Engineering | Slate Lab

Journal Publications

Roscoe, R. D., Wilson, J., Johnson, A. C., & Mayra, C. R. (2017). Presentation, expectations, and experience: Sources of student perceptions of automated writing evaluation. Computers in Human Behavior70, 207-221.

Stewart, C. O., McConnell, J. R., Stallings, L. A., & Roscoe, R. D. (2017). An initial exploration of students’ mindsets, attitudes, and beliefs about public speak. Communication Research Reports34, 180-185.

Wilson, J., Roscoe, R. D., & Ahmed, Y. (2017). Automated formative assessment using a levels of language framework. Assessing Writing34, 16-36.


Roscoe, R. D., Grebitus, C., O’Brian, J., Johnson, A. C., & Kula, I. (2016). Online information search and consumer choice: effects of web search stance. Computers in Human Behavior, 56, 103-118.


Roscoe, R. D., Jacovina, M. E., Harry, D., Russell, D., & McNamara, D. S. (2015). Partial verbal redundancy in multimedia presentations for writing strategy instruction. Applied Cognitive Psychology, 29, 669-679.

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

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


Roscoe, R. D., Varner, L., Weston, J., Crossley, S., & McNamara, D.S. (2014). The Writing Pal Intelligent Tutoring System: usability testing and development. Computers and Composition, 34, 39-59.

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. Educational Technology Research and Development, 62, 481-505.

Crossley, S. A., Roscoe, R. D., & McNamara, D. S. (2014). What is successful writing? An investigation into the multiple ways writers can write successful essays. Written Communication, 31, 184-215. (2014 John R. Hayes Award)

Roscoe, R. D. (2014). Self-monitoring and knowledge-building in learning by teaching. Instructional Science, 42, 327-351.


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

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., Segedy, J., Sulcer, W., Jeong, H., & Biswas, G. (2013). Shallow strategy development in a teachable agent environment designed to support self-regulated learning. Computers and Education, 62, 286-297.

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

Varner, L., Roscoe, R. D., & McNamara, D. S. (2013). Evaluative misalignment of 10th-grade student and teacher criteria for essay quality: an automated textual analysis. Journal of Writing Research, 5, 35-59.


Chi, M., Roscoe, R. D., Slotta, J., Roy, M., & Chase, C. (2012). Misconceived causal explanations for “emergent” processes. Cognitive Science, 36, 1-61.


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


Biswas, G., Jeong, H., Kinnebrew, J., Sulcer, B., & Roscoe, R. D. (2010). Measuring self-regulated learning skills through social interactions in a teachable agent environment. Research and Practice in Technology-Enhanced Learning, 5, 123-152.


Roscoe, R. D. & Chi, M. (2008). Tutor learning: The role of instructional explaining and responding to questions. Instructional Science, 36, 321-350.


Roscoe, R. D. & Chi, M. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research, 77, 534-574.

Works in Progress

“Automated writing instruction and feedback: Instructional design, perceptions, and effects on high school student revising”


“College student perceptions of writing errors, text quality, and author characteristics”


“Contrasting writing practice opportunities in a writing strategy tutoring system”


 

Edited Volume

End-User Considerations in Educational Technology Design (publisher website; Amazon.com)

(2017, R. D. Roscoe, S. D. Craig, and I. Douglas, Eds., IGI Global)

Educational technology development emphasizes strong pedagogy, innovative software engineering, and learning analytics. However, iterative usability testing and user-centered design are often neglected. This book will present contemporary learning sciences perspectives on learning with technology along with overviews of best practices in user-centered design. Researchers, developers, and educators will share their findings and lessons drawn from a variety of technologies and disciplines.