in press
A wearable alcohol biosensor: Exploring the accuracy of transdermal drinking detection Drug and Alcohol Dependence
Training a geographic entity recognizer on biomedical abstracts with the aid of embeddings, metadata, and linked data Proceedings of the 2024 IEEE/ACM Joint Conference on Digital Libraries (JCDL)
XAI reveals the causes of attention deficit hyperactivity disorder (ADHD) bias in student performance prediction Proceedings of the 15th Learning Analytics and Knowledge Conference (LAK '25)
Subtopic-specific heterogeneity in computer-based learning behaviors International Journal of STEM Education
Can students understand AI decisions based on variables extracted via AutoML? Proceedings of the 2024 IEEE International Conference on Systems, Man, and Cybernetics (SMC)
Automatic detection of metacognitive language and student achievement in an online STEM college course Online Learning
Conditional and marginal strengths of affect transitions during computer-based learning International Journal of Artificial Intelligence in Education [DOI]
2024
Hierarchical dependencies in classroom settings influence algorithmic bias metrics Proceedings of the 14th International Conference on Learning Analytics & Knowledge (LAK '24), pp. 210-218 [DOI]
Measuring help-seeking in online course discussion forums with privacy-preserving large language models Proceedings of the 16th International Conference of the Learning Sciences - CSCL 2024, pp. 189-192 [DOI]
Teacher learning online: Detecting patterns of engagement Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024, pp. 1047-1050 [DOI]
Developing and evaluating language-based machine learning algorithms for inferring applicant personality in video interviews Human Resource Management Journal, 34(2), 255-274 [DOI]
Phatic expressions influence perceived helpfulness in online peer help-giving: A mixed methods study Learning and Instruction, 91, 101893:1-11 [DOI]
Short answer scoring with GPT-4 Proceedings of the 11th ACM Conference on Learning@Scale (L@S '24), pp. 438-442 [DOI] [code]
Synthetic dataset generation for fairer unfairness research Proceedings of the 14th International Conference on Learning Analytics & Knowledge (LAK '24), pp. 200-209 [DOI]
Accuracy and effectiveness of an orchestration tool on instructors' interventions and groups' collaboration Computers and Education Open, 7, 14 pages [DOI]
Artificial intelligence, social responsibility, and the roles of the university Communications of the ACM, 67(8), 22-25 [DOI]
An approach to improve k-anonymization practices in educational data mining Journal of Educational Data Mining, 16(1), 61-83 [DOI]
Using permutation tests to identify statistically sound and nonredundant sequential patterns in educational event sequences Journal of Educational and Behavioral Statistics, 33 pages [DOI]
2023
Examining new-generation transdermal alcohol biosensor performance across laboratory and field contexts Alcoholism: Clinical & Experimental Research, 47(1), 50-59 [DOI]
Detector-driven classroom interviewing: Focusing qualitative researcher time by selecting cases in situ Educational Technology Research and Development, 23 pages [DOI]
Constructing categories: Moving beyond protected classes in algorithmic fairness Journal of the Association for Information Science and Technology, 74(6), 663-668 [DOI]
Engagement detection and its applications in learning: A tutorial & selective review Proceedings of the IEEE, 111(10), 1398-1422 [DOI]
Informing expert feature engineering through automated approaches: Implications for coding qualitative classroom video data Proceedings of the 13th International Conference on Learning Analytics & Knowledge (LAK '23), pp. 630-636 [DOI]
Direct and indirect ways of being helpful in online peer help-giving interactions Computers & Education, 205, 104894:1-15 [DOI]
Perceived helpfulness of phatic expressions in online help-giving interactions Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 1780-1781 [poster]
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions The Internet and Higher Education, 57, 100901:1-14 [DOI]
Interpretable neural networks vs. expert-defined models for learner behavior detection Companion Proceedings 13th International Conference on Learning Analytics & Knowledge (LAK23), pp. 105-107 [poster]
How are feelings of difficulty and familiarity linked to learning behaviors and gains in a complex science learning task? European Journal of Psychology of Education, 38, 777-800 [DOI]
A crowd–AI collaborative approach to address demographic bias for student performance prediction in online education Proceedings of the 11th AAAI Conference on Human Computation and Crowdsourcing (HCOMP 2023), pp. 198-210 [DOI]
2022
Can computers outperform humans in detecting user zone-outs? Implications for intelligent interfaces ACM Transactions on Computer-Human Interaction (TOCHI), 29(2), 1-33 [DOI]
Novice reflections during the transition to a new programming language Proceedings of the 53rd ACM Technical Symposium on Computer Science Education (SIGCSE), pp. 948-954 [DOI]
Automated video interview personality assessments: Reliability, validity, and generalizability investigations Journal of Applied Psychology, 107(8), 1323-1351 [DOI]
Using machine learning explainability methods to personalize interventions for students Proceedings of the 15th International Conference on Educational Data Mining (EDM 2022), pp. 438-445 [DOI]
Tracking individuals in classroom videos via post-processing OpenPose data Proceedings of the 12th International Conference on Learning Analytics & Knowledge (LAK '22), pp. 465-471 [DOI]
Quick Red Fox: An app supporting a new paradigm in qualitative research on AIED for STEM Artificial Intelligence in STEM Education, pp. 319-332
Mining and assessing anomalies in students’ online learning activities with self-supervised machine learning Proceedings of the 15th International Conference on Educational Data Mining (EDM 2022), pp. 549-554 [DOI] [poster]
Getting by with help from my friends: Group study in introductory programming understood as socially shared regulation Proceedings of the 18th ACM Conference on International Computing Education Research (ICER 2022), pp. 164–176 [DOI]
Algorithmic unfairness mitigation in student models: When fairer methods lead to unintended results Proceedings of the 15th International Conference on Educational Data Mining (EDM 2022), pp. 606-611 [DOI] [poster]
The evolution of metacognitive strategy use in an open-ended learning environment: Do prior domain knowledge and motivation play a role? Contemporary Educational Psychology, 69, 102064:1-14 [DOI]
2021
Automating procedurally fair feature selection in machine learning Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society (AIES '21), pp. 379-389 [DOI] [code]
What's next? Sequence length and impossible loops in state transition measurement Journal of Educational Data Mining, 13(1), 1-23 [DOI]
Students' verbalized metacognition during computerized learning Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (CHI '21), pp. 680:1-680:12 [DOI]
Identifying supportive student factors for mindset interventions: A two-model machine learning approach Computers & Education, 167, 104190:1-15 [DOI]
AutoML feature engineering for student modeling yields high accuracy, but limited interpretability Journal of Educational Data Mining, 13(2), 55-79 [DOI]
Automatic detection of mind wandering from video in the lab and in the classroom IEEE Transactions on Affective Computing, 12(4), 974-988 [DOI]
A new generation of transdermal alcohol biosensing technology: Practical applications, machine learning analytics, and questions for future research Addiction, 116(10), 2912-2920 [DOI]
Alcohol narrows physical distance between strangers Proceedings of the National Academy of Sciences, 118(20), e2101937118:1-3 [DOI]
Investigating SMART models of self-regulation and their impact on learning Proceedings of the 14th International Conference on Educational Data Mining (EDM 2021), pp. 580-587
Who's stopping you? Using microanalysis to explore the impact of science anxiety on self-regulated learning operations Proceedings of the Annual Meeting of the Cognitive Science Society, pp. 1409-1415
Predictive sequential pattern mining via interpretable convolutional neural networks Proceedings of the 14th International Conference on Educational Data Mining (EDM 2021), pp. 761-766 [poster]
Promoting self-regulated learning in online learning by triggering tailored interventions CEUR Workshop Proceedings: Joint Workshops at the International Conference on Educational Data Mining, 3051, 1-8
Ask for help: Online help-seeking and help-giving as indicators of cognitive and social presence for students underrepresented in chemistry Journal of Chemical Education, 98(12), 3693-3703 [DOI]
A social network analysis of online engagement for college students traditionally underrepresented in STEM Proceedings of the 11th International Conference on Learning Analytics & Knowledge (LAK '21), pp. 207-215 [DOI]
Can strategic behavior facilitate confusion resolution? The interplay between confusion and metacognitive strategies in Betty’s Brain Journal of Learning Analytics, 8(3), 28-44 [DOI]
2020
"Hello, [REDACTED]": Protecting student privacy in analyses of online discussion forums Proceedings of the 13th International Conference on Educational Data Mining (EDM 2020), pp. 39-49 [code] [Best paper nominee]
Advancing computational grounded theory for audiovisual data from mathematics classrooms Proceedings of the 14th International Conference on Learning Sciences (ICLS 2020), pp. 2393-2394 [poster]
Analyzing learning with speech analytics and computer vision methods: Technologies, principles, and ethics Proceedings of the 14th International Conference on Learning Sciences (ICLS 2020), pp. 2651-2653 [workshop]
Using machine learning for real-time BAC estimation from a new-generation transdermal biosensor in the laboratory Drug and Alcohol Dependence, 216, 108205:1-108205:8 [DOI]
The sound of inattention: Predicting mind wandering with automatically derived features of instructor speech Proceedings of the 21st International Conference on Artificial Intelligence in Education (AIED 2020), pp. 204-215 [DOI]
Automatically classifying the evidence type of drug-drug interaction research papers as a step toward computer supported evidence curation Proceedings of the American Medical Informatics Association (AMIA) Annual Meeting, pp. 554-562
Harbingers of collaboration? The role of early-class behaviors in predicting collaborative problem solving Proceedings of the 13th International Conference on Educational Data Mining (EDM 2020), pp. 104-114
Online discussion forum help-seeking behaviors of students underrepresented in STEM Proceedings of the 14th International Conference on Learning Sciences (ICLS 2020), pp. 809-810 [poster]
The invisible breadcrumbs of digital learning: How learner actions inform us of their experience Handbook of Research on Digital Learning, pp. 302-316 [DOI] [book chapter]
Feature selection metrics: Similarities, differences, and characteristics of the selected models Proceedings of the 13th International Conference on Educational Data Mining (EDM 2020), pp. 212-223
Using association rule mining to uncover rarely occurring relationships in two university online STEM courses: A comparative analysis Proceedings of the 13th International Conference on Educational Data Mining (EDM 2020), pp. 686-690 [poster]
The relationship between confusion and metacognitive strategies in Betty’s Brain Proceedings of the 10th International Conference on Learning Analytics and Knowledge (LAK20), pp. 276-284 [DOI]
2019
Affect sequences and learning in Betty's Brain Proceedings of the 9th International Conference on Learning Analytics & Knowledge (LAK19), pp. 383-390 [DOI]
Modeling improvement for underrepresented minorities in online STEM education Proceedings of the 27th Conference on User Modeling, Adaptation and Personalization (UMAP 2019), pp. 327-335 [DOI]
I'm sure! Automatic detection of metacognition in online course discussion forums Proceedings of the 8th International Conference on Affective Computing and Intelligent Interaction (ACII 2019), pp. 241-247 [DOI]
Automated gaze-based mind wandering detection during computerized learning in classrooms User Modeling and User-Adapted Interaction, 29(4), 821-867 [DOI]
Reducing mind wandering during vicarious learning from an intelligent tutoring system Proceedings of the 20th International Conference on Artificial Intelligence in Education (AIED 2019), pp. 296-307 [DOI]
Disengagement during lectures: Media multitasking and mind wandering in university classrooms Computers & Education, 132, 76-89 [DOI]
2018
Quantifying classroom instructor dynamics with computer vision Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018), pp. 30-42 [DOI] [code]
Modeling key differences in underrepresented students' interactions with an online STEM course Proceedings of TechMindSociety '18, pp. 6:1-6:6 [DOI]
Metrics for discrete student models: Chance levels, comparisons, and use cases Journal of Learning Analytics, 5(2), 86-104 [DOI]
Diverse learners, diverse motivations: Exploring the sentiment of learning objectives Proceedings of the 11th International Conference on Educational Data Mining (EDM 2018), pp. 553-556 [poster]
Who they are and what they want: Understanding the reasons for MOOC enrollment Proceedings of the 11th International Conference on Educational Data Mining (EDM 2018), pp. 177-186
Refocusing the lens on engagement in MOOCs Proceedings of the 5th ACM Conference on Learning@Scale (L@S 2018), pp. 11:1-11:10 [DOI]
Multimodal-multisensor affect detection The Handbook of Multimodal-Multisensor Interfaces, Volume 2: Signal Processing, Architectures, and Detection of Emotion and Cognition, pp. 167-202 [DOI] [book chapter]
Expert feature-engineering vs. deep neural networks: Which is better for sensor-free affect detection? Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018), pp. 198-211 [DOI] [Best student paper award]
Matching data-driven models of group interactions to video analysis of collaborative problem solving on tablet computers Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018), 1, 312-319
2017
Unsupervised deep autoencoders for feature extraction with educational data Deep Learning with Educational Data Workshop at the 10th International Conference on Educational Data Mining [code]
The affective experience of novice computer programmers International Journal of Artificial Intelligence in Education, 27(1), 181-206 [DOI]
Zone out no more: Mitigating mind wandering during computerized reading Proceedings of the 10th International Conference on Educational Data Mining (EDM 2017), pp. 8-15 [Best paper nominee]
Out of the fr-"eye"-ing pan: Towards gaze-based models of attention during learning with technology in the classroom Proceedings of the 2017 Conference on User Modeling, Adaptation, and Personalization (UMAP 2017), pp. 94-103 [DOI] [Best student paper award]
MAP: Multimodal assessment platform for interactive communication competency Practitioner Track Proceedings of the 7th International Conference on Learning Analytics & Knowledge (LAK17), pp. 6-12
Automated detection of engagement using video-based estimation of facial expressions and heart rate IEEE Transactions on Affective Computing, 8(1), 15-28 [DOI]
Generalizability of face-based mind wandering detection across task contexts Proceedings of the 10th International Conference on Educational Data Mining (EDM 2017), pp. 88-95 [Best student paper award]
Face forward: Detecting mind wandering from video during narrative film comprehension Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED 2017), pp. 359-370 [DOI]
2016
Using video to automatically detect learner affect in computer-enabled classrooms ACM Transactions on Interactive Intelligent Systems (TiiS), 6(2), 17:1-17:26 [DOI]
Detecting student engagement: Human versus machine Proceedings of the 2016 Conference on User Modeling, Adaptation, and Personalization (UMAP 2016), pp. 317-320 [DOI]
Detecting student emotions in computer-enabled classrooms Proceedings of the 25th International Joint Conference on Artificial Intelligence (IJCAI 2016), pp. 4125-4129
Attending to attention: Detecting and combating mind wandering during computerized reading Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems, pp. 1661-1669 [DOI] [poster]
Student emotion, co-occurrence, and dropout in a MOOC context Proceedings of the 9th International Conference on Educational Data Mining (EDM 2016), pp. 353-357
Where’s your mind at? Video-based mind wandering detection during film viewing Proceedings of the 2016 Conference on User Modeling, Adaptation, and Personalization (UMAP 2016), pp. 295-296 [DOI] [poster]
2015
Temporal generalizability of face-based affect detection in noisy classroom environments Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), pp. 44-53 [DOI] [Best paper award]
Multimodal affect detection in the wild: Accuracy, availability, and generalizability Proceedings of the 17th International Conference on Multimodal Interaction (ICMI 2015 doctoral consortium), pp. 645-649 [DOI]
Automatic detection of learning-centered affective states in the wild Proceedings of the 2015 International Conference on Intelligent User Interfaces (IUI 2015), pp. 379-388 [DOI] [Honorable mention for the best paper award]
Accuracy vs. availability heuristic in multimodal affect detection in the wild Proceedings of the 17th International Conference on Multimodal Interaction (ICMI 2015), pp. 267-274 [DOI] [poster]
Video-based affect detection in noninteractive learning environments Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), pp. 440-443
A comparison of face-based and interaction-based affect detectors in Physics Playground Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), pp. 77-84 [Best student paper award]
Mind wandering during learning with an intelligent tutoring system Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), pp. 267-276 [DOI]
Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game Computers & Education, 86, 224-235 [DOI]
2014
It’s written on your face: Detecting affective states from facial expressions while learning computer programming Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS 2014), pp. 39-44 [DOI]
It takes two: Momentary co-occurrence of affective states during computerized learning Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS 2014), pp. 638-639 [DOI] [poster]
Co-occurring affective states in automated computer programming education Proceedings of the Workshop on AI-supported Education for Computer Science (AIEDCS) at the 12th International Conference on Intelligent Tutoring Systems, pp. 21-30
To quit or not to quit: Predicting future behavioral disengagement from reading patterns Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS 2014), pp. 19-28 [DOI]
Improving automated source code summarization via an eye-tracking study of programmers Proceedings of the 36th International Conference on Software Engineering (ICSE 2014), pp. 390–401 [DOI] [ACM distinguished paper award]
2013
What emotions do novices experience during their first computer programming learning session? Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013), pp. 11-20 [DOI]
Sequential patterns of affective states of novice programmers Proceedings of the First Workshop on AI-supported Education for Computer Science (AIEDCS 2013), pp. 1-10
Programming with your heart on your sleeve: Analyzing the affective states of computer programming students Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013), pp. 908-911 [DOI]
What makes learning fun? Exploring the influence of choice and difficulty on mind wandering and engagement during learning Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013), pp. 71-80 [DOI]