publications

by year | by type
2020
[112]Understanding Women's Remote Collaborative Programming Experiences: The Relationship between Dialogue Features and Reported Perceptions. Kimberly Michelle Ying, Fernando J. Rodríguez, Alexandra Lauren Dibble, Kristy Elizabeth Boyer. Proceedings of the ACM on Human-Computer Interaction, vol. 4 no. CSCW, 2020, pp. To appear. [bib]
[111]Gender Differences in Stress, Perceived Competence, and Perceived Choice during Remote Collaborative Problem Solving. Kimberly Michelle Ying, Fernando J. Rodríguez, Kristy Elizabeth Boyer. Proceedings of the International Conference of the Learning Sciences (ICLS), Nashville, Tennessee, 2020, pp. 799-800. [bib]
[110]Student Reflections on Pair Programming in Middle School: A Thematic Analysis. Mehmet Celepkolu, Aisha Chung Galdo, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford Mott, James C. Lester. Proceedings of the International Conference of the Learning Sciences (ICLS), Nashville, Tennessee, 2020, pp. 803-804. [bib]
[109]Elementary Students' Understanding of CS Terms. Jessica Vandenberg, Jennifer Tsan, Danielle Boulden, Zarifa Zakaria, Collin Lynch, Kristy Elizabeth Boyer, Eric Wiebe. ACM Transactions on Computing Education (TOCE), vol. 20 no. 3, 2020, pp. 1-19. [bib]
[108]Understanding Students' Needs for Better Collaborative Coding Tools. Kimberly Michelle Ying, Kristy Elizabeth Boyer. Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, Honolulu, Hawaii, 2020, pp. 1-8. [bib]
[107]Novice Debugging in Block-Based and Hybrid Environments. Phoebe Martinez, John Lopez, Fernando J. Rodríguez, Joseph B. Wiggins, Kristy Elizabeth Boyer. Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE), Portland, Oregon, 2020, pp. 1291. [bib]
[106]Cluster-Based Analysis of Novice Coding Misconceptions in Block-Based Programming. Andrew Emerson, Andy Smith, Fernando J. Rodríguez, Eric N. Wiebe, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE), Portland, Oregon, 2020, pp. 825-831. [bib]
[105]Upper Elementary and Middle Grade Teachers’ Perceptions, Concerns, and Goals for Integrating CS into Classrooms. Mehmet Celepkolu, Erin O’Halloran, Kristy Elizabeth Boyer. Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE), Portland, Oregon, 2020, pp. 965-970. [bib]
[104]Exploring Middle School Students’ Reflections on the Infusion of CS into Science Classrooms. Mehmet Celepkolu, David Austin Fussell, Aisha Chung Galdo, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James Lester. Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE), Portland, Oregon, 2020, pp. 671-677. [bib]
[103]A Comparison of Two Pair Programming Configurations for Upper Elementary Students. Jennifer Tsan, Jessica Vandenberg, Zarifa Zakaria, Joseph B. Wiggins, Alexander R. Webber, Amanda Bradbury, Collin Lynch, Eric Wiebe, Kristy Elizabeth Boyer. Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE), Portland, Oregon, 2020, pp. 346-352. [bib]
[102]User-Centered Design of a Mobile Java Practice App: A Comparison of Question Formats. Mohona Ahmed, Kimberly Michelle Ying, Kristy Elizabeth Boyer. Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE), Portland, Oregon, 2020, pp. 1158-1164. [bib]
2019
[101]The Interface Design of a Collaborative Computer Science Learning Environment for Elementary Aged Students. Amanda Bradbury, Eric Wiebe, Jessica Vandenberg, Jennifer Tsan, Collin Lynch, Kristy Boyer. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2019, pp. 493-497. [bib]
[100]Toward a Responsive Interface to Support Novices in Block-Based Programming. Fernando J. Rodríguez, Cody R. Smith, Andy Smith, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. Proceedings of the 2019 IEEE Blocks and Beyond Workshop, Memphis, Tennessee, 2019. [bib]
[99]Predicting Early and Often: Predictive Student Modeling for Block-Based Programming Environments. Andrew Emerson, Andy Smith, Cody Smith, Fernando J. Rodríguez, Eric N. Wiebe, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 12th International Conference on Educational Data Mining (EDM), 2019, pp. 39-48. [bib]
[98]Visualizing Pair Programming Dialogue: An Exploratory Study of Student Reflections on Summative and Time-Series Visualizations. Mehmet Celepkolu, David Austin Fussell, Aisha Chung Galdo, Kristy Elizabeth Boyer. 3rd Educational Data Mining in Computer Science Education (CSEDM) Workshop, 2019. [bib]
[97]Collaborative Talk Across Two Pair-Programming Configurations. Zarifa Zakaria, Danielle Boulden, Jessica Vandenberg, Jennifer Tsan, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer. Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (CSCL), 2019, pp. 224-231. [bib]
[96]Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments. Joseph B. Wiggins, Mayank Kulkarni, Wookhee Min, Kristy Elizabeth Boyer, Bradford Mott, Eric Wiebe, James Lester. Proceedings of the International Conference on Artificial Intelligence in Education, 2019, pp. 314-318. [bib]
[95]Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs. Wookhee Min, Kyungjin Park, Joseph Wiggins, Bradford Mott, Eric Wiebe, Kristy Elizabeth Boyer, James Lester. Proceedings of the International Conference on Artificial Intelligence in Education, 2019, pp. 195-200. [bib]
[94]DeepStealth: Game-Based Learning Stealth Assessment with Deep Neural Networks. Wookhee Min, Megan H. Frankosky, Bradford W. Mott, Jonathan P. Rowe, Andy Smith, Eric Wiebe, Kristy Elizabeth Boyer, James C. Lester. IEEE Transactions on Learning Technologies, vol. 13 no. 2, 2019, pp. 312-325. [bib]
[93]From Doodles to Designs: Participatory Pedagogical Agent Design with Elementary Students. Joseph B. Wiggins, Jamieka Wilkinson, Lara Baigorria, Yingwen Huang, Kristy Elizabeth Boyer, Collin Lynch, Eric Wiebe. Proceedings of the 18th ACM International Conference on Interaction Design and Children, 2019, pp. 642-647. [bib]
[92]Development of a Lean Computational Thinking Abilities Assessment for Middle Grades Students. Eric N. Wiebe, Jennifer London, Osman Aksit, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE), 2019, pp. 456-461. [bib]
[91]"I Impressed Myself With How Confident I Felt": Reflections on a Computer Science Assessment for K-8 Teachers. Hannah E. Chipman, Fernando J. Rodríguez, Kristy Elizabeth Boyer. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE), 2019, pp. 1081-1087. [bib]
[90]In Their Own Words: Gender Differences in Student Perceptions of Pair Programming. Kimberly Michelle Ying, Lydia G. Pezzullo, Mohona Ahmed, Kassandra Crompton, Jeremiah Blanchard, Kristy Elizabeth Boyer. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE), 2019, pp. 1053-1059. [bib]
2018
[89]Affect-based Early Prediction of Player Mental Demand and Engagement for Educational Games. Joseph B. Wiggins, Mayank Kulkarni, Wookhee Min, Kristy Elizabeth Boyer, Bradford Mott, Eric Wiebe, James Lester. The 14th AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment (AIIDE'18), 2018, pp. 243-249. [bib]
[88]Predicting Student Performance Based on Eye Gaze During Collaborative Problem Solving. Mehmet Celepkolu, Kristy Elizabeth Boyer. Proceedings of the 4th International Workshop on Group Interaction Frontiers in Technology (GIFT), 2018. [bib]
[87]User Affect and No-Match Dialogue Scenarios: An Analysis of Facial Expression. Joseph B. Wiggins, Mayank Kulkarni, Wookhee Min, Kristy Elizabeth Boyer, Bradford Mott, Eric Wiebe, James Lester. Proceedings of the 4th International Workshop on Multimodal Analyses enabling Artificial Agents in Human-Machine Interaction (MA3HMI), 2018, pp. 6-14. [bib]
[86]"Alright, What Do We Need?": A Study of Young Coders’ Collaborative Dialogue. Jennifer Tsan, Collin F. Lynch, Kristy Elizabeth Boyer. International Journal of Child-Computer Interaction, vol. 17, 2018, pp. 61-71. [bib]
[85]Introducing the Computer Science Concept of Variables in Middle School Science Classrooms. Philip Sheridan Buffum, Kimberly Michelle Ying, Xiaoxi Zheng, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, David C. Blackburn, James C. Lester. Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE), Baltimore, Maryland, 2018, pp. 906-911. [bib]
[84]"I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions. Jennifer Tsan, Fernando J. Rodríguez, Kristy Elizabeth Boyer, Collin Lynch. Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE), Baltimore, Maryland, 2018, pp. 622-627. [bib]
[83]Thematic Analysis of Students’ Reflections on Pair Programming. Mehmet Celepkolu, Kristy Elizabeth Boyer. Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE), Baltimore, Maryland, 2018, pp. 771-776. [bib]
[82]The Importance of Producing Shared Code Through Pair Programming. Mehmet Celepkolu, Kristy Elizabeth Boyer. Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE), Baltimore, Maryland, 2018, pp. 765-770. [bib]
2017
[81]How Block Categories Affect Learner Satisfaction with a Block-Based Programming Interface. Fernando J. Rodríguez, Kimberly Michelle Price, Joseph Isaac Jr., Kristy Elizabeth Boyer, Christina Gardner-McCune. Proceedings of the IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), Raleigh, North Carolina, 2017, pp. 201-205. [bib]
[80]"Thanks Alisha, Keep in Touch": Gender Effects and Engagement with Virtual Learning Companions. Lydia G. Pezzullo, Joseph B. Wiggins, Megan H. Frankosky, Wookhee Min, Kristy Elizabeth Boyer, Bradford W. Mott, Eric N. Wiebe, James C. Lester. Proceedings of the International Conference on Artificial Intelligence in Education, Wuhan, China, 2017, pp. 299—310. [bib]
[79]Think First: Fostering Substantive Contributions in Collaborative Problem-Solving Dialogues. Mehmet Celepkolu, Joseph B. Wiggins, Kristy Elizabeth Boyer, Kyla McMullen. Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL), Philadelphia, Pennsylvania, 2017, pp. 295–302. [bib]
[78]Expressing and Addressing Uncertainty: A Study of Collaborative Problem-Solving Dialogues. Fernando J. Rodríguez, Kimberly Michelle Price, Kristy Elizabeth Boyer. Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL), Philadelphia, Pennsylvania, 2017, pp. 207-214. [bib]
[77]Toward Conversational Agents that Support Learning: A Look at Human Collaborations in Computer Science Problem Solving. Fernando J. Rodríguez, Kimberly Michelle Price, Mickey Vellukunnel, Kristy Elizabeth Boyer. Proceedings of the Conversational UX Design CHI 2017 Workshop, Denver, Colorado, 2017. [bib]
[76]Conversational UX Design for Kids: Toward Learning Companions. Joseph B. Wiggins, Lydia G. Pezzullo, Kristy Elizabeth Boyer, Bradford W. Mott, Eric N. Wiebe, James C. Lester. Proceedings of the Conversational UX Design CHI 2017 Workshop, Denver, Colorado, 2017. [bib]
[75]Deconstructing the Discussion Forum: Student Questions and Computer Science Learning. Mickey Vellukunnel, Philip Sheridan Buffum, Kristy Elizabeth Boyer, Jeffrey Forbes, Sarah Heckman, Ketan Mayer-Patel. Proceedings of the 48th ACM Technical Symposium on Computer Science Education (SIGCSE), Seattle, Washington, 2017, pp. 603-608. [bib]
[74]Exploring the Pair Programming Process: Characteristics of Effective Collaboration. Fernando J. Rodríguez, Kimberly Michelle Price, Kristy Elizabeth Boyer. Proceedings of the 48th ACM Technical Symposium on Computer Science Education (SIGCSE), Seattle, Washington, 2017, pp. 507-512. [bib]
2016
[73]Gender Differences in Facial Expressions of Affect During Learning. Alexandria K. Vail, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C.. Lester. Proceedings of the 24th International Conference on User Modelling, Adaptation, and Personalization, Halifax, Canada, 2016, pp. 65-74. [bib]
[72]Predicting Learning from Student Affective Response to Tutor Questions. Alexandria K. Vail, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 13th International Conference on Intelligent Tutoring Systems, Zagreb, Croatia, 2016, pp. 154-164. [bib]
[71]The Affective Impact of Tutor Questions: Predicting Frustration and Engagement. Alexandria K. Vail, Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C.. Lester. Proceedings of the 9th International Conference on Educational Data Mining, Raleigh, North Carolina, 2016, pp. 247-254. [bib]
[70]How Early Does the CS Gender Gap Emerge? A Study of Collaborative Problem Solving in 5th Grade Computer Science. Jennifer Tsan, Kristy Elizabeth Boyer, Collin F. Lynch. Proceedings of the 47th ACM Technical Symposium on Computer Science Education (SIGCSE), 2016, pp. 388-393. [bib]
[69]Reference Resolution in Situated Dialogue with Learned Semantics. Xiaolong Li, Kristy Elizabeth Boyer. Proceedings of the 17th Annual SIGdial Meeting on Discourse and Dialogue (SIGDIAL 2016), 2016, pp. 329–338. [bib]
[68]Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science. Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. International Journal of Artificial Intelligence in Education, 2016, pp. 1-24. [bib]
[67]Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science. Philip Sheridan Buffum, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. IEEE Computing in Science and Engineering, Special Issue - Best of Respect 2015, 2016, pp. 18—28. [bib]
[66]Empowering All Students: Closing the CS Confidence Gap with an In-School Initiative for Middle School Students. Philip Sheridan Buffum, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. Proceedings of the 47th ACM Technical Symposium on Computer Science Education (SIGCSE), 2016, pp. 382-387. [bib]
2015
[65]Leveraging Collaboration to Improve Gender Equity in a Game-based Learning Environment for Middle School Computer Science. Philip Sheridan Buffum, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. RESPECT - IEEE Special Technical Community on Broadening Participation, Charlotte, North Carolina, 2015, pp. 1-8. [bib]
[64]The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support. Alexandria K. Vail, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 23nd International Conference on User Modelling, Adaptation, and Personalization, Dublin, Ireland, 2015, pp. 265-276. [bib]
[63]Mind the Gap: Improving Gender Equity in Game-based Learning Environments with Learning Companions. Philip Sheridan Buffum, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. Proceedings of the International Conference on Artificial Intelligence in Education, Madrid, Spain, 2015, pp. 64-73. [bib]
[62]Choosing to Interact: Exploring the Relationship Between Learner Personality, Attitudes, and Tutorial Dialogue Participation. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the International Conference on Educational Data Mining, Madrid, Spain, 2015, pp. 125-129. [bib]
[61]A Tutorial Dialogue System for Real-Time Evaluation of Unsupervised Dialogue Act Classifiers: Exploring System Outcomes. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the International Conference on Artificial Intelligence in Education, Madrid, Spain, 2015, pp. 105-114. [bib]
[60]Discovering Individual and Collaborative Problem-Solving Modes with Hidden Markov Models. Fernando J. Rodríguez, Kristy Elizabeth Boyer. Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED), Madrid, Spain, 2015, pp. 408-418. [bib]
[59]Modeling Self-Efficacy Across Age Groups with Automatically Tracked Facial Expression. Joseph F. Grafsgaard, Seung Y. Lee, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the International Conference on Artificial Intelligence in Education, Madrid, Spain, 2015, pp. 582-585. [bib]
[58]Semantic Grounding in Dialogue for Complex Problem Solving. Xiaolong Li, Kristy E. Boyer. Proceedings of the Conference of the North American Chapter of the Association for Computational Linguistics and Human Language Technology (NAACL HLT), Denver, Colorado, 2015, pp. 841-850. [bib]
[57]Classifying Student Dialogue Acts with Multimodal Learning Analytics. Aysu Ezen-Can, Joseph F. Grafsgaard, James C. Lester, Kristy Elizabeth Boyer. Proceedings of the International Conference on Learning Analytics and Knowledge (LAK), Poughkeepsie, NY, 2015, pp. 280-289. [bib]
[56]Unsupervised Modeling for Understanding MOOC Discussion Forums: A Learning Analytics Approach. Aysu Ezen-Can, Kristy Elizabeth Boyer, Shaun Kellogg, Sherry Booth. Proceedings of the International Conference on Learning Analytics and Knowledge (LAK), Poughkeepsie, NY, 2015, pp. 146-150. [bib]
[55]A Practical Guide to Developing and Validating Computer Science Knowledge Assessments with Application to Middle School. Philip Sheridan Buffum, Eleni V. Lobeni, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE), Kansas City, MO, 2015, pp. 622-627. [bib]
[54]Understanding Student Language: An Unsupervised Dialogue Act Classification Approach. Aysu Ezen-Can, Kristy Elizabeth Boyer. International Journal of Educational Data Mining (JEDM), vol. 7 no. 1, 2015, pp. 51-78. [bib]
2014
[53]The Additive Value of Multimodal Features for Predicting Engagement, Frustration, and Learning during Tutoring. Joseph F. Grafsgaard, Joseph B. Wiggins, Alexandria K. Vail, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the ACM International Conference on Multimodal Interaction (ICMI), Istanbul, Turkey, 2014, pp. 42-49. [bib]
[52]Predicting Learning and Engagement in Tutorial Dialogue: A Personality-Based Model. Alexandria Katarina Vail, Joseph F. Grafsgaard, Joseph B. Wiggins, James C. Lester, Kristy Elizabeth Boyer. Proceedings of the 16th International Conference on Multimodal Interaction (ICMI), Istanbul, Turkey, 2014, pp. 255-262. [bib]
[51]Toward Adaptive Unsupervised Dialogue Act Classification in Tutoring by Gender and Self-Efficacy. Aysu Ezen-Can, Kristy Elizabeth Boyer. Workshop on Non-Cognitive Factors & Personalization for Adaptive Learning (NCFPAL) in Extended Proceedings of the 7th International Conference on Educational Data Mining (EDM), London, United Kingdom, 2014, pp. 94-100. [bib]
[50]A Preliminary Investigation of Learner Characteristics for Unsupervised Dialogue Act Classification. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the 7th International Conference on Educational Data Mining (EDM), London, United Kingdom, 2014, pp. 373-374. [bib]
[49]Predicting Learning and Affect from Multimodal Data Streams in Task-Oriented Tutorial Dialogue. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 7th International Conference on Educational Data Mining (EDM), London, United Kingdom, 2014, pp. 122-129. [bib]
[48]Combining Task and Dialogue Streams in Unsupervised Dialogue Act Models. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the 15th Annual SIGDIAL Meeting on Discourse and Dialogue (SIGDIAL), Philadelphia, Pennsylvania, 2014, pp. 113-122. [bib]
[47]Adapting to Personality Over Time: Examining the Effectiveness of Dialogue Policy Progressions in Task-Oriented Interaction. Alexandria Katarina Vail, Kristy Elizabeth Boyer. Proceedings of the 15th Annual SIGDIAL Meeting on Discourse and Dialogue (SIGDIAL), Philadelphia, Pennsylvania, 2014, pp. 41-50. [bib]
[46]Exploring the Relationship between Self-Efficacy and the Effectiveness of Tutorial Interactions. Joseph B. Wiggins, Joseph F. Grafsgaard, Christopher M. Mitchell, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 2nd Workshop on AI-supported Education for Computer Science (AIEDCS), Honolulu, Hawaii, 2014, pp. 31-40. [bib]
[45]Identifying Effective Moves in Tutoring: On the Refinement of Dialogue Act Annotation Schemes. Alexandria Katarina Vail, Kristy Elizabeth Boyer. Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS), Honolulu, Hawaii, 2014, pp. 199-209. [bib]
[44]Exploring the Relationship Between Task Difficulty and Emotion in Online Computer Programming Tutoring. Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), Atlanta, Georgia, USA, 2014, pp. 721-721. [bib]
[43]CS Principles Goes to Middle School: Learning How to Teach "Big Data". Philip Sheridan Buffum, Allison G. Martínez-Arocho, Megan Hardy Frankosky, Fernando J. Rodríguez, Eric N. Wiebe, Kristy Elizabeth Boyer. Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), Atlanta, Georgia, 2014, pp. 151-156. [bib]
[42]Developing a Game-Based Learning Curriculum for "Big Data" in Middle School. Allison G. Martínez-Arocho, Philip Sheridan Buffum, Kristy Elizabeth Boyer. Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), Atlanta, Georgia, 2014, pp. 712-712. [bib]
2013
[41]Toward a Tutorial Dialogue System for Urban Navigation. Christopher Fox, Kristy Elizabeth Boyer. Proceedings of the 17th Workshop on the Semantics and Pragmatics of Dialogue (SemDial), Amsterdam, 2013, pp. 185-187. [bib]
[40]Learner Characteristics and Dialogue: Recognizing Effective and Student-Adaptive Tutorial Strategies. Christopher M. Mitchell, Eun Young Ha, Kristy Elizabeth Boyer, James C. Lester. International Journal of Learning Technology (IJLT), vol. 8 no. 4, 2013, pp. 382-403. [bib]
[39]Automatically Recognizing Facial Indicators of Frustration: A Learning-Centric Analysis. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the International Conference on Affective Computing and Intelligent Interaction (ACII), Geneva, Switzerland, 2013, pp. 159-165. [bib]
[38]Evaluating State Representations for Reinforcement Learning of Turn-Taking Policies in Tutorial Dialogue. Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the SIGDIAL Meeting on Discourse and Dialogue, Metz, France, 2013, pp. 339-343. [bib]
[37]In-Context Evaluation of Unsupervised Dialogue Act Models for Tutorial Dialogue. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the 14th Annual SIGDIAL Meeting on Discourse and Dialogue, Metz, France, 2013, pp. 324-328. [bib]
[36]Learning Dialogue Management Models for Task-Oriented Dialogue with Parallel Dialogue and Task Streams. Eun Young Ha, Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 14th Annual SIGDIAL Meeting on Discourse and Dialogue, Metz, France, 2013, pp. 204-213. [bib]
[35]A Markov Decision Process Model of Tutorial Intervention in Task-Oriented Dialogue. Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), Memphis, Tennessee, 2013. [bib]
[34]Unsupervised Classification of Student Dialogue Acts With Query-likelihood Clustering. Aysu Ezen-Can, Kristy Elizabeth Boyer. Proceedings of the 6th International Conference on Educational Data Mining (EDM), Memphis, Tennessee, 2013, pp. 20-27. [bib]
[33]Repairing Disengagement in Collaborative Dialogue for Game-Based Learning. Fernando J. Rodríguez, Natalie D. Kerby, Kristy Elizabeth Boyer. Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), Memphis, Tennessee, 2013, pp. 807-810. [bib]
[32]Informing the Design of a Game-Based Learning Environment for Computer Science: A Pilot Study on Engagement and Collaborative Dialogue. Fernando J. Rodríguez, Natalie D. Kerby, Kristy Elizabeth Boyer. Proceedings of The 1st Workshop on AI-Supported Education for Computer Science (AIEDCS), Memphis, Tennessee, 2013, pp. 30-39. [bib]
[31]When to Intervene: Toward a Markov Decision Process Dialogue Policy for Computer Science Tutoring. Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the 1st Workshop on AI-supported Education for Computer Science (AIEDCS), Memphis, Tennessee, 2013, pp. 450-455. [bib]
[30]Embodied Affect in Tutorial Dialogue: Student Gesture and Posture. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), Memphis, Tennessee, 2013, pp. 1-10. [bib]
[29]Automatically Recognizing Facial Expression: Predicting Engagement and Frustration. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the International Conference on Educational Data Mining (EDM), Memphis, Tennessee, 2013, pp. 43-50. [bib]
[28]Modeling Student Programming with Multimodal Learning Analytics. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the ACM Technical Symposium on Computer Science Education (SIGCSE), Denver, Colorado, 2013, pp. 736-736. [bib]
2012
[27]Multimodal Analysis of the Implicit Affective Channel in Computer-Mediated Textual Communication. Joseph F. Grafsgaard, Robert M. Fulton, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the ACM International Conference on Multimodal Interaction (ICMI), Santa Monica, California, 2012, pp. 145-152. [bib]
[26]Combining Verbal and Nonverbal Features to Overcome the ‘Information Gap’ in Task-Oriented Dialogue. Eun Young Ha, Joseph F. Grafsgaard, Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the SIGDIAL Meeting on Discourse and Dialogue, Seoul, Republic of Korea, 2012, pp. 246-256. [bib]
[25]From Strangers to Partners: Examining Convergence Within a Longitudinal Study of Task-Oriented Dialogue. Christopher M. Mitchell, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the SIGDIAL Meeting on Discourse and Dialogue, Seoul, Republic of Korea, 2012, pp. 94-98. [bib]
[24]Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the International Conference on Intelligent Tutoring Systems (ITS), Chania, Greece, 2012, pp. 52-58. [bib]
[23]Recognizing Effective and Student-Adaptive Tutor Moves in Task-Oriented Tutorial Dialogue. Christopher M. Mitchell, Eun Young Ha, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the Intelligent Tutoring Systems Track of the International Conference of the Florida Artificial Intelligence Research Society (FLAIRS), Marco Island, Florida, 2012, pp. 450-455. [bib]
[22]Analyzing Posture and Affect in Task-Oriented Tutoring. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. Proceedings of the Intelligent Tutoring Systems Track of the International Conference of the Florida Artificial Intelligence Research Society (FLAIRS), Marco Island, Florida, 2012, pp. 438-443. [bib]
2011
[21]Predicting Facial Indicators of Confusion with Hidden Markov Models. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester. Proceedings of the International Conference on Affective Computing and Intelligent Interaction (ACII), Memphis, Tennessee, 2011, pp. 97-106. [bib]
[20]Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Robert Philips, James C. Lester. Proceedings of the 15th International Conference on Artificial Intelligence in Education (AIED), Auckland, New Zealand, 2011, pp. 98-105. [bib]
[19]An Affect-Enriched Dialogue Act Classification Model for Task-Oriented Dialogue. Kristy Elizabeth Boyer, Joseph Grafsgaard, Eun Young Ha, Robert Phillips, James C. Lester. Proceedings of the International Conference of the Association for Computational Linguistics (ACL), Portland, Oregon, 2011, pp. 1190-1199. [bib]
[18]The Impact of Task-Oriented Feature Sets on HMMs for Dialogue Modeling. Kristy Elizabeth Boyer, Eun Young Ha, Robert Phillips, James C. Lester. Proceedings of the 12th Annual SIGDIAL Meeting on Discourse and Dialogue, Portland, Oregon, 2011, pp. 49-58. [bib]
[17]Investigating the Relationship Between Dialogue Structure and Tutoring Effectiveness: A Hidden Markov Modeling Approach. Kristy Elizabeth Boyer, Robert Phillips, Amy Ingram, Eun Young Ha, Michael D. Wallis, Mladen A. Vouk, James C. Lester. International Journal of Artificial Intelligence in Education (IJAIED), vol. 21 no. 1, 2011, pp. 65-81. [bib]
2010
[16]Dialogue Act Modeling in a Complex Task-Oriented Domain. Kristy Elizabeth Boyer, Eun Young Ha, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 11th Annual SIGDIAL Meeting on Discourse and Dialogue, Tokyo, Japan, 2010, pp. 297-305. [bib]
[15]Leveraging Hidden Dialogue State to Select Tutorial Moves. Kristy Elizabeth Boyer, Robert Philips, Eun Young Ha, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 5th Workshop on Innovative Use of NLP for Building Educational Applications (BEA), Los Angeles, California, 2010, pp. 66-73. [bib]
[14]Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models. Kristy Elizabeth Boyer, R. Phillips, A. Ingram, Eun Young Ha, M. Wallis, M. Vouk, J. Lester. Proceedings of the 10th International Conference on Intelligent Tutoring Systems (ITS), Pittsburgh, Pennsylvania, 2010, pp. 55-64. [bib]
[13]Principles of Asking Effective Questions During Student Problem Solving. Kristy Elizabeth Boyer, William Lahti, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 41st ACM Technical Symposium on Computer Science Education (SIGCSE), Milwaukee, Wisconsin, 2010, pp. 460-464. [bib]
[12]Increasing Technical Excellence, Leadership and Commitment of Computing Students through Identity-Based Mentoring. Kristy Elizabeth Boyer, E. Nathan Thomas, Audrey Rorrer, Deonte Cooper, Mladen A. Vouk. Proceedings of the 41st ACM Technical Symposium on Computer Science Education (SIGCSE), Milwaukee, Wisconsin, 2010, pp. 167-171. [bib]
2009
[11]Discovering Tutorial Dialogue Strategies with Hidden Markov Models. Kristy Elizabeth Boyer, Eun Young Ha, Michael D. Wallis, Robert Phillips, Mladen A. Vouk, James C. Lester. Proceedings of the 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, United Kingdom, 2009, pp. 141-148. [bib]
[10]An Empirically Derived Question Taxonomy for Task-Oriented Tutorial Dialogue. Kristy Elizabeth Boyer, William J Lahti, Robert Phillips, Michael D Wallis, Mladen A Vouk, James C Lester. Proceedings of the Second Workshop on Question Generation, Brighton, United Kingdom, 2009, pp. 9-16. [bib]
[9]Modeling Dialogue Structure with Adjacency Pair Analysis and Hidden Markov Models. Kristy Elizabeth Boyer, Robert Phillips, Eun Young Ha, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the Conference of the North American Chapter of the Association for Computational Linguistics and Human Language Technology (NAACL HLT), Boulder, Colorado, 2009, pp. 49-52. [bib]
[8]Inferring Tutorial Dialogue Structure with Hidden Markov Modeling. Kristy Elizabeth Boyer, Eun Young Ha, Robert Philips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 4th Workshop on Innovative Use of NLP for Building Educational Applications (BEA), Boulder, Colorado, 2009, pp. 19-26. [bib]
[7]The Impact of Instructor Initiative on Student Learning: A Tutoring Study. Kristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 40th ACM Technical Symposium on Computer Science Education (SIGCSE), Chattanooga, Tennessee, 2009, pp. 14-18. [bib]
[6]Investigating the Role of Motivation in Computer Science Education through One-on-One Tutoring. Kristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Computer Science Education, vol. 19 no. 2, 2009, pp. 111-136. [bib]
2008
[5]A Development Environment for Distributed Synchronous Collaborative Programming. Kristy Elizabeth Boyer, August A. Dwight, R. Taylor Fondren, Mladen A. Vouk, James C. Lester. Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), Madrid, Spain, 2008, pp. 158-162. [bib]
[4]Learner Characteristics and Feedback in Tutorial Dialogue. Kristy Elizabeth Boyer, Robert Philips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the 3rd Workshop on Innovative Use of NLP for Building Educational Applications (BEA), Columbus, Ohio, 2008, pp. 53-61. [bib]
[3]Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue. Kristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. Proceedings of the International Conference on Intelligent Tutoring Systems (ITS), Montréal, Quebec, 2008, pp. 239-249. [bib]
2007
[2]The Influence of Learner Characteristics on Task-Oriented Tutorial Dialogue. Kristy Elizabeth Boyer, Mladen A. Vouk, James C. Lester. Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED), Marina Del Rey, California, 2007, pp. 365-372. [bib]
[1]A Case for Smaller Class Size with Integrated Lab for Introductory Computer Science. Kristy Elizabeth Boyer, Rachael S. Dwight, Carolyn S. Miller, C. Dianne Raubenheimer, Matthias F. Stallmann, Mladen A. Vouk. Proceedings of the 38th ACM Technical Symposium on Computer Science Education (SIGCSE), Covington, Kentucky, 2007, pp. 341-345. [bib]
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