Bradford W. Mott

A learning analytics approach towards understanding collaborative inquiry in a problem-based learning environment

Saleh, A., Phillips, T. M., Hmelo-Silver, C. E., Glazewski, K. D., Mott, B. W., & Lester, J. C. (2022, February 26). BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY.

Investigating Student Interest and Engagement in Game-Based Learning Environments

ARTIFICIAL INTELLIGENCE IN EDUCATION, PT I, Vol. 13355, pp. 711–716.

Investigating a visual interface for elementary students to formulate AI planning tasks

JOURNAL OF COMPUTER LANGUAGES, 73.

Lessons Learned for AI Education with Elementary Students and Teachers

Ottenbreit-Leftwich, A., Glazewski, K., Jeon, M., Jantaraweragul, K., Hmelo-Silver, C. E., Scribner, A., … Lester, J. (2022, September 14). INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION.

Multimodal Behavioral Disengagement Detection for Collaborative Game-Based Learning

ARTIFICIAL INTELLIGENCE IN EDUCATION: POSTERS AND LATE BREAKING RESULTS, WORKSHOPS AND TUTORIALS, INDUSTRY AND INNOVATION TRACKS, PRACTITIONERS AND DOCTORAL CONSORTIUM, PT II, Vol. 13356, pp. 218–221.

A reinforcement learning approach to adaptive remediation in online training

Spain, R., Rowe, J., Smith, A., Goldberg, B., Pokorny, R., Mott, B., & Lester, J. (2021, July 23). JOURNAL OF DEFENSE MODELING AND SIMULATION-APPLICATIONS METHODOLOGY TECHNOLOGY-JDMS, Vol. 7.

Designing a Visual Interface for Elementary Students to Formulate AI Planning Tasks

2021 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING (VL/HCC 2021).

Detecting Disruptive Talk in Student Chat-Based Discussion within Collaborative Game-Based Learning Environments

LAK21 CONFERENCE PROCEEDINGS: THE ELEVENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE, pp. 405–415.

Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II, Vol. 12749, pp. 355–360.

Modeling Secondary Students' Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 30(4), 511–528.

Multidimensional Team Communication Modeling for Adaptive Team Training: A Hybrid Deep Learning and Graphical Modeling Framework

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT I, Vol. 12748, pp. 293–305.

Coordinating scaffolds for collaborative inquiry in a game-based learning environment

JOURNAL OF RESEARCH IN SCIENCE TEACHING, 57(9), 1490–1518.

4D Affect Detection: Improving Frustration Detection in Game-Based Learning with Posture-Based Temporal Data Fusion

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2019), PT I, Vol. 11625, pp. 144–156.

A Multimodal Assessment Framework for Integrating Student Writing and Drawing in Elementary Science Learning

IEEE Transactions on Learning Technologies, 12(1), 3–15.

Collaborative inquiry play A design case to frame integration of collaborative problem solving with story-centric games

INFORMATION AND LEARNING SCIENCES, 120(9/10), 547–566.

Construction and Validation of an Anticipatory Thinking Assessment

FRONTIERS IN PSYCHOLOGY, 10.

Designing and Developing Interactive Narratives for Collaborative Problem-Based Learning

INTERACTIVE STORYTELLING, ICIDS 2019, Vol. 11869, pp. 86–100.

HEALTH QUEST: PROMOTING ADOLESCENTS' HEALTH SCIENCE CAREER INTERESTS THROUGH TECHNOLOGY-RICH LEARNING EXPERIENCES

Ozer, E. M., Penilla, C., Spain, R. D., Mott, B. W., Woodson, D., & Lester, J. C. (2019, February). JOURNAL OF ADOLESCENT HEALTH, Vol. 64, pp. S134–S134.

Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II, Vol. 11626, pp. 195–200.

Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II, Vol. 11626, pp. 314–318.

Detecting and Addressing Frustration in a Serious Game for Military Training

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, 28(2), 152–193.

Infusing Computational Thinking into Middle Grade Science Classrooms: Lessons Learned

WIPSCE'18: PROCEEDINGS OF THE 13TH WORKSHOP IN PRIMARY AND SECONDARY COMPUTING EDUCATION, pp. 109–114.

Introducing the Computer Science Concept of Variables in Middle School Science Classrooms

Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE '18, 906–911.

Towards Adaptive Support for Anticipatory Thinking

PROCEEDINGS OF THE TECHNOLOGY, MIND, AND SOCIETY CONFERENCE (TECHMINDSOCIETY'18).

"Thanks Alisha, Keep in Touch": Gender Effects and Engagement with Virtual Learning Companions

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017, Vol. 10331, pp. 299–310.

Inducing Stealth Assessors from Game Interaction Data

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017, Vol. 10331, pp. 212–223.

Play in the Museum: Design and Development of a Game-Based Learning Exhibit for Informal Science Education

INTERNATIONAL JOURNAL OF GAMING AND COMPUTER-MEDIATED SIMULATIONS, 9(3), 96–113.

Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science

Computing in Science & Engineering, 18(2), 18–28.

Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment

In A. Micarelli, J. Stamper, & K. Panourgia (Eds.), Intelligent Tutoring Systems (Vol. 9684, pp. 165–175).

Integrating real-time drawing and writing diagnostic models: An evidence-centered design framework for multimodal science assessment

Intelligent tutoring systems, its 2016, 0684, 165–175.

DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 277–286.

Leveraging collaboration to improve gender equity in a game-based learning environment for middle school computer science

2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT).

Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 64–73.

Two Modes Are Better Than One: A Multimodal Assessment Framework Integrating Student Writing and Drawing

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 205–215.

A Supervised Learning Framework for Modeling Director Agent Strategies in Educational Interactive Narrative

IEEE TRANSACTIONS ON COMPUTATIONAL INTELLIGENCE AND AI IN GAMES, 6(2), 203–215.

Designing game-based learning environments for elementary science education: A narrative-centered learning perspective

INFORMATION SCIENCES, 264, 4–18.

Generalizability of goal recognition models in narrative-centered learning environments

User modeling, adaptation, and personalization, umap 2014, 8538, 278–289.

Leveraging semi-supervised learning to predict student problem-solving performance in narrative-centered learning environments

In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (pp. 664–665).

Serious games go informal: a museum-centric perspective on intelligent game-based learning

Intelligent tutoring systems, its 2014, 8474, 410–415.

Modeling self-efficacy in intelligent tutoring systems: An inductive approach

USER MODELING AND USER-ADAPTED INTERACTION, 18(1-2), 81–123.

Narrative-centered tutorial planning for inquiry-based learning environments

Lecture Notes in Computer Science, (4053), 675–684.

Affect dynamics in military trainees using vMedic: From engaged concentration to boredom to confusion

Ocumpaugh, J., Andres, J. M., Baker, R., DeFalco, J., Paquette, L., Rowe, J., … Sottilare, R. Artificial intelligence in education, aied 2017, 10331, 238–249.

Diagrammatic student models: Modeling student drawing performance with deep learning

Smith, A., Min, W., Mott, B. W., & Lester, J. C. User modeling, adaptation and personalization, 9146, 216–227.

Modeling self-efficacy across age groups with automatically tracked facial expression

Grafsgaard, J. F., Lee, S. Y., Mott, B. W., Boyer, K. E., & Lester, J. C. Artificial intelligence in education, aied 2015, 9112, 582–585.