Joseph F. Grafsgaard

Azevedo, R., Martin, S. A., Taub, M., Mudrick, N. V., Millar, G. C., & Grafsgaard, J. F. (2016). Are pedagogical agents' external regulation effective in fostering learning with intelligent tutoring systems? Intelligent tutoring systems, its 2016, 0684, 197–207. https://doi.org/10.1007/978-3-319-39583-8_19

Wiggins, J. B., Grafsgaard, J. F., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2016). Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science. International Journal of Artificial Intelligence in Education, 27(1), 130–153. https://doi.org/10.1007/s40593-015-0091-7

Vail, A. K., Grafsgaard, J. F., Boyer, K. E., Wiebe, E., & Lester, J. C. (2016). Predicting learning from student affective response to tutor questions. Intelligent tutoring systems, its 2016, 0684, 154–164. https://doi.org/10.1007/978-3-319-39583-8_15

Worsley, M., Chiluiza, K., Grafsgaard, J. F., & Ochoa, X. (2015). 2015 multimodal learning and analytics grand challenge. ICMI'15: Proceedings of the 2015 ACM International Conference on Multimodal Interaction, 525–529.

Grafsgaard, J. F., Wiggins, J. B., Boyer, K. E., Wiebe, E., & Lester, J. C. (2013). Automatically recognizing facial indicators of frustration: A learning-centric analysis. International conference on affective computing and intelligent, 159–165. https://doi.org/10.1109/acii.2013.33

Grafsgaard, J. F., Fulton, R. M., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2012). Multimodal analysis of the implicit affective channel in computer-mediated textual communication. ICMI '12: Proceedings of the ACM International Conference on Multimodal Interaction, 145–152. https://doi.org/10.1145/2388676.2388708

Grafsgaard, J. F., Lee, S. Y., Mott, B. W., Boyer, K. E., & Lester, J. C. Modeling self-efficacy across age groups with automatically tracked facial expression. Artificial intelligence in education, aied 2015, 9112, 582–585.