser, A. C. (2011). Modeling affect by mining students' interactions within learning environments. In C. Romero, S. Ventura, M. Pechenizkiy & Baker, Ryan S. J. d. (Eds.), Handbook of educational data mining (pp. 231-244). Boca Raton, FL: CRC Press. Link to PDF

McCarthy, P. M., Dufty, D., Hempelman, C., Cai, Z., Graesser, A. C., & McNamara, D. S. (2011). Evaluating givenness/newness. In P. M. McCarthy & C. Boonthum (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution
(pp. 231-244). . Hershey, PA: IGI Global.

McNamara, D. S., & Graesser, A. C. (2011). Coh-Metrix: An automated tool for theoretical and applied natural language processing. In P. M. McCarthy & C. Boonthum (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (188-205). Hershey, PA: IGI Global.

McNamara, D. S., Graesser, A. C, & Louwerse, M. M. (in press). Sources of text difficulty: Across the ages and genres. In J. P. Sabatini & E. Albro (Eds.), Assessing reading in the 21st century: Aligning and applying advances in the reading and measurement sciences. Lanham, MD: R&L Education.

McNamara, D. S., Raine, R., Roscoe, R., Crossley, S., Jackson, G. T., Dai, J., Cai, Z., Renner, A., Brandon, R., Weston, J., Dempsey, K., Lam, D., Sullivan, S., Kim, L., Rus, V., Floyd, R., McCarthy, P. M., & Graesser, A. C. (2012). The Writing-Pal: Natural language algorithms to support intelligent tutoring on writing strategies. In P. M. McCarthy & C. Boonthum (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (298-311). Hershey, PA: IGI Global.

Millis, K., Forsyth, C., Butler, H., Wallace, P., Graesser, A. C., & Halpern, D. (2011). Operation ARIES! A serious game for teaching scientific inquiry. In M. Ma, A. Oikonomou, & J. Lakhmi (Eds.), Serious games and edutainment applications (pp.169-196). London: Springer-Verlag. Link to PDF

Rus, V., Lintean, M., Graesser, A. C., & McNamara, D.S. (2012). Text-to-text similarity of statements. In P. McCarthy and C. Boonthum-Denecke  (Eds.), Applied natural language processing: Identification, investigation, and resolution (pp. 110-121). Hershey, PA: IGI Global. Link to PDF

Refereed Conference Publications and Abstracts

Burkett, C., Keshtkar, Graesser, A.C., & Li, H. (2012).  Constructing a Personality-Annotated Corpus for Educational Game based on Learys Rose Framework.  In Proceedings of the Twenty-Fifth International Florida Artificial Intelligence Research Society Conference (pp. 147-150).

Cai, Z., Forsyth, C. Germany, M. L, Graesser, A. & Millis, K. (2012). Accuracy of tracking student’s natural language in OperationARIES!: A serious game for scientific methods. In S. A. Cerri and B. Clancey (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (ITS 2012) (pp. 629-630). Berlin: Springer-Verlag.

Cai, Z., Graesser, A.C., Forsyth, C., Burkett, C., Millis, K., Wallace, P., Halpern, D. & Butler, H. (2011, November). Trialog in ARIES: User Input Assessment in an Intelligent Tutoring System. In W. Chen & S. Li (Eds.), Proceedings of the 3rd IEEE International Conference on Intelligent Computing and Intelligent Systems (pp.429-433). Guangzhou: IEEE Press. Link to PDF

Cheney, K. R., Craig, S. D. Anderson, C., Bargagloitti, A., Graesser, A. C., Sterbinsky, A., Okumabua, T., & Hu, X. (2011). Closing the knowledge Gap in Mathematics among sixth grade students using ALEKS. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1425-1427). Chesapeake, VA: AACE.

Craig, S.D., Anderson, C., Bargagloitti, A., Graesser, A. C., Okwumabua, T., Sterbinsky, A., & Hu, X. (2011). Learning with ALEKS: The Impact of Students' Attendance in a Mathematics After-School Program. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 450-452). Berlin: Springer-Verlag.

D’Mello, S. K. & Graesser, A. C. (2012). Malleability of Students’ Perceptions of an Affect-Sensitive Tutor and its Influence on Learning. In G. Youngblood & P. McCarthy (Eds.) Proceedings of 25th Florida Artificial Intelligence Research Society Conference (pp. 432-437). Menlo Park, CA: AAAI Press. Link to PDF

Dowell, N., D’Mello, S. K., Mills, C., & Graesser, A. C. (2011). Does Topic Matter? Topic Influences on Linguistic and Rubric-Based Evaluation of Writing. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 435-437). Berlin: Springer-Verlag. Link to PDF

Forsyth,C.M. Pavlik, P., Graesser,A.C. Cai,Z ,Germany,M, Millis, K., Butler,H., Halpern,D. and Dolan,R.(2012). Learning gains for core concepts in a serious game on scientific reasoning. In K.Yacef,O. Zaïane, H. Hershkovitz, M. Yudelson, and  J. Stamper (Eds.) Proceedings of the 5th International Conference on Educational Data Mining (pp 172-175). Chania, Greece: International Educational Data Mining Society.

Keshtkar, F., Burkett, C., Li, H., & Graesser, A.C. (2012).  Detecting players personality behavior with any effort of concealment.  In A. Gelbukh (Ed.), Proceedings of 13th International Conference on Intelligent Text Processing and Computational Linguistics (pp. 503-515). Heidelberg, Germany: Springer.

Keshtkar, F., Morgan, B., & Graesser, A. (2012). Introducing an Intelligent Virtual Suggestor and Assessment in Computer Educational Game. In Proceedings of 11th International Conference on Intelligent Tutoring System, ISGL Workshop (ITS 2012), Chania, Greece, June 14-18, 2012

Keshtkar, F., & Morgan, B. & Graesser, A. (2012). Automated Detection of Mentors and Players in an Educational Game. In the 5th International Conference on Educational Data Mining (EDM12). Chania, Greece, June 19-21, 2012.

Keshtkar, F., Hatfeild, D., Wang, J., Cai, Z., & Graesser, A.C. (2012). The Components of the Intelligent Virtual Mentoring and Assessment in Computer Education Games for e-Learning. Proceedings of the Twenty-Fifth International Florida Artificial Intelligence Research Society Conference (p. 570). Marco Island, FL: Association for the Advancement of Artificial Intelligence.

Lehman, B. A., D'Mello, S. K., Strain, A., Gross, M., Dobbins, A., Wallace, P., Millis, K., & Graesser, A. C. (2011). Inducing and tracking confusion with contradictions during critical thinking and scientific reasoning. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 171-178). Berlin: Springer-Verlag. [WINNER OF BEST PAPER AWARD] Link to PDF

Lehman, B., Mills, C., D'Mello, S., & Graesser, A. (2012). Automatic Evaluation of Learner Self-Explanations and Erroneous Responses for Dialogue-Based ITSs. In. S. A. Cerri, & B. Clancey (Eds.), Proceedings of 11th International Conference on Intelligent Tutoring Systems (ITS 2012) (pp. 544-553). Berlin: Springer-Verlag. Link to PDF

Lehman, B., D'Mello, S., Cade, W., & Person, K. (2012). How Do They Do It? Investigating Dialogue Moves within Dialogue Modes in Expert Human Tutoring. In. S. A. Cerri, & B. Clancey (Eds.), Proceedings of 11th International Conference on Intelligent Tutoring Systems (ITS 2012) (pp. 560-565). Berlin: Springer-Verlag. Link to PDF

Lehman, B., D'Mello, S., & Graesser, A. (2012). Interventions to Regulate Confusion to Learning. In. S. A. Cerri, & B. Clancey (Eds.), Proceedings of 11th International Conference on Intelligent Tutoring Systems (ITS 2012) (pp. 579-581). Berlin: Springer-Verlag. [WINNER OF YOUNG RESEARCHER TRACK AWARD] Link to PDF

Li, H., Cai, Z., Graesser, A.C., & Duan, Y. (2012). A comparative study on English and Chinese word uses with LIWC. In G. M. Youngblood, & P. M. McCarthy (Eds.), Proceedings of the Twenty-Fifth International Florida Artificial Intelligence Research Society Conference (pp. 238-243). Palo Alto, California: AAAI Press. Link to PDF

Morgan, B., D’Mello, S. K., Fielding, J., Fike, K., Tamplin A., Radvansky, G., Arnett, J., Abbott, R., & Graesser, A. C. (2011). Strategy Shifting in a Procedural-Motor Drawing Task. In C. Hölscher, T. F. Shipley, & L. Carlson (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society, (pp. 2099-2104). Austin, TX: Cognitive Science Society. Link to PDF

Morgan, B., Burkett, C., Bagley, E.,  & Graesser, A. C. (2011). Typed versus Spoken Conversations in a Multi-party Epistemic Game. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 513-515). Berlin: Springer-Verlag.

Morgan, B., Keshtkar, F., Duan, Y., Nash, P., & Graesser, A.C. (2012).  Using state transition networks to analyze multi-party conversations in a serious game. In. S. A. Cerri, & B. Clancey (Eds.), Proceedings of the 11th International Conference on Intelligent Tutoring Systems (ITS 2012) (pp. 162-167). Berlin: Springer-Verlag. Link to PDF.

Olney, A., D’Mello, S. K., Person, N., Cade, W., Hays, P., Williams, C., Lehman, B., & Graesser, A. C. (2012). Guru: A Computer Tutor that Models Expert Human Tutors. In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (pp. 256-261). Berlin Heidelberg: Springer-Verlag. Link to PDF 

Strain, A. C. & D’Mello, S. K. & Graesser, A. C. (2011). Training Emotion Regulation Strategies During Computerized Learning: A Method for Improving Learner Self-Regulation. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 616-618). Berlin: Springer-Verlag. Link to PDF

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