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 Behavior, 70, 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 Reports, 34, 180-185.
Wilson, J., Roscoe, R. D., & Ahmed, Y. (2017). Automated formative assessment using a levels of language framework. Assessing Writing, 34, 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”
(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.