Journal Publications
Fang, Y., Li, T., Huynh, L., Christhilf, K., Roscoe, R. D., & McNamara, D. S. (2023). Stealth literacy assessments via educational games. Computers, 12(7), Article 130.
McNamara, D. S., Arner, T., Butterfuss, R., Fang, Y., Watanabe, M., Newton, N., McCarthy, K. S., Allen, L. K, & Roscoe, R. D. (2023). iSTART: Adaptive comprehension strategy training and stealth literacy assessment. International Journal of Human-Computer Interaction, 39(11), 2239-2252.
Roscoe, R. D. (2023). Building inclusive and equitable artificial intelligence for education. XRDS: Crossroads, the ACM Magazine for Students, 29(3), 22-25.
Roscoe, R, D., Balyan, R., McNamara, D. S., Banawan, M., & Schillinger, D. (2023). Automated strategy feedback can improve the readability of physicians’ electronic communications to simulated patients. International Journal of Human-Computer Studies, 176, 103059.
Roscoe, R. D., Siegle, R. F., Arnold, S. T., & Clark, A. T. (2023). Teaching psychology to future engineers. Scholarship of Teaching and Learning in Psychology,
Butterfuss, R., Roscoe, R. D., Allen, L. K., McCarthy, K. S., & McNamara, D. S. (2022). Strategy uptake in Writing Pal: Adaptive feedback and instruction. Journal of Educational Computing Research, 60(3), 696-721.
Chiou, E. K., & Roscoe, R. D. (2022). Assessing authentic diversity in the Human Factors and Ergonomics Society: Part 2. Ergonomics in Design.
Chiou, E. K., & Roscoe, R. D. (2022). Assessing authentic diversity in the Human Factors and Ergonomics Society: Part 1. Ergonomics in Design, 30(3), 23-30.
Huang, W., Roscoe, R. D., Craig, S. D., & Johnson-Glenberg, M. C. (2022). Extending the Cognitive-Affective Theory of Learning with Media in virtual reality learning: A structural equation modeling approach. Journal of Educational Computing Research, 60(4), 807-542.
McCarthy, K. S., Roscoe, R. D., Allen, L. K., Likens, A. D., & McNamara, D. S. (2022). Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? Assessing Writing, 52, 100608.
Roscoe, R. D. (2022). Please join me/us/them on my/our/their journey to justice in STEM. Discourse Processes, 59(5-6), 345-360.
Roscoe, R. D., & Craig, S. D. (2022). A heuristic assessment framework for the design of self-regulated learning technologies. Journal of Formative Design in Learning, 6(2), 77-94.
Huang, W., & Roscoe, R. D. (2021). Head-mounted display-based virtual reality systems in engineering education: A review of recent research. Computer Applications in Engineering Education, 29(5), 1420-1435.
Huang, W., Roscoe, R. D., Johnson-Glenberg, M. C., Craig, S. D. (2021). Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion. Journal of Computer Assisted Learning, 37(3), 745-758.
Roscoe, R. D. (2021). Designing for diversity: Inclusive sampling. Ergodesign & HCI, 9(1), 67-81.
Grebitus, C., Roscoe, R. D., Van Loo, E. J., & Kula, I. (2020). Sustainable bottled water: How nudging and Internet search affect consumers’ choices. Journal of Cleaner Production. Article 121930. DOI: 10.1016/j.jclepro.2020.121930
Roscoe, R. D., Becker, D. V., Branaghan, R. J., Chiou, E. K., Gray, R., Craig, S. D., Gutzwiller, R. S., & Cooke, N. J. (2020). Bridging psychology and engineering to make technology work for people. American Psychologist, 74(3), 394-406.
Roscoe, R. D., Wilson, J., Patchan, M. M., & Johnson, A. C. (2020). Modeling student evaluations of writing and authors as a function of writing errors. Journal of Language and Education, 6(2), 147-164.
Wilson, J., & Roscoe, R. D. (2020). Automated writing evaluation and feedback: Multiple metrics of efficacy. Journal of Educational Computing Research, 58(1), 87-125.
Stewart, C. O., McConnell III, J. R., Stallings, L. A., & Roscoe, R. D. (2019). Growth mindset: Associations with apprehension, self-perceived competence, and beliefs about public speaking. Basic Communication Course Annual, 31, Article 6.
Roscoe, R. D., Allen, L. K., & McNamara, D. S. (2019). Contrasting writing practice formats in a writing strategy tutoring system. Journal of Educational Computing Research, 57(3), 723-754.
McNamara, D. S., Roscoe, R. D., Allen, L. K., Balyan, R., & McCarthy, K. S. (2019). Literacy: From the perspective of text and discourse theory. Journal of Language and Education, 5(3), 56-69.
Johnson, A. C., Wilson, J., & Roscoe, R. D. (2017). College student perceptions of writing errors, text quality, and author characteristics. Assessing Writing, 34, 72-87.
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.
Edited Volumes
Advancing Diversity, Inclusion, and Social Justice through Human Systems Engineering (publisher website)
(2019, R. D. Roscoe, E. K. Chiou, & A. R. Wooldridge, Eds., CRC Press)
This award-winning book highlights how scholars and practitioners of HSE (inclusively defined to span many fields) can apply their theories and methods to understand and support healthy communities, include and empower diverse populations, and inspire strategies for a more inclusive future. This volume brings together experts from human factors, ergonomics, psychology, human-computer interaction, and more to demonstrate how these fields can be applied to societal challenges and solutions. Through a blend of research reports, literature reviews, and personal narratives, this volume explores these issues from the individual to the global scale, across diverse populations, and across multiple continents.
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.
