Predicting Facial Indicators of Confusion with Hidden Markov Models. - Joseph F. Grafsgaard; Kristy Elizabeth Boyer; James C. Lester (ACII (1), 2011)

An Affect-Enriched Dialogue Act Classification Model for Task-Oriented Dialogue. - Kristy Elizabeth Boyer; Joseph F. Grafsgaard; Eunyoung Ha; Robert Phillips; James C. Lester (ACL, 2011)

Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue. - Joseph F. Grafsgaard; Kristy Elizabeth Boyer; Robert Phillips; James C. Lester (AIED, 2011)

Analyzing Posture and Affect in Task-Oriented Tutoring. - Joseph F. Grafsgaard; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (FLAIRS, 2012)

Multimodal analysis of the implicit affective channel in computer-mediated textual communication. - Joseph F. Grafsgaard; Robert M. Fulton; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (ICMI, 2012)

Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction. - Joseph F. Grafsgaard; Kristy Elizabeth Boyer; James C. Lester (ITS, 2012)

Combining Verbal and Nonverbal Features to Overcome the "Information Gap" in Task-Oriented Dialogue. - Eunyoung Ha; Joseph F. Grafsgaard; Christopher Michael Mitchell; Kristy Elizabeth Boyer; James C. Lester (SIGDIAL Conference, 2012)

Automatically Recognizing Facial Indicators of Frustration: A Learning-centric Analysis. - Joseph F. Grafsgaard; Joseph B. Wiggins; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (ACII, 2013)

Embodied Affect in Tutorial Dialogue: Student Gesture and Posture. - Joseph F. Grafsgaard; Joseph B. Wiggins; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (AIED, 2013)

Automatically Recognizing Facial Expression: Predicting Engagement and Frustration. - Joseph F. Grafsgaard; Joseph B. Wiggins; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (EDM, 2013)

Modeling student programming with multimodal learning analytics (abstract only). - Joseph F. Grafsgaard; Joseph B. Wiggins; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (SIGCSE, 2013)

Predicting Learning and Affect from Multimodal Data Streams in Task-Oriented Tutorial Dialogue. - Joseph F. Grafsgaard; Joseph B. Wiggins; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (EDM, 2014)

Multimodal Analysis and Modeling of Nonverbal Behaviors during Tutoring. - Joseph F. Grafsgaard (ICMI, 2014)

The Additive Value of Multimodal Features for Predicting Engagement, Frustration, and Learning during Tutoring. - Joseph F. Grafsgaard; Joseph B. Wiggins; Alexandria Katarina Vail; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (ICMI, 2014)

Predicting Learning and Engagement in Tutorial Dialogue: A Personality-Based Model. - Alexandria Katarina Vail; Joseph F. Grafsgaard; Joseph B. Wiggins; James C. Lester; Kristy Elizabeth Boyer (ICMI, 2014)

The relationship between task difficulty and emotion in online computer programming tutoring (abstract only). - Joseph B. Wiggins; Joseph F. Grafsgaard; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (SIGCSE, 2014)

Modeling Self-Efficacy Across Age Groups with Automatically Tracked Facial Expression. - Joseph F. Grafsgaard; Seung Y. Lee; Bradford W. Mott; Kristy Elizabeth Boyer; James C. Lester (AIED, 2015)

2015 Multimodal Learning and Analytics Grand Challenge. - Marcelo Worsley; Katherine Chiluiza; Joseph F. Grafsgaard; Xavier Ochoa 001 (ICMI, 2015)

Classifying student dialogue acts with multimodal learning analytics. - Aysu Ezen-Can; Joseph F. Grafsgaard; James C. Lester; Kristy Elizabeth Boyer (LAK, 2015)

JavaTutor: An Intelligent Tutoring System that Adapts to Cognitive and Affective States during Computer Programming. - Joseph B. Wiggins; Kristy Elizabeth Boyer; Alok Baikadi; Aysu Ezen-Can; Joseph F. Grafsgaard; Eunyoung Ha; James C. Lester; Christopher Michael Mitchell; Eric N. Wiebe (SIGCSE, 2015)

The Affective Impact of Tutor Questions: Predicting Frustration and Engagement. - Alexandria Katarina Vail; Joseph B. Wiggins; Joseph F. Grafsgaard; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (EDM, 2016)

Are Pedagogical Agents' External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems? - Roger Azevedo; Seth A. Martin; Michelle Taub; Nicholas V. Mudrick; Garrett C. Millar; Joseph F. Grafsgaard (ITS, 2016)

Are There Benefits of Using Multiple Pedagogical Agents to Support and Foster Self-Regulated Learning in an Intelligent Tutoring System? - Seth A. Martin; Roger Azevedo; Michelle Taub; Nicholas V. Mudrick; Garrett C. Millar; Joseph F. Grafsgaard (ITS, 2016)

Predicting Learning from Student Affective Response to Tutor Questions. - Alexandria Katarina Vail; Joseph F. Grafsgaard; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (ITS, 2016)

Impact of Individual Differences on Affective Reactions to Pedagogical Agents Scaffolding. - Sébastien Lallé; Nicholas V. Mudrick; Michelle Taub; Joseph F. Grafsgaard; Cristina Conati; Roger Azevedo (IVA, 2016)

Gender Differences in Facial Expressions of Affect During Learning. - Alexandria Katarina Vail; Joseph F. Grafsgaard; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (UMAP, 2016)

Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science. - Joseph B. Wiggins; Joseph F. Grafsgaard; Kristy Elizabeth Boyer; Eric N. Wiebe; James C. Lester (Int. J. Artif. Intell. Educ., 2017)

Multimodal learning analytics: assessing learners' mental state during the process of learning. - Sharon L. Oviatt; Joseph F. Grafsgaard; Lei Chen; Xavier Ochoa 001 (The Handbook of Multimodal-Multisensor Interfaces, Volume 2 (2), 2018)

Generative Multimodal Models of Nonverbal Synchrony in Close Relationships. - Joseph F. Grafsgaard; Nicholas D. Duran; Ashley K. Randall; Chun Tao; Sidney D'Mello (FG, 2018)

Time to Scale: Generalizable Affect Detection for Tens of Thousands of Students across An Entire School Year. - Stephen Hutt; Joseph F. Grafsgaard; Sidney K. D'Mello (CHI, 2019)