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
Artificial intelligence for a social world
Cassell, J. (2019). Artificial intelligence for a social world. Issues in Science and Technology, 35(4), 29-36.
Field Trial Analysis of Socially-Aware Robot Assistant
Pecune, F., Chen, J., Matsuyama, Y., & Cassell, J. (2018, July). Field Trial Analysis of Socially Aware Robot Assistant. In Proceedings of the 17th International Conference on Autonomous Agents and MultiAgent Systems (pp. 1241-1249). International Foundation for Autonomous Agents and Multiagent Systems.
Socially-Conditioned Task Reasoning for a Virtual Tutoring Agent
Zhao, Z., Madaio, M., Pecune, F., Matsuyama, Y., & Cassell, J. (2018, July). Socially-Conditioned Task Reasoning for a Virtual Tutoring Agent. In Proceedings of the 17th International Conference on Autonomous Agents and MultiAgent Systems (pp. 2265-2267). International Foundation for Autonomous Agents and Multiagent Systems.
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.
Playing with Virtual Peers: Bootstrapping Contingent Discourse in Children with Autism
Tartaro, A. & Cassell, J. (2008). “Playing with Virtual Peers: Bootstrapping Contingent Discourse in Children with Autism” Proceedings of International Conference of the Learning Sciences (ICLS), June 24-28, Utrecht, Netherlands.
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.
Using Virtual Peer Technology as an Intervention for Children with Autism
Tartaro, A., & Cassell, J. (2006). “Using Virtual Peer Technology as an Intervention for Children with Autism”. Universal Usability: Designing Computer Interfaces for Diverse User Populations. New York: John Wiley & Sons, Ltd., pp. 231-262