TOPICS :
- Architectures
- Authorable Virtual Peers
- Autism
- Computational Models of Behavior
- Computer Games
- Conversation
- Culture
- Dialect
- Direction-Giving
- Education
- Embodied Conversational Agents
- Evaluation
- Gender
- Gesture
- Implementation
- Leadership
- Literacy
- Machine Learning
- MOOCs
- Multimodal
- Narrative
- Natural Language Generation (NLG)
- Online Communities
- Peer-Tutoring
- Peers
- Rapport
- Social Skills
- Storytelling and Storylistening
- Survey Interviewing
- Trust
- Verbal and Nonverbal
- Virtual Peers
When to generate hedges in peer-tutoring interactions
Abulimiti, A., Clavel, C. & Cassell, J. (2023). When to generate hedges in peer-tutoring interactions. In Proceedings of the 24th Annual Meeting of the Special Interest Group on Discourse and Dialogue (SIGDIAL), pages 572–583, Prague, Czechia. Association for Computational Linguistics.
How About Kind of Generating Hedges using End-to-End Neural Models?
Abulimiti, A., Clavel, C. & Cassell, J. (2023). How About Kind of Generating Hedges using End-to-End Neural Models?. In Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), pages 877–892, Toronto, Canada. Association for Computational Linguistics.
“You might think about slightly revising the title”: Identifying hedges in peer-tutoring interactions
Raphalen, Y., Clavel, C. & Cassell, J. (2022). “You might think about slightly revising the title”: Identifying hedges in peer-tutoring interactions. Association for Computational Linguistics (ACL).
Socially interactive agents as peers
Cassell, J. (2022). Socially interactive agents as peers. In B. Lugrin, C. Pelachaud & D. Traum (Eds.), Handbook on socially interactive agents: 20 years of research on embodied conversational agents, intelligent virtual agents, and social robotics (vol. 2). ACM.
A novel multimodal approach for studying the dynamics of curiosity in small group learning
Sinha, T., Bai, Z., & Cassell, J. (2021). A novel multimodal approach for studying the dynamics of curiosity in small group learning. In International Conference on Spoken Dialog System Technology. https://doi.org/10.35542/osf.io/rfxwg
A climate of support: A process-oriented analysis of the impact of rapport on peer tutoring
Madaio, M., Peng, K., Ogan, A., & Cassell, J. (2018). A climate of support: A process-oriented analysis of the impact of rapport on peer tutoring. Proceedings of the 12th International Conference of the Learning Sciences (ICLS). https://doi.dx.org/10.22318/cscl2018.600
“I Think You Just Got Mixed Up”: Confident Peer Tutors Hedge to Support Partners’ Face Needs
Madaio, M., Cassell, J., & Ogan, A. (2017). “I think you just got mixed up”: confident peer tutors hedge to support partners’ face needs. International Journal of Computer-Supported Collaborative Learning, 4(12), 401-421.
Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of Curiosity
Sinha, T., Bai, Z., Cassell, J. (2017, September), “Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of Curiosity”, In proceedings of 12th European Conference on Technology Enhanced Learning (pp 270-285). Springer International Publishing
A New Theoretical Framework for Curiosity for Learning in Social Contexts
Sinha, T., Bai, Z., Cassell, J. (2017, September), “A New Theoretical Framework for Curiosity for Learning in Social Contexts”, In proceedings of 12th European Conference on Technology Enhanced Learning (pp 254-269). Springer International Publishing [*Best Paper Nominee (Top 4.2% of all paper submissions)*]
Using Temporal Association Rule Mining to Predict Dyadic Rapport in Peer Tutoring
Madaio, M., Ogan, A., Cassell, J. (2017). Using Temporal Association Rule Mining to Predict Dyadic Rapport in Peer Tutoring. In Proceedings of the 10th International Conference on Educational Data Mining, 2017. (in press).
The Impact of Peer Tutors’ Use of Indirect Feedback and Instructions
Madaio, M. A., Cassell, J., & Ogan, A. (2017, June). The Impact of Peer Tutors’ Use of Indirect Feedback and Instructions. In Proceedings of the Twelfth International Conference of Computer-Supported Collaborative Learning, 2017. [*Best Student Paper Nominee*]
The Effect of Friendship and Tutoring Roles on Reciprocal Peer Tutoring Strategies
Madaio, M. A., Ogan, A., & Cassell, J. (2016, June). The Effect of Friendship and Tutoring Roles on Reciprocal Peer Tutoring Strategies. In International Conference on Intelligent Tutoring Systems (pp. 423-429). Springer International Publishing.
Accessing Peer Social Interaction: Using Authorable Virtual Peer Technology as a Component of a Group Social Skills Intervention Program.
Tartaro, A., Cassell, J., Ratz, C., Lira, J., Nanclares-Nogues, V. (2015) “Accessing Peer Social Interaction: Using Authorable Virtual Peer Technology as a Component of a Group Social Skills Intervention Program.” ACM Transactions on Accessible Computing (TACCESS), 6, 1, Article 2, 29 pages.
Oh Dear Stacy! Social Interaction, Elaboration, and Learning with Teachable Agents
Ogan, A., Finkelstein, S., Mayfield, E., Matsuda, N., Cassell, J. (2012) “Oh Dear Stacy! Social Interaction, Elaboration, and Learning with Teachable Agents” in Proceedings of CHI 2012, May 5-10, 2010, Austin, TX. [PDF]
Brick by Brick: Iterating Interventions to Bridge the Achievement Gap with Virtual Peers
Rader, E., Echelbarger, M. Cassell, J. (2011) “Brick by Brick: Iterating Interventions to Bridge the Achievement Gap with Virtual Peers” in Proceedings of the CHI’11 Conference, May 9-12, Vancouver, BC
Authorable Virtual Peers for Autism Spectrum Disorders
Tartaro, A., & Cassell, J. (2006). “Authorable Virtual Peers for Autism Spectrum Disorders.” Proceedings of the Workshop on Language-Enabled Educational Technology at the 17th European Conference on Artificial Intelligence (ECAI06), August 28-31, Riva del Garda, Italy.