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Author=Scotty D Craig

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The Relationship Between Affective States and Dialog Patterns During Interactions With AutoTutor
Journal of Interactive Learning Research (JILR) 19:2 , April 2008

Arthur C. Graesser, Sidney K. D’Mello, Scotty D. Craig, Amy Witherspoon, Jeremiah Sullins, Bethany McDaniel & Barry Gholson, University of Memphis, USA

Relations between emotions (affect states) and learning have recently been explored in the context of AutoTutor. AutoTutor is a tutoring system on the Internet that helps learners construct answers to difficult questions by interacting with them in...

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Constructing Knowledge from Dialog in an Intelligent Tutoring System: Interactive Learning, Vicarious Learning, and Pedagogical Agents
Journal of Educational Multimedia and Hypermedia (JEMH) 13:2 , April 2004

Scotty D. Craig, David M. Driscoll & Barry Gholson, University of Memphis, USA

College students either interacted directly with an intelligent tutoring system, called AutoTutor, by contributing to mixed initiative dialog, or they simply observed, as vicarious learners, previously recorded interactive sessions. The mean pretest ...

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Closing the Knowledge Gap in Mathematics among Sixth Grade Students using ALEKS
Society for Information Technology & Teacher Education International Conference (SITE) 2011:1 , Mar 07, 2011

Kyle R. Cheney, Scotty D. Craig, Celia Anderson, Anna Bargagliotti & Arthur C. Graesser, University of Memphis, USA; Allen Sterbinsky, Jackson-Madison County School System, USA; Theresa Okwumabua & Xiangen Hu, University of Memphis, USA

This paper reports the findings of a study using ALEKS, a web-based, artificially intelligent assessment and learning system, in an after-school program for 6th grade students. Findings indicate that after one school year of using the program,...

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The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills
Journal of Computers in Mathematics and Science Teaching (JCMST) 31:1 , January 2012

Xiangen Hu, Scotty D. Craig, Anna E. Bargagliotti, Arthur C. Graesser, Theresa Okwumabua, Celia Anderson & Kyle R. Cheney, University of Memphis, USA; Allan Sterbinsky, Jackson-Madison County School System, USA

This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students ...

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