Supporting Metacognitive Learning Strategies Through an Adaptive Application. - Rachel Van Campenhout (HCI (34), 2020)

The Impact of Adaptive Activities in Acrobatiq Courseware - Investigating the Efficacy of Formative Adaptive Activities on Learning Estimates and Summative Assessment Scores. - Rachel Van Campenhout; Bill Jerome; Benny G. Johnson (HCI (34), 2020)

Transforming Textbooks into Learning by Doing Environments: An Evaluation of Textbook-Based Automatic Question Generation. - Rachel Van Campenhout; Jeffrey S. Dittel; Bill Jerome; Benny G. Johnson (iTextbooks@AIED, 2021)

Learning Engineering as an Ethical Framework - A Case Study of Adaptive Courseware Development. - Rachel Van Campenhout (HCI (31), 2021)

Investigating Adaptive Activity Effectiveness Across Domains: Insights into Design Best Practices. - Rachel Van Campenhout; Bill Jerome; Jeffrey S. Dittel; Benny G. Johnson (HCI (31), 2021)

Toward Effective Courseware at Scale: Investigating Automatically Generated Questions as Formative Practice. - Rachel Van Campenhout; Nick Brown; Bill Jerome; Jeffrey S. Dittel; Benny G. Johnson (L@S, 2021)

Automatic Question Generation and the SmartStart Application. - Bill Jerome; Rachel Van Campenhout; Benny G. Johnson (L@S, 2021)

Evaluating AI-Generated Questions: A Mixed-Methods Analysis Using Question Data and Student Perceptions. - Rachel Van Campenhout; Martha Hubertz; Benny G. Johnson (AIED (1), 2022)

Parallel Construction: A Parallel Corpus Approach for Automatic Question Generation in Non-English Languages. - Benny G. Johnson; Jeffrey S. Dittel; Rachel Van Campenhout; Rodrigo Bistolfi; Aida Maeda; Bill Jerome (iTextbooks@AIED, 2022)

The Content Improvement Service: An Adaptive System for Continuous Improvement at Scale. - Bill Jerome; Rachel Van Campenhout; Jeffrey S. Dittel; Richard Benton; Scott Greenberg; Benny G. Johnson (HCI (42), 2022)

Discrimination of Automatically Generated Questions Used as Formative Practice. - Benny G. Johnson; Jeffrey S. Dittel; Rachel Van Campenhout; Bill Jerome (L@S, 2022)

Advancing Intelligent Textbooks with Automatically Generated Practice: A Large-Scale Analysis of Student Data. - Rachel Van Campenhout; Michelle W. Clark; Bill Jerome; Jeffrey S. Dittel; Benny G. Johnson (iTextbooks@AIED, 2023)

Iterative Improvement of Automatically Generated Practice with the Content Improvement Service. - Bill Jerome; Rachel Van Campenhout; Jeffrey S. Dittel; Richard Benton; Benny G. Johnson (HCI (34), 2023)

The Doer Effect at Scale: Investigating Correlation and Causation Across Seven Courses. - Rachel Van Campenhout; Bill Jerome; Jeffrey S. Dittel; Benny G. Johnson (LAK, 2023)

Exploring Student Persistence with Automatically Generated Practice through Interaction Patterns. - Rachel Van Campenhout; Michelle W. Clark; Jeffrey S. Dittel; Nick Brown; Richard Benton; Benny G. Johnson (SoftCOM, 2023)

Investigating Student Ratings with Features of Automatically Generated Questions: A Large-Scale Analysis using Data from Natural Learning Contexts. - Benny G. Johnson; Jeffrey S. Dittel; Rachel Van Campenhout (EDM, 2024)

Exploring Large Language Models for Evaluating Automatically Generated Questions. - Jeffrey S. Dittel; Michelle W. Clark; Rachel Van Campenhout; Benny G. Johnson (EcalLAC@AIED, 2024)

An Investigation of Automatically Generated Feedback on Student Behavior and Learning. - Rachel Van Campenhout; Murray Kimball; Michelle W. Clark; Jeffrey S. Dittel; Bill Jerome; Benny G. Johnson (LAK, 2024)

Are Students Reading? How Formative Practice Impacts Student Reading Behaviors in Etextbooks. - Nick Brown; Rachel Van Campenhout; Michelle W. Clark; Benny G. Johnson (L@S, 2024)

Automatically Generated Practice in the Classroom: Exploring Performance and Impact Across Courses. - Rachel Van Campenhout; Benny G. Johnson; Michelle W. Clark; Melissa Deininger; Shannon Harper; Kelly G. Odenweller; Erin Wilgenbusch (SoftCOM, 2024)

AI Principles in Practice with a Learning Engineering Framework. - Rachel Van Campenhout; Nick Brown; Benny G. Johnson (CSEDU (2), 2025)

Learning Engineering in Practice: A Case Study on Developing LLM-Based Educational Tools. - Rachel Van Campenhout; David Soto-Karlin; Michelle Selinger; Bill Jerome (HCI (48), 2025)

Scaling Effective Characteristics of ITSs: A Preliminary Analysis of LLM-Based Personalized Feedback. - Rachel Van Campenhout; Jeffrey S. Dittel; Benny G. Johnson (ITS (1), 2025)