Search results for author:"Arthur C Graesser"
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International Journal of Artificial Intelligence in Education Vol. 24, No. 4 (December 2014) pp. 427–469
AutoTutor is a natural language tutoring system that has produced learning gains across multiple domains (e.g., computer literacy, physics, critical thinking). In this paper, we review the development, key research findings, and systems that have...
A framework of synthesizing tutoring conversation capability with web-based distance education courseware
Computers & Education Vol. 42, No. 4 (May 2004) pp. 375–388
Whereas existing learning environments on the Web lack high level interactivity, we have developed a human tutor-like tutorial conversation system for the Web that enhances educational courseware through mixed-initiative dialog with natural language ...
Vicarious Learning: Effects of Overhearing Dialog and Monologue-Like Discourse in a Virtual Tutoring Session
Journal of Educational Computing Research Vol. 29, No. 4 (2003) pp. 431–450
In two experiments, students overheard two computer-controlled virtual agents discussing four computer literacy topics in dialog discourse and four in monologue discourse. In Experiment 1, the virtual tutee asked a series of deep questions in the...
International Journal on E-Learning Vol. 3, No. 4 (2004) pp. 29–39
The Human Use Regulatory Affairs Advisor (HURAA) is an Internet facility that provides help and training on the ethical use of human subjects in research, based on documents and regulations in United States Federal agencies. HURAA has a number of...
The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills
Xiangen Hu; Scotty D. Craig; Anna E. Bargagliotti; Arthur C. Graesser; Theresa Okwumabua; Celia Anderson; Kyle R. Cheney; Allan Sterbinsky
Journal of Computers in Mathematics and Science Teaching Vol. 31, No. 1 (January 2012) pp. 17–38
This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students ...
Kyle R. Cheney; Scotty D. Craig; Celia Anderson; Anna Bargagliotti; Arthur C. Graesser; Allen Sterbinsky; Theresa Okwumabua; Xiangen Hu
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1425–1427
This paper reports the findings of a study using ALEKS, a web-based, artificially intelligent assessment and learning system, in an after-school program for 6th grade students. Findings indicate that after one school year of using the program,...
The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors
Scotty D. Craig; Xiangen Hu; Arthur C. Graesser; Anna E. Bargagliotti; Allan Sterbinsky; Kyle R. Cheney; Theresa Okwumabua
Computers & Education Vol. 68, No. 1 (October 2013) pp. 495–504
The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of...
The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program
Xudong Huang; Scotty D. Craig; Jun Xie; Arthur C. Graesser; Theresa Okwumabua; Kyle R. Cheney; Xiangen Hu
The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens,...