Intelligent tutoring systems publications

Books and proceedings

Landauer, T., McNamara, D. S., Dennis, S., & Kintsch, W. (Eds.). (2007). Handbook of Latent Semantic Analysis. Mahwah, NJ: Erlbaum.

McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theory, interventions, and technologies. Mahwah, NJ: Erlbaum.

Crossley, S. A. & McNamara, D. S. (Eds.). (2016). Adaptive educational technologies for literacy instruction. New York: Taylor & Francis, Routledge.

Journal articles, book chapters, proceedings, encyclopedia articles, and book reviews

Millis, K.K, Magliano, J.P., Wiemer-Hastings, K., & McNamara, D.S. (2001). Using LSA in a computer-based test of reading comprehension. In J.D. Moore, C. Luckhardt-Redfield, & W.L. Johnson (Eds.), Artificial intelligence in education: AI-ED in the wired and wireless future: Vol. 68. Frontiers in artificial intelligence and applications (pp. 583-585). Amsterdam, The Netherlands: IOS Press.

Magliano, J.P., Wiemer-Hastings, K., Millis, K.K., Muñoz, B.D., & McNamara, D.S. (2002). Using latent semantic analysis to assess reader strategies. Behavior Research Methods, Instruments, & Computers, 34, 181-188.

Kurby, C.A., Wiemer-Hastings, K., Ganduri, N., Magliano, J.P., Millis, K.K., & McNamara, D.S. (2003). Computerizing reading training: Evaluation of a latent semantic analysis space for science text. Behavior Research Methods, Instruments, & Computers, 35, 244-250.

Levinstein, I.B., McNamara, D.S., Boonthum, C., Pillarisetti, S.P., Yadavalli, K. (2003). Web-based intervention for higher-order reading skills. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003: World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 835-841).

McNamara, D.S., Best, R., & Castellano, C. (2003). Learning from text: Facilitating and enhancing comprehension. www.speechpathology.com.

McNamara, D.S. (2004). Aprender del texto: efectos de la estructura textual y las estrategias del lector. Revista Signos, 37, 19-30.

McNamara, D.S., Levinstein, I.B., & Boonthum, C. (2004). iSTART: Interactive strategy trainer for active reading and thinking.Behavioral Research Methods, Instruments, & Computers, 36, 222-233.

O’Reilly, T., Sinclair, G.P., & McNamara, D.S. (2004a). iSTART: A web-based reading strategy intervention that improves students’ science comprehension. In Kinshuk, D. G. Sampson, & P. Isaías (Eds.), Proceedings of the IADIS International Conference Cognition and Exploratory Learning in Digital Age: CELDA 2004 (pp. 173-180). Lisbon, Portugal: IADIS Press.

O’Reilly, T.P., Sinclair, G.P., & McNamara, D.S. (2004b). Reading strategy training: Automated versus live. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp. 1059-1064). Mahwah, NJ: Erlbaum.

Graesser, A.C., Hu, X., & McNamara, D.S. (2005). Computerized learning environments that incorporate research in discourse psychology, cognitive science, and computational linguistics. In A.F. Healy (Ed.), Experimental Cognitive Psychology and its Applications: Festschrift in Honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer (pp. 183-194). Washington, D.C.: American Psychological Association.

Graesser, A.C., McNamara, D.S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40, 225-234.

Hempelmann, C.F., Rus, V., Graesser, A.C., & McNamara, D.S. (2005). Evaluating state-of-the-art treebank-style parsers for Coh-Metrix and other learning technology environments. In Proceedings of the Second Workshop on Building Educational Applications using Natural Language Processing and Computational Linguistics (pp. 69-76). New Brunswick, NJ: ACL.

Magliano, J.P., Todaro, S. Millis, K., Wiemer-Hastings, K., Kim, H.J., & McNamara, D.S. (2005). Changes in reading strategies as a function of reading training: A comparison of live and computerized training. Journal of Educational Computing Research, 32, 185-208.

McNamara, D.S., & Shapiro, A.M. (2005). Multimedia and hypermedia solutions for promoting metacognitive engagement, coherence, and learning. Journal of Educational Computing Research, 33, 1-29.

Louwerse, M.M., Graesser, A.C., McNamara, D.S., Jeuniaux, P., & Yang, F. (2006). Coherence is also in the eye of the beholder. In Silva, M. & Cox, A. (Eds), Proceedings of the Cognitive Science Workshop “What have eye movements told us so far, and what is next?” London, University College London.

Louwerse, M.M., McNamara, D.S., Graesser, A.C., Lewis, G. & Zirnstein, M. (2006). An eye for an eye, and for other modalities. In Silva, M. & Cox, A. (Eds.), Proceedings of the Cognitive Science Workshop “What have eye movements told us so far, and what is next?” London, University College London.

McNamara, D.S. (2006). Bringing cognitive science into education and back again: The value of interdisciplinary research. Invited editorial in Cognitive Science, 30, 1-4.

McNamara, D.S., O’Reilly, T., Best, R., & Ozuru, Y. (2006). Improving adolescent students’ reading comprehension with iSTART. Journal of Educational Computing Research, 34, 147-171.

Muñoz, B., Magliano, J.P., Sheridan, R., & McNamara, D.S. (2006). Typing versus thinking aloud when reading: Implications for computer-based assessment and training tools. Behavior Research Methods, Instruments, & Computers, 38, 211-217.

Taylor, R.S., O’Reilly, T., Rowe, M., & McNamara, D.S. (2006). Improving understanding of science texts: iSTART strategy training vs. web design control task. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 2234-2239). Mahwah, NJ: Erlbaum.

Taylor, R., O’Reilly, T., Sinclair, G., & McNamara, D.S. (2006). Enhancing learning of expository science texts in a remedial reading classroom via iSTART. Proceedings of the 7th International Conference of Learning Sciences (pp. 765-770), Bloomington, Indiana.

Bell, C., & McNamara, D.S. (2007). Integrating iSTART into a high school curriculum. Proceedings of the 29th Annual Meeting of the Cognitive Science Society(pp. 809-814). Austin, TX: Cognitive Science Society.

Boonthum, C., Levinstein, I., & McNamara, D.S. (2007). Evaluating self-explanations in iSTART: Word matching, latent semantic analysis, and topic models. In A. Kao & S. Poteet (Eds.), Natural Language Processing and Text Mining (pp. 91-106). London: Springer-Verlag UK.

Briner, S.W., McCarthy, P.M., & McNamara, D.S. (2007).  Assessing AutoProp: An automated propositionalization tool. Coyote Papers: Psycholinguistic and Computational Perspectives.  University of Arizona Working Papers in Linguistics, 15,1-17.

Graesser, A. C., McNamara, D. S., & Rus, V. (2007). Computational modeling of discourse and conversation. In M. Spivey, M. Joanisse, & K. McRae (Eds.), Cambridge handbook of psycholinguistics (pp.). Cambridge, UK: Cambridge University Press.

Levinstein, I.B., Boonthum, C., Pillarisetti, S.P., Bell, C., & McNamara, D.S. (2007). iSTART 2: Improvements for efficiency and effectiveness. Behavior Research Methods, 39, 224-232.

McCarthy, P.M., Rus, V., Crossley, S.A., Bigham, S.C., Graesser, A.C., & McNamara, D.S. (2007). Assessing entailer with a corpus of natural language. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the twentieth International Florida Artificial Intelligence Research Society Conference (pp. 247-252). Menlo Park, California: The AAAI Press.

McNamara, D.S. (2007). IIS: A marriage of computational linguistics, psychology, and educational technologies. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 20th International Florida Artificial Intelligence Research Society Conference (pp. 15-20). Menlo Park, California: The AAAI Press.

McNamara, D.S., Boonthum, C., Levinstein, I.B., & Millis, K. (2007). Evaluating self-explanations in iSTART: Comparing word-based and LSA algorithms. In T. Landauer, D.S. McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 227-241). Mahwah, NJ: Erlbaum.

McNamara, D.S., O’Reilly, T., Rowe, M., Boonthum, C., & Levinstein, I.B. (2007). iSTART: A web-based tutor that teaches self-explanation and metacognitive reading strategies. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 397-420). Mahwah, NJ: Erlbaum.

Rus, V., McCarthy, P.M., Lintean, M.C., Graesser, A.C., & McNamara, D.S. (2007). Assessing student self-explanations in an Intelligent Tutoring System. In D.S. McNamara & G. Trafton (Eds.), Proceedings of the 29th annual conference of the Cognitive Science Society (pp. 623-628). Austin, TX: Cognitive Science Society.

Boonthum-Denecke, C., Levinstein, I.B., McNamara, D.S., Magliano, J.P., & Millis, K.K. (2008). NLP techniques for intelligent tutoring systems. In J. Rabuñal, J. Dorado & A. Pazos (Eds), Encyclopedia of Artificial Intelligence (pp. 1253-1258). Hershey, PA: Idea Group, Inc.

Graesser, A.C., Jeon, M., Cai, Z., & McNamara, D.S. (2008). Automatic analyses of language, discourse, and situation models. In W. van Peer & J. Auracher (Eds.), New Beginnings for Study of Literature. New Castle: Cambridge Scholars Publications.

McCarthy, P.M., Rus, V., Crossley, S., Graesser, A.C., & McNamara, D.S. (2008). Assessing forward-, reverse-, and average-entailment indices on natural language input from the intelligent tutoring system, iSTART. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society Conference (pp. 165-170).

Rus, V., Lintean, M., McCarthy, P.M., McNamara, D.S., & Graesser, A.C. (2008). Paraphrase identification with lexico-syntactic graph subsumption. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society Conference (pp. 201-206). Menlo Park, CA: The AAAI Press.

Rus, V., McCarthy, P.M., McNamara, D.S., & Graesser, A.C. (2008). A study of textual entailment.International Journal of Artifacial Intelligence Tools, 17, 659-685.

Azevedo, R., Witherspoon, A., Graesser, A.C., McNamara, D.S., Chauncey, A., Siler, E., Cai, Z., Rus, V., & Lintean, M. (2009). MetaTutor: Analyzing self-regulated learning in a tutoring system for biology. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A.C. Graesser (Eds.), Artificial intelligence in education; Building learning systems that care; From knowledge representation to affective modeling(pp. 635-637). Amsterdam, The Netherlands: IOS Press.

Dempsey, K.B., Brunelle, J.F., Jackson, G.T., Boonthum, C., Levinstein, I.B., & McNamara, D.S. (2009). MiBoard: Multiplayer interactive board game. In H.C. Lane, A. Ogan, & V. Shute (Eds.), Proceedings of the Workshop on Intelligent Educational Games at the 14th Annual Conference on Artificial Intelligence in Education (pp. 113-116). Brighton, UK: AIED.

Jackson, G.T., Boonthum, C., & McNamara, D.S. (2009). iSTART-ME: Situating extended learning within a game-based environment. In H.C. Lane, A. Ogan, & V. Shute (Eds.), Proceedings of the Workshop on Intelligent Educational Games at the 14th Annual Conference on Artificial Intelligence in Education (pp. 59-68). Brighton, UK: AIED.

Jackson, G.T., Graesser, A.C., & McNamara, D.S. (2009). What students expect may have more impact than what they know or feel. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A.C. Graesser (Eds.),Artificial intelligence in education; Building learning systems that care; From knowledge representation to affective modeling(pp. 73-80). Amsterdam, The Netherlands: IOS Press.

Jackson, G.T., Guess, R.H., & McNamara, D.S. (2009). Assessing cognitively complex strategy use in an untrained domain. In N.A. Taatgen, H. van Rijn, L. Schomaker, & J. Nerbonne (Eds.), Proceedings of the 31st Annual Meeting of the Cognitive Science Society (pp. 2164-2169). Amsterdam, The Netherlands: Cognitive Science Society. [paper awarded the Cognition and Student Learning Prize and subsequently published in Topics journal, 2010]

Louwerse, M.M., Graesser, A.C., McNamara, D.S., & Lu, S. (2009). Embodied conversational agents as conversational partners. Applied Cognitive Psychology, 23, 1244-1255.

McCarthy, P.M., Cai, Z., & McNamara, D.S. (2009). Computational replication of human assessments of paraphrase. In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 266-271). Menlo Park, CA: The AAAI Press.

McCarthy, P.M., Guess, R.H., & McNamara, D.S. (2009). The components of paraphrase evaluations. Behavioral Research Methods, 41, 682-690.

McNamara, D.S. (2009). The importance of teaching reading strategies. Perspectives on Language and Literacy, 35, 34-40. [To be republished in Joshi, M. & Moats, L. (Eds.). (2011). Expert perspectives on intervention with reading disabilities: An anthology from publications of the international dylexia association.]

McNamara, D.S., Boonthum, C., Kurby, C.A., Magliano, J., Pillarisetti, S., & Bellissens, C. (2009). Interactive paraphrasing training: The development and testing of an iSTART module. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A.C. Graesser (Eds.), Artificial intelligence in education; Building learning systems that care; From knowledge representation to affective modeling(pp. 181-188). Amsterdam, The Netherlands: IOS Press.

McNamara, D.S., Jackson, G.T., & Graesser, A.C. (2009). Intelligent tutoring and games (iTaG). In H.C. Lane, A. Ogan, & V. Shute (Eds.), Proceedings of the Workshop on Intelligent Educational Games at the 14th Annual Conference on Artificial Intelligence in Education(pp. 1-10). Brighton, UK: AIED.

Renner, A. M., McCarthy, P. M., Boonthum, C., & McNamara, D. S. (2009). Speling mistacks and typeos: Can your ITS handle them? In P. Dessus, S. Trausan-Matu, P. van Rosmalen, & F. Wild (Eds.), Proceedings of the Workshop on Natural Language Processing in Support of Learning; Metrics, Feedback, & Connectivity at the 14th International Conference on Artificial Intelligence in Education(pp. 26-33). Brighton, UK: AIED.

Renner, A.M., McCarthy, P.M., McNamara, D.S. (2009). Computational considerations in correcting user-language. In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 278-283). Menlo Park, CA: The AAAI Press.

Brunelle, J.F., Jackson, G.T., Dempsey, K., Boonthum, C., Levenstein, I.B., & McNamara, D.S. (2010). Game-based iSTART practice: From MiBoard to self-explanation showdown. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 480-485). Menlo Park, CA: The AAAI Press.

Dempsey, K., Jackson, G.T., Brunelle, J.F., Rowe, M.P., & McNamara, D.S. (2010). MiBoard: A digital game from a physical world. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 498-503). Menlo Park, CA: The AAAI Press.

Dempsey, K. B., Jackson, G. T., & McNamara, D. S. (2010). MiBoard: Creating a virtual environment from a physical environment. In J. Kay & V. Aleven (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 294-296). Berlin/Heidelberg: Springer.

Graesser, A. C., & McNamara, D. S. (2010) Self-regulated learning in learning environments with pedagogical agents that interact in natural language. Educational Psychologist, 45, 234-244.

Graesser, A. C., McNamara, D. S., & Louwerse, M. M. (2010). Methods of automated text analysis. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of reading research: Volume IV(pp. 34-53). Mahwah, NJ: Erlbaum.

Jackson, G.T., Boonthum, C., & McNamara, D.S. (2010). The efficacy of iSTART extended practice: Low ability students catch up. In J. Kay & V. Aleven (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 349-351). Berlin/Heidelberg: Springer.

Jackson, G.T., Dempsey K.B., & McNamara, D.S. (2010). The evolution of an automated reading strategy tutor: From classroom to a game-enhanced automated system. In M.S. Khine & I.M. Saleh (Eds.), New Science of learning: Cognition, computers and collaboration in education (pp. 283-306). New York, NY:Springer.

Jackson, G.T., Guess, R.H., & McNamara, D.S. (2010). Assessing cognitively complex strategy use in an untrained domain. Topics in Cognitive Science, 2, 127-137.

Lintean, M., Moldovan, C., Rus, V., & McNamara, D.S. (2010). The role of local and global weighting in assessing the semantic similarity of texts using Latent Semantic Analysis. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 235-240). Menlo Park, CA: The AAAI Press.

McNamara, D.S., Jackson, G.T., & Graesser, A.C. (2010). Intelligent tutoring and games (ITaG). In Y.K. Baek (Ed.), Gaming for classroom-based learning: Digital role-playing as a motivator of study (pp. 44-65). Hershey, PA: IGI Global.

Weston, J., Crossley, S.A., & McNamara, D.S. (2010). Towards a computational assessment of freewriting quality. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 283-288). Menlo Park, CA: The AAAI Press.

Boonthum, C., McCarthy, P.M., Lamkin, T., Jackson, G.T., Magliano, J., & McNamara, D.S. (2011). Automatic natural language processing and the detection of reading skills and reading comprehension. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 234-239). Menlo Park, CA: AAAI Press.

Dai, J., Raine, R.B., Roscoe, R., Cai, Z., & McNamara, D.S. (2011). The Writing-Pal tutoring system: Development and design. Journal of Engineering and Computer Innovations, 2, 1-11.

Jackson, G. T., Davis, N. L., Graesser, A. C., & McNamara, D. S. (2011). Students’ enjoyment of a game-based tutoring system. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education (pp. 475-477). Auckland, New Zealand, AIED.

Jackson, G. T., Dempsey, K. B., Graesser, A. C., & McNamara, D. S. (2011). Short and long term benefits of enjoyment and learning within a serious game. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education (pp. 139-146). Auckland, New Zealand: AIED.

Jackson, G.T., & McNamara, D.S. (2011). Motivational impacts of a game-based intelligent tutoring system. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 519-524). Menlo Park, CA: AAAI Press.

O’Rourke, S., Calvo, R. A., & McNamara, D. S. (2011). Visualizing topic flow in students’ essays. Journal of Educational Technology & Society, 14, 4-15.

Raine, R.B., Mintz, L., Crossley, S.A., Dai, J., & McNamara, D.S. (2011). Text box size, skill, and iterative practice in a writing task. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 537-542). Menlo Park, CA: AAAI Press.

Roscoe, R.D., Varner (Allen), L.K., Cai, Z., Weston, J.L., Crossley, S.A., & McNamara, D.S. (2011). Internal usability testing of automated essay feedback in an intelligent writing tutor. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 543-548). Menlo Park, CA: AAAI Press.

Di Sano, S., La Caprara, K., Rosa, A., Raine, R. B., & McNamara, D. S. (2012). Learning to write persuasive essays: A preliminary study on the effectiveness of an intelligent tutorial system with high school students. In C. Gelati, B. Arfe, & L. Mason (Eds.), Issues in writing research (pp. 214-220). Padua: CLEUP.

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: Teachers College Press.

Jackson, G. T., Boonthum-Denecke, C. B., & McNamara, D. S. (2012). A comparison of gains between educational games and a traditional ITS. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 444-449). Menlo Park, CA: The AAAI Press.

Jackson, G. T., Dempsey, K. B., & McNamara, D. S. (2012). Game-based practice in a reading strategy tutoring system: Showdown in iSTART-ME. In H. Reinders (Ed.), Computer Games (pp. 115-138). Bristol, UK: Multilingual Matters.

Jackson, G.T., & McNamara, D.S. (2012). Applying NLP metrics to students’ self explanations. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 261-275). Hershey, PA: IGI Global.

Kurby, C. A., Magliano, J. P., Dandotkar, S., Woehrle, J., Gilliam, S., & McNamara, D. S. (2012). Changing how students process and comprehend texts with computer-based self-explanation training. Journal of Educational Computing Research, 47, 429-459.

McNamara, D. S., Jackson, G. T., Boonthum, C., Deng, Y., & Xiangyou, H. (2012). iSTART-ME: A natural language game-enhanced comprehension strategy tutor. Journal of South China Normal University, 6.

Proske, A., Narciss, S., & McNamara, D. S. (2012). Computer-based scaffolding to facilitate students’ development of expertise in academic writing. Journal of Research in Reading, 35, 136-152

Crossley, S. A., Roscoe, R. D., & McNamara, D. S. (2013). Using automatic scoring models to detect changes in student writing in an intelligent tutoring system. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 208-213). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Varner (Allen), L. K., Roscoe, R. D., & McNamara, D. S. (2013). Using automated cohesion indices as a measure of writing growth in intelligent tutoring systems and automated essay writing systems. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 269-278). Heidelberg, Berlin: Springer.

Jackson, G. T., & McNamara, D. S. (2013). Motivation and performance in a game-based intelligent tutoring system. Journal of Educational Psychology, 105, 1036-1049.

Jackson, G. T., Snow, E. L., Varner (Allen), L. K., & McNamara, D. S. (2013). Game performance as a measure of comprehension and skill transfer. In C. Boonthum-Denecke & G. M. Youngblood (Eds.),Proceedings of the 26th Annual Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 497-502). Menlo Park, CA: The AAAI Press.

Jackson, G. T., Varner (Allen), L. K., Boonthum-Denecke, C., & McNamara, D. S. (2013). The impact of individual differences on learning with an educational game and a traditional ITS. International Journal of Learning Technology, 8, 315-336.

McNamara, D. S., Crossley, S. A., & Roscoe, R. D. (2013). Natural language processing in an intelligent writing strategy tutoring system. Behavior Research Methods, 45, 499-515.

Roscoe, R. D., Brandon, R., Snow, E., & McNamara, D. S. (2013). Game-based writing strategy practice with the Writing Pal. In K. Pytash & R. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction (pp. 1-20). Hershey, PA: IGI Global.

Roscoe, R. D., & McNamara, D. S. (2013). Writing Pal: Feasibility of an intelligent writing strategy tutor in the high school classroom. Journal of Educational Psychology, ,105, 1010-1025.

Roscoe, R. D., Snow, E. L., Brandon, R. D, & McNamara, D. S. (2013). Educational game enjoyment, perceptions, and features in an intelligent writing tutor. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 515-520). Menlo Park, CA: AAAI Press.

Roscoe, R. D., Snow, E. L., & McNamara, D. S. (2013). Feedback and revising in an intelligent tutoring system for writing strategies. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 259-268). Heidelberg, Berlin: Springer.

Roscoe, R. D., Varner (Allen), L. K., Crossley, S. A., & McNamara, D. S. (2013). Developing pedagogically-guided threshold algorithms for intelligent automated essay feedback. International Journal of Learning Technology, 8, 362-381.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). Expectations of technology: A factor to consider in game-based learning environments. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 359-368). Heidelberg, Berlin: Springer.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). Investigating the effects of off-task personalization on system performance and attitudes within a game-based environment. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 272-275). Heidelberg, Berlin, Germany: Springer.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). The impact of performance orientation on students’ interactions and achievements in an ITS. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 521-526). Menlo Park, CA: AAAI Press.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). The impact of system interactions on motivation and performance. In Proceedings of the 15th International Conference on Human-Computer Interaction (HCII). (pp. 103-107). Heidelberg, Berlin, Germany: Springer.

Snow, E. L., Likens, A., Jackson, G. T., & McNamara, D. S. (2013). Students’ walk through tutoring: Using a random walk analysis to profile students. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 276-279). Heidelberg, Berlin, Germany: Springer.

Varner (Allen), L. K., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2013). Are you committed? Investigating interactions among reading commitment, natural language input, and students’ learning outcomes. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 368-369). Heidelberg, Berlin, Germany: Springer.

Varner (Allen), L. K., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2013). Does size matter? Investigating user input at a larger bandwidth. In C. Boonthum-Denecke & G. M. Youngblood (Eds.),Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 546-549). Menlo Park, CA: AAAI Press.

Varner (Allen), L. K., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2013). Linguistic content analysis as a tool for improving adaptive instruction. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 692-695). Heidelberg, Berlin: Springer.

Weston, J. L., & McNamara, D. S. (2013). Using multi-level models to assess data from an intelligent tutoring system. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 370-371). Heidelberg, Berlin, Germany: Springer.

Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). Game-based writing strategy tutoring for second language learners: Game enjoyment as a key to engagement. Language Learning and Technology, 18, 124-150.

Allen, L. K., Snow, E. L., & McNamara, D. S. (2014). Now we’re talking: Leveraging the power of natural language processing to inform ITS development. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 401-402). London, UK: International Data Educational Data Mining Society.

McNamara, D. S., & Schober, M. F. (2014). Society for Text and Discourse Annual Meeting 2013: Introduction to the Special Issue. Discourse Processes, 51(5-6), 357-358. [LINK]

Proske, A., Roscoe, R. D., & McNamara, D. S. (2014). Game-based practice versus traditional practice in computer-based writing strategy training: Effects on motivation and achievement. Education Technology Research Development, 62, 481-505.

Roscoe, R. D., Allen, L. K., Weston, J. L., Crossley, S. A., & McNamara, D. S. (2014). The Writing Pal intelligent tutoring system: Usability testing and development. Computers and Composition, 34, 39-59.

Roscoe, R. D., Crossley, S. A., Snow, E. L., Varner (Allen), L. K., & McNamara, D. S. (2014). Writing quality, knowledge, and comprehension correlates of human and automated essay scoring. In W. Eberle & C. Boonthum-Denecke (Eds.), Proceedings of the 27th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 393-398). Palo Alto, CA: AAAI Press.

Roscoe, R. D., Varner(Allen), L. K., Snow, E. L., & McNamara, D. S. (2014). Designing usable automated formative feedback for intelligent tutoring of writing. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the 11th International Conference of the Learning Sciences (ICLS), Volume 3, (pp. 1423-1425). Boulder, CO.

Snow, E. L., Allen, L. K., Jackson, G. T., & McNamara, D. S. (2014). Tracking choices: Computational analysis of learning trajectories. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 316-319). London, UK.

Snow, E. L., Allen, L. K., Russel, D. G., & McNamara, D. S. (2014). Who’s in control?: Categorizing nuanced patterns of behaviors within a game-based intelligent tutoring system. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 185-192). London, UK: International Educational Data Mining Society.

Snow, E. L., Jackson, G. T., & McNamara, D. S. (2014). Emergent behaviors in computer-based learning environments: Computational signals of catching up. Computers in Human Behavior, 41, 62-70.

Snow, E. L., Jackson, G. T., & McNamara, D. S. (2014). What do they do?: Tracing students’ patterns of interactions within a game-based Intelligent Tutoring System. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the 11th International Conference of the Learning Sciences (ICLS), Volume 3, (pp. 1481-1482). Boulder, CO: ISLS

Snow, E. L., Jacovina, M. E., Allen, L. K., Dai, J., & McNamara, D. S. (2014). Entropy: A stealth assessment of agency in learning environments. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining, (pp. 241-244). London, UK.

Allen, L. K. (2015). Who do you think I am? Modeling individual differences for more adaptive and effective instruction. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Doctoral Consortium within the Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp.659-661). Madrid, Spain.

Allen, L. K., Crossley, & McNamara, D. S. (2015). Predicting misalignment between teachers’ and students’ essay scores using Natural Language Processing tools. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education(AIED 2015), (pp. 529-532). Madrid, Spain: Springer.

Allen, L. K., Crossley, S. A., Snow, E. L., Jacovina, M. E., Perret, C. A., & McNamara, D. S. (2015). Am I wrong or am I right? Gains in monitoring accuracy in an Intelligent Tutoring System for writing. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education(AIED 2015), (pp. 533-536). Madrid, Spain.

Allen, L. K., & McNamara, D. S., (2015). Promoting self-regulated learning in an Intelligent Tutoring System for writing. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Doctoral Consortium within the Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), (pp. 827-830). Madrid, Spain.

Allen, L. K., & McNamara, D. S. (2015). You are your words: Modeling students’ vocabulary knowledge with natural language processing. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp.258-265). Madrid, Spain: International Educational Data Mining Society.

Allen, L. K., McNamara, D. S., & McCrudden, M. T. (2015). Change your mind: Investigating the effects of self-explanation in the resolution of misconceptions. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. Maglio, (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (Cog Sci 2015), (pp. 78-83). Pasadena, CA: Cognitive Science Society.

Allen, L. K., Snow, E. L., & McNamara, D. S. (2015). Are you reading my mind? Modeling students’ reading comprehension skills with Natural Language Processing techniques. In J. Baron, G. Lynch, N. Maziarz, P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Learning Analytics & Knowledge Conference (LAK’15), (pp. 246-254). Poughkeepsie, NY: ACM.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2015). To aggregate or not? Linguistic features in automatic essay scoring and feedback systems. The Journal of Writing Assessment, 8(1).[LINK]

Crossley, S. A., McNamara, D. S., Baker, R., Wang, Y., Paquette, L., Barnes, T., & Bergner, Y. (2015). Language to completion: Success in an educational data mining massive open online class. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp. 388-391). Madrid, Spain: Springer.

Dascalu, M., Stavarache, L. L., Trausan-Matu, S., Dessus, P., Bianco, M., & McNamara, D.S. (2015). ReaderBench: An integrated tool supporting both individual and collaborative learning. In J. Baron, G. Lynch, N. Maziarz, P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Learning Analytics & Knowledge Conference (LAK’15; Tool Demonstration), (pp. 436-437). Poughkeepsie, NY: ACM.

Dascalu, M., Stavarache, L. L., Dessus, P., Trausan-Matu, S., McNamara, D. S., & Maryse, B. (2015). ReaderBench: An integrated cohesion-centered framework. In C. Rensing, T. Klobucar, & G. Conole (Eds.), Proceedings of the 10th European Conference on Technology Enhanced Learning (ECTEL), (pp. 505-508). Toledo, Spain: Springer.

Dascalu, M., Trausan-Matu, S., Dessus, P., Bianco, M., & McNamara, D.S. (2015). Dialogism: A framework for CSCL and a signature of collaboration. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine & S. Ludvigsen (Eds.), Proceedings of the 11th International Conference on Computer-Supported Collaborative Learning (CSCL 2015), (pp. 86-93). Gothenburg, Sweden: ISLS.

Dascalu, M., Trausan-Matu, S., McNamara, D. S., & Dessus, P. (2015). ReaderBench – Automated evaluation of collaboration based on cohesion and dialogism. International Journal of Computer-Supported Collaborative Learning, 10(4), 395-423.

Higgs, K., Magliano, J. P., Vidal-Abarca, E., Martínez, T., & McNamara D. S. (2015). Bridging skill and task-oriented reading. Discourse Processes. 

Jackson, T. G., Boonthum, C., & McNamara, D. S. (2015). Natural Language Processing and game-based practice in iSTART. Journal of Interactive Learning Research, 26, 189-208.

Jacovina, M. E., Snow, E. L., Allen, L. K., Roscoe, R. D., Weston, J. L., Dai, J., & McNamara, D. S. (2015). How to visualize success: Presenting complex data in a writing strategy tutor. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp. 594-595). Madrid, Spain: International Educational Data Mining Society.

Jacovina, M. E., Snow, E. L., Dai, J., & McNamara, D. S. (2015). Authoring tools for ill-defined domains in intelligent tutoring systems: Flexibility and stealth profiling. In R. Sottilare, A. Graesser, X. Hu, & K. Brawner, (Eds.), Design Recommendations for Adaptive Intelligent Tutoring Systems: Authoring Tools(Volume 3, pp. 109-121). Orlando, FL: U.S. Army Research Laboratory.

Jacovina, M. E., Snow, E. L., Jackson, G. T., & McNamara, D. S. (2015). Game features and individual differences: Interactive effects on motivation and performance. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), (pp. 642-645). Madrid, Spain: Springer. [PDF]

Jung, Y., Crossley, S. A., & McNamara, D. S. (2015). Linguistic features in MELAB writing task performances. CaMLA Working Papers, No 2015-5, 1-17. Retrieved from Cambridge Michigan Language Assessments website: http://www.cambridgemichigan.org/wp-content/uploads/2015/04/CWP-2015-05.pdf. [PDF]

McNamara, D. S. (2015). Self-Explanation and Reading Strategy Training (SERT) Improves low-knowledge students’ science course performance. Discourse Processes. [LINK]

McNamara, D. S., Crossley, S. A., Roscoe, R. D., Allen, L. K., & Dai, J. (2015). Hierarchical classification approach to automated essay scoring. Assessing Writing, 23, 35-59.

McNamara, D. S., Jacovina, M. E., Snow, E. L., & Allen, L. K. (2015). From generating in the lab to tutoring systems in classrooms. American Journal of Psychology, 128(2), 159-172.

McNamara, D. S., & Schober, M. F. (2015). 2014 Society for Text and Discourse Annual Meeting: Introduction to the Special Issue. Discourse Processes, (ahead-of-print), 1-2.[LINK]

Roscoe, R. D., Jacovina, M. E., Harry, D., Russell, D. G., & McNamara, D. S. (2015). Partial verbal redundancy in multimedia presentations for writing strategy instruction. Applied Cognitive Psychology, 29, 669–679. doi: 10.1002/acp.3149

Roscoe, R. D., Snow, E. L., Allen, L. K., & McNamara, D. S. (2015). Automated detection of essay revising patterns: Application for intelligent feedback in a writing tutor. Technology, Instruction, Cognition, and Learning, 10(1), 59-79.

San Pedro, M. O., Snow, E. L., McNamara, D. S., Baker. R. S., & Heffernan, N. (2015) Exploring dynamical assessments of affect, behavior, and cognition and math state test achievement. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp. 85-92). Madrid, Spain.

Snow, E. L., Allen, L. K., Jacovina, M. E., & McNamara, D. S. (2015). Does agency matter?: Exploring the impact of controlled behaviors within a game-based environment. Computers & Education, 26, 378-392.

Snow, E. L., Allen, L. K., Jackson, G. T., & McNamara, D. S. (2015). Spendency: Students’ propensity to use system currency. International Journal of Artificial Intelligence in Education, 25, 1-21.

Snow, E. L., Allen, L. K., & McNamara, D. S. (2015). The dynamical analysis of log-data within educational games. In Loh & Sheng (Eds.). Serious Games Analytics: Methodologies for Performance Measurement, Assessment, and Improvement (pp. 81-100). Springer International Publishing.

Snow, E. L & McNamara, D. S. (2015). Dynamic user modeling within a game-based ITS. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Doctoral Consortium within the Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp. 639-641). Madrid, Spain: International Educational Data Mining Society.

Snow, E. L., McNamara, D. S., Jacovina, M. E., Allen, L. K., Johnson, A. M., Perret, C. A., Dai, J., Jackson, G. T., Likens, A. D., Russell, D. G., & Weston, J. L. (2015). Promoting metacognitive awareness within a game-based intelligent tutoring system. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), (pp.786-789). Madrid, Spain: Springer.

Snow, E. L., San Pedro, M. O., Jacovina, M. E., McNamara, D. S., & Baker. R. S. (2015). Achievement versus experience: Predicting students’ choices during gameplay. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp.564-565). Madrid, Spain: International Educational Data Mining Society.

Soto, C. M., McNamara, D. S., Jacovina, M. E., Snow, E. L., Dai, J., Allen, L. K., Perret, C. A., Johnson, A. M., & Russell, D. G. (2015). iSTART-E: Desarrollando un tutor inteligente para la comprensión lectora de estudiantes de habla hispana. In M. García (Ed.), Proceedings of the 15th Annual Colloquium on Peninsular and Spanish American Literature, Linguistics and Culture. Orlando, FL.

Sullins, J., McNamara, D. S., Acuff, S., Neely, D., Hildebrand, E., Stewart, G., & Hu, X. (2015). Are you asking the right questions: The use of animated agents to teach learners to become better question askers. In C. Boonthum-Denecke, I. Russell, & W. Eberle (Eds.), Proceedings of the 28th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 479-481). Hollywood, FL: AAAI Press.

Allen, L. K., Jacovina, M. E., & McNamara, D.S. (2016). Computer-based writing instruction. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research, (2nd ed.), (pp. 316-329). New York: The Guilford Press.

Crossley, S. A., Allen, L. K., & McNamara, D. S. (2016). The Writing Pal: A writing strategy tutor. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 204-224). New York: Taylor & Francis, Routledge.

Crossley, S., Kyle, K., Davenport, J., & McNamara, D. S. (2016). Automatic assessment of constructed response data in a chemistry tutor. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (EDM 2016), (pp.336-340). Raleigh, NC: International Educational Data Mining Society.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. The Journal of Second Language Writing, 32, 1-16.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The Tool for the Automatic Analysis of Text Cohesion (TAACO): Automatic assessment of local, global, and text cohesion. Behavior Research Methods, 48(4), 1227-1237.

Crossley, S. A. & McNamara, D. S. (2016). Educational technologies and literacy development. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 1-12). New York: Taylor & Francis, Routledge.

Crossley, S. A., & McNamara, D. S. (2016). Say more and be more coherent: How elaboration and cohesion can increase writing quality. The Journal of Writing Research, 7(3), 351-370.

Crossley, S. A., Muldner, K., & McNamara, D. S. (2016). Idea generation in student writing: Computer assessments and links to successful writing. Written Communication, 1-27.

Dascalu, M., McNamara, D. S., Crossley, S. A., & Trausan-Matu, S. (2016). Age of exposure: A model of word learning. In S. Zilberstein, D. Schuurmans, & M. Wellman (Eds.), Proceedings of the 30th Annual Meeting of the Association for the Advancement of Artificial Intelligence (AAAI’16). Phoenix, AZ: AAAI Press.

Jackson, G. T., Allen, L. K., & McNamara, D. S. (2016). Common Core TERA: Text Ease and Readability Assessor. In D. S. McNamara & S. A. Crossley (Eds.) Adaptive educational technologies for literacy instruction (pp.49-68). New York: Taylor & Francis, Routledge.

Johnson, A. M., Jacovina, M. E., Jackson, G. T., Tighe, E. L., & McNamara, D.S. (2016) Lost in Springdale: An interactive narrative for adult literacy learners. In A. Micarelli, J. Stamper, & K. Panourgia (Eds.), Proceedings of the 13th International Conference on Intelligent Tutoring Systems (ITS 2016) (pp. 494-495). Zagreb, Croatia: Springer.

Liu, Z., Brown, R., Lynch, C.F., Barnes, T., Baker, R., Bergner, Y., & McNamara, D. S. (2016). MOOC learner behaviors by country and culture; an exploratory analysis. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (EDM 2016), (pp.127-134). Raleigh, NC: International Educational Data Mining Society.

Roscoe, R. D., Jacovina, M. E., Allen, L. K., Johnson, A. C., & McNamara, D. S. (2016). Toward revision-sensitive feedback in automated writing evaluation. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (EDM 2016), (pp.628-629). Raleigh, NC: International Educational Data Mining Society.

Snow, E. L., Likens, A. D., Allen, L. K., & McNamara, D. S. (2016). Taking control: Stealth assessment of deterministic behaviors within a game-based system. International Journal of Artificial Intelligence in Education, 26, 1011-1032.

Allen, L. K., Perret, C. A., Likens, A., & McNamara, D. S. (2017). What’d you say again? Recurrence quantification analysis as a method for analyzing the dynamics of discourse in a reading strategy tutor. In A. Wise, P. Winne, G. Lynch, X. Ochoa, I. Molenaar, & S. Dawson (Eds.), Proceedings of the 7th International Conference on Learning Analytics & Knowledge (LAK 17) in Vancouver, BC, Canada, (pp. 373-382). New York, NY: ACM.

Allen, L. K., & McNamara, D. S. (2017). Five building blocks for comprehension strategy instruction. In J.A. Leon & I. Escudero (Eds.), Reading Comprehension in Educational Settings (pp.125-144). Philadelphia, PA: John Benjamins.

Crossley, S. A., Barnes, T., Lynch, C., & McNamara, D. S. (2017). Linking language to math success in blended course. In X. Hu, T. Barnes, A. Hershkovitz, & L. Paquette (Eds.), Proceedings of the 10th International Conference on Educational Data Mining (EDM) (pp. 180-185), Wuhan, China: International Educational Data Mining Society.

Crossley, S. A., Dascalu, M., Baker, M., McNamara, D. S., & Trausan-Matu, S. (2017). Predicting Success in Massive Open Online Courses (MOOC) Using Cohesion Network Analysis. In B. K. Smith, M. Borge, K. Y. Lim, & E. Mercier (Eds.), In Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017). (pp. 103-110). Philadelphia, PA: ISLS.

Dascalu, M., Gutu, G., Paraschiv, I., Ruseti, s., Dessus, P., McNamara, D. S., Crossley, S. A., & Trausan-Matu, S. (2017). Cohesion-centered analysis of CSCL environments using ReaderBench. In B. Boulay, R.Baker, & E. Andre (Eds.),18th International Conference on Artificial Intelligence in Education (AIED 2017). (pp. 485–489). Wuhan, China: Springer.

Dascalu, M., McNamara, D. S., Trausan-Matu, S., & Allen, L. K., (2017). Cohesion network analysis of CSCL participation. Behavior Research Methods, 1-16.

Jackson, G. T. & McNamara, D. S. (2017). The motivation and mastery cycle framework: Predicting long-term benefits of educational games. In Y. Baek (Ed.), Game-based learning: Theory, strategies and performance outcomes. (pp. 97 – 122). Nova Science Publishers: New York.

Likens, A. D., Allen, L. K., & McNamara, D. S. (2017). Keystroke dynamics predict essay quality. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (CogSci 2017), (pp.2573-2578). London, UK: Cognitive Science Society.

Banawan, M., Butterfuss, R. Taylor, K. S., Christhilf, K., Hsu, C., O’Loughlin, C., Allen, L. K., Roscoe, R. D., McNamara, D. S. (2023). The Future of intelligent tutoring systems for writing. In O. Kruse, C. Rapp, C. M. Anson, K. Benetos, E. Cotos, A. Devitt, A. Shibani (Eds.), Digital Writing technologies in higher education: Theory, research, and practice, (pp. 365-383). Springer, Cham. [LINK] [PDF]

Baker, R.S. Wang, Y., Paquette, L., Aleven, V., Popsecu, O., Sewall, J., Rose, C., Tomar, G., Ferschke, O., Zhang, J., Cennamo, M., Ogden, S., Condit, T., Diaz, J., Crossley, S., McNamara, D., Comer, D., Lynch, C., Brown, R., Barnes, T., Bergner, Y. (in press). A MOOC on Educational Data Mining. To appear in ElAtia, S., Zaiane, O.R., Ipperciel, D. (Eds.), Handbook of Data Mining and Learning Analytics.Hoboken, NJ: Wiley.

Jacovina, M., & McNamara, D. S. (in press). Intelligent tutoring systems for literacy: Existing technologies and continuing challenges. In R. Atkinson (Ed.), Intelligent tutoring systems: Structure, applications and challenges. Hauppauge, NY: Nova Science Publishers Inc.

Johnson, A., Perret, C. A., Watanabe, M., Kopp, K., McCarthy, K. S., & McNamara, D. S. (in press). Adaptive literacy instruction in iSTART and W-Pal: Implementing the outer loop. In S. Craig (Ed.), Tutoring and Intelligent Tutoring Systems. 

McCarthy, K. S., Likens, A. D., Johnson, A. M., Guerrero, T. A., & McNamara, D. S. (in press). Metacognitive overload!: Positive and negative effects of metacognitive prompts in an intelligent tutoring system. International Journal of Artificial Intelligence in Education. 

McNamara, D., Allen, L. K., McCarthy, S. & Balyan, R. (in press). NLP: getting computers to understand discourse. In K. Millis, Long, D., Magliano, J. & Wiemer, K (Eds.) Deep learning: Multi-Disciplinary Approaches. Routledge.

Roscoe, R., Allen, L. K., & McNamara, D., (in press). Contrasting writing practice formats in a writing strategy tutoring system. Journal of Educational Computing Research.

Potter, A., Wilson, J., Roscoe, R.D., Arner, T., & McNamara, D.S. (in press). Computer-based writing instruction. Chapter submitted to C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (3rd ed.). Guilford.