| 2026 | LAK | The Effects of AI Feedback on College Students' Reading and Writing Performance in an Intelligent Text Framework. | Siqi Shen, Alyssa Friend Wise, Wesley Morris, Langdon Holmes, Scott R. Hinze, Scott A. Crossley |
| 2025 | AIED | Uncovering Differential Sensitivity Toward Linguistic Features of Cohesion in Large Language Models. | Wesley Morris, Langdon Holmes, Joon Suh Choi, Scott A. Crossley |
| 2024 | EDM | Semantic Similarity of Teacher and Student Discourse Linked to Quality Ratings from Classroom Observations. | Jessica Boyle, Scott A. Crossley |
| 2024 | EDM | Using Intelligent Texts in a Computer Science Classroom: Findings from an iTELL Deployment. | Scott A. Crossley, Joon Suh Choi, Wesley Morris, Langdon Holmes, David Joyner, Vaibhav Gupta |
| 2024 | EDM | Plagiarism Detection Using Keystroke Logs. | Scott A. Crossley, Yu Tian, Joon Suh Choi, Langdon Holmes, Wesley Morris |
| 2024 | EDM | The Cleaned Repository of Annotated Personally Identifiable Information. | Langdon Holmes, Scott A. Crossley, Jiahe Wang, Weixuan Zhang |
| 2024 | EDM | Relation of Linguistic Indicators to Civic Engagement in Special Education. | Chak Li, Scott A. Crossley, Meghan Burke, Zach Rossetti |
| 2024 | EDM | Automatic Question Generation and Constructed Response Scoring in Intelligent Texts. | Wesley Morris, Joon Suh Choi, Langdon Holmes, Vaibhav Gupta, Scott A. Crossley |
| 2024 | IUI | iScore: Visual Analytics for Interpreting How Language Models Automatically Score Summaries. | Adam Coscia, Langdon Holmes, Wesley Morris, Joon Suh Choi, Scott A. Crossley, Alex Endert |
| 2023 | AIED | Towards the Future of AI-Augmented Human Tutoring in Math Learning. | Vincent Aleven, Richard G. Baraniuk, Emma Brunskill, Scott A. Crossley, Dora Demszky, Stephen Fancsali, Shivang Gupta, Kenneth R. Koedinger, Chris Piech, Steven Ritter, Danielle R. Thomas, Simon Woodhead, Wanli Xing |
| 2023 | AIED | Using Large Language Models to Develop Readability Formulas for Educational Settings. | Scott A. Crossley, Joon Suh Choi, Yanisa Scherber, Mathis Lucka |
| 2023 | AIED | Deidentifying Student Writing with Rules and Transformers. | Langdon Holmes, Scott A. Crossley, Wesley Morris, Harshvardhan Sikka, Anne Trumbore |
| 2023 | AIED | Using Large Language Models to Provide Formative Feedback in Intelligent Textbooks. | Wesley Morris, Scott A. Crossley, Langdon Holmes, Chaohua Ou, Danielle S. McNamara, Mihai Dascalu |
| 2023 | CogSci | Crowd-Sourcing Human Ratings of Linguistic Production. | Scott A. Crossley, Sara Cushing, Scott Jarvis, Kristopher Kyle |
| 2023 | LAK | Using Transformer Language Models to Validate Peer-Assigned Essay Scores in Massive Open Online Courses (MOOCs). | Wesley Morris, Scott A. Crossley, Langdon Holmes, Anne Trumbore |
| 2022 | CogSci | "A fork is a food stabber": Linguistic creativity in English L1 and L2 speakers. | Stephen Cameron Skalicky, Nancy Bell, Mihai Dascalu, Scott A. Crossley |
| 2022 | ICALT | Advances in Readability Research: A New Readability Web App for English. | Joon Suh Choi, Scott A. Crossley |
| 2022 | ITS | Automated Classification of Argumentative Components in Students' Essays. | Qian Wan, Scott A. Crossley, Yu Tian |
| 2021 | EDM | Automated Claim Identification Using NLP Features in Student Argumentative Essays. | Qian Wan, Scott A. Crossley, Michelle P. Banawan, Renu Balyan, Danielle S. McNamara, Laura K. Allen |
| 2021 | EDM | The CommonLit Ease of Readability (CLEAR) Corpus. | Scott A. Crossley, Aron Heintz, Joon Suh Choi, Jordan Batchelor, Mehrnoush Karimi, Agnes Malatinszky |
| 2020 | AIED | Affective Sequences and Student Actions Within Reasoning Mind. | Jaclyn Ocumpaugh, Ryan S. Baker, Shamya Karumbaiah, Scott A. Crossley, Matthew J. Labrum |
| 2020 | AIED | Relationships Between Math Performance and Human Judgments of Motivational Constructs in an Online Math Tutoring System. | Rurik Tywoniw, Scott A. Crossley, Jaclyn Ocumpaugh, Shamya Karumbaiah, Ryan Baker |
| 2020 | EDM | Claim Detection and Relationship with Writing Quality. | Qian Wan, Scott A. Crossley, Laura K. Allen, Danielle S. McNamara |
| 2019 | AIED | Automated Summarization Evaluation (ASE) Using Natural Language Processing Tools. | Scott A. Crossley, Minkyung Kim, Laura K. Allen, Danielle S. McNamara |
| 2019 | AIED | Modeling Collaboration in Online Conversations Using Time Series Analysis and Dialogism. | Robert-Florian Samoilescu, Mihai Dascalu, Maria-Dorinela Sirbu, Stefan Trausan-Matu, Scott A. Crossley |
| 2019 | CogSci | Measuring Creative Ability in Spoken Bilingual Text: The Role of Language Proficiency and Linguistic Features. | Stephen Cameron Skalicky, Scott A. Crossley, Danielle S. McNamara, Kasia Muldner |
| 2019 | LDK | Predicting Math Success in an Online Tutoring System Using Language Data and Click-Stream Variables: A Longitudinal Analysis. | Scott A. Crossley, Shamya Karumbaiah, Jaclyn Ocumpaugh, Matthew J. Labrum, Ryan S. Baker |
| 2018 | AIED | Modeling Math Success Using Cohesion Network Analysis. | Scott A. Crossley, Maria-Dorinela Sirbu, Mihai Dascalu, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara |
| 2018 | AIED | Predicting Question Quality Using Recurrent Neural Networks. | Stefan Ruseti, Mihai Dascalu, Amy M. Johnson, Renu Balyan, Kristopher J. Kopp, Danielle S. McNamara, Scott A. Crossley, Stefan Trausan-Matu |
| 2018 | AIED | Exploring Online Course Sociograms Using Cohesion Network Analysis. | Maria-Dorinela Sirbu, Mihai Dascalu, Scott A. Crossley, Danielle S. McNamara, Tiffany Barnes, Collin F. Lynch, Stefan Trausan-Matu |
| 2018 | AIMSA | ReadME - Enhancing Automated Writing Evaluation. | Maria-Dorinela Sirbu, Robert-Mihai Botarleanu, Mihai Dascalu, Scott A. Crossley, Stefan Trausan-Matu |
| 2018 | EDM | Modeling Math Identity and Math Success through Sentiment Analysis and Linguistic Features. | Scott A. Crossley, Jaclyn Ocumpaugh, Matthew J. Labrum, Franklin Bradfield, Mihai Dascalu, Ryan S. Baker |
| 2018 | LAK | Studying MOOC completion at scale using the MOOC replication framework. | Juan Miguel L. Andres, Ryan S. Baker, Dragan Gasevic, George Siemens, Scott A. Crossley, Srecko Joksimovic |
| 2018 | LAK | Student online behaviors: correlations to math identity. | Junyi Li, Jaclyn Ocumpaugh, Ryan S. Baker, Stefan Slater, Matthew J. Labrum, Victor Kostyuk, Scott A. Crossley |
| 2017 | AIED | Assessing Question Quality Using NLP. | Kristopher J. Kopp, Amy M. Johnson, Scott A. Crossley, Danielle S. McNamara |
| 2017 | CogSci | Modeling Comprehension Processes via Automated Analyses of Dialogism. | Mihai Dascalu, Laura K. Allen, Danielle S. McNamara, Stefan Trausan-Matu, Scott A. Crossley |
| 2017 | EDM | Studying MOOC Completion at Scale Using the MOOC Replication Framework. | Juan Miguel L. Andres, Ryan S. Baker, George Siemens, Dragan Gasevic, Catherine A. Spann, Scott A. Crossley |
| 2017 | EDM | Linking Language to Math Success in a Blended Course. | Scott A. Crossley, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara |
| 2017 | FlAIRS | How Important Is Size? An Investigation of Corpus Size and Meaning in Both Latent Semantic Analysis and Latent Dirichlet Allocation. | Scott A. Crossley, Mihai Dascalu, Danielle S. McNamara |
| 2017 | FlAIRS | Computational Analysis of Lexical and Cohesion Differences in Deceptive Language: The Role of Accordance. | Ali Heidari, Meredith D'Arienzo, Scott A. Crossley, Nicholas D. Duran |
| 2017 | LAK | Predicting math performance using natural language processing tools. | Scott A. Crossley, Ran Liu, Danielle S. McNamara |
| 2017 | LDK | Letting the Genie Out of the Lamp: Using Natural Language Processing Tools to Predict Math Performance. | Scott A. Crossley, Victor Kostyuk |
| 2016 | AAAI | Age of Exposure: A Model of Word Learning. | Mihai Dascalu, Danielle S. McNamara, Scott A. Crossley, Stefan Trausan-Matu |
| 2016 | AIMSA | Expressing Sentiments in Game Reviews. | Ana Secui, Maria-Dorinela Sirbu, Mihai Dascalu, Scott A. Crossley, Stefan Ruseti, Stefan Trausan-Matu |
| 2016 | CogSci | Document Cohesion Flow: Striving towards Coherence. | Scott A. Crossley, Mihai Dascalu, Stefan Trausan-Matu, Laura K. Allen, Danielle S. McNamara |
| 2016 | EDM | Automatic Assessment of Constructed Response Data in a Chemistry Tutor. | Scott A. Crossley, Kris Kyle, Jodi L. Davenport, Danielle S. McNamara |
| 2016 | ICALT | Predicting Student Performance and Differences in Learning Styles Based on Textual Complexity Indices Applied on Blog and Microblog Posts: A Preliminary Study. | Elvira Popescu, Mihai Dascalu, Alexandru Becheru, Scott A. Crossley, Stefan Trausan-Matu |
| 2016 | LAK | Investigating boredom and engagement during writing using multiple sources of information: the essay, the writer, and keystrokes. | Laura K. Allen, Caitlin Mills, Matthew E. Jacovina, Scott A. Crossley, Sidney K. D'Mello, Danielle S. McNamara |
| 2016 | LAK | Combining click-stream data with NLP tools to better understand MOOC completion. | Scott A. Crossley, Luc Paquette, Mihai Dascalu, Danielle S. McNamara, Ryan S. Baker |
| 2016 | LAK | Critical perspectives on writing analytics. | Simon Buckingham Shum, Simon Knight, Danielle S. McNamara, Laura K. Allen, Duygu Bektik, Scott A. Crossley |
| 2015 | AIED | Predicting Misalignment Between Teachers' and Students' Essay Scores Using Natural Language Processing Tools. | Laura K. Allen, Scott A. Crossley, Danielle S. McNamara |
| 2015 | AIED | Am I Wrong or Am I Right? Gains in Monitoring Accuracy in an Intelligent Tutoring System for Writing. | Laura K. Allen, Scott A. Crossley, Erica L. Snow, Matthew E. Jacovina, Cecile A. Perret, Danielle S. McNamara |
| 2015 | CogSci | Embodied cognition and passive processing: What hand-tracking tells us about syntactic processing in L1 and L2 speakers of English. | Scott A. Crossley, Youjin Kim, Tiffany Lester, Samuel Clark |
| 2015 | EDM | Language to Completion: Success in an Educational Data Mining Massive Open Online Class. | Scott A. Crossley, Danielle S. McNamara, Ryan S. Baker, Yuan Wang, Luc Paquette, Tiffany Barnes, Yoav Bergner |
| 2015 | LAK | Pssst... textual features... there is more to automatic essay scoring than just you! | Scott A. Crossley, Laura K. Allen, Erica L. Snow, Danielle S. McNamara |
| 2014 | EDM | The Importance of Grammar and Mechanics in Writing Assessment and Instruction: Evidence from Data Mining. | Scott A. Crossley, Kris Kyle, Laura K. Varner, Danielle S. McNamara |
| 2014 | FlAIRS | Developing Component Scores from Natural Language Processing Tools to Assess Human Ratings of Essay Quality. | Scott A. Crossley, Danielle S. McNamara |
| 2014 | FlAIRS | Writing Quality, Knowledge, and Comprehension Correlates of Human and Automated Essay Scoring. | Rod D. Roscoe, Scott A. Crossley, Erica L. Snow, Laura K. Varner, Danielle S. McNamara |
| 2013 | AIED | Using Automated Indices of Cohesion to Evaluate an Intelligent Tutoring System and an Automated Writing Evaluation System. | Scott A. Crossley, Laura K. Varner, Rod D. Roscoe, Danielle S. McNamara |
| 2013 | EDM | Paragraph Specific N-Gram Approaches to Automatically Assessing Essay Quality. | Scott A. Crossley, Caleb Defore, Kris Kyle, Jianmin Dai, Danielle S. McNamara |
| 2013 | FlAIRS | Using Automatic Scoring Models to Detect Changes in Student Writing in an Intelligent Tutoring System. | Scott A. Crossley, Rod D. Roscoe, Danielle S. McNamara |
| 2013 | FlAIRS | Cohesion-Based Prompt Effects in Argumentative Writing. | Scott A. Crossley, Laura K. Varner, Danielle S. McNamara |
| 2012 | FlAIRS | A Linguistic Analysis of Expert-Generated Paraphrases. | Russell D. Brandon, Scott A. Crossley, Danielle S. McNamara |
| 2012 | FlAIRS | Syntagmatic, Paradigmatic, and Automatic N-Gram Approaches to Assessing Essay Quality. | Scott A. Crossley, Zhiqiang Cai, Danielle S. McNamara |
| 2012 | FlAIRS | Developing Pedagogically-Guided Threshold Algorithms for Intelligent Automated Essay Feedback. | Rod D. Roscoe, Danica Kugler, Scott A. Crossley, Jennifer L. Weston, Danielle S. McNamara |
| 2012 | ICCE | Definition Response Scoring with Probabilistic Ordinal Regression. | Kevyn Collins-Thompson, Gwen A. Frishkoff, Scott A. Crossley |
| 2011 | AIED | Predicting Human Scores of Essay Quality Using Computational Indices of Linguistic and Textual Features. | Scott A. Crossley, Rod D. Roscoe, Danielle S. McNamara |
| 2011 | CogSci | Text Coherence and Judgments of Essay Quality: Models of Quality and Coherence. | Scott A. Crossley, Danielle S. McNamara |
| 2011 | FlAIRS | Simulating Human Ratings on Word Concreteness. | Shi Feng, Zhiqiang Cai, Scott A. Crossley, Danielle S. McNamara |
| 2011 | FlAIRS | Text Box Size, Skill, and Iterative Practice in a Writing Task. | Roxanne B. Raine, Lisa Mintz, Scott A. Crossley, Jianmin Dai, Danielle S. McNamara |
| 2011 | FlAIRS | Automated Assessment of Paragraph Quality: Introduction, Body, and Conclusion Paragraphs. | Rod D. Roscoe, Scott A. Crossley, Jennifer L. Weston, Danielle S. McNamara |
| 2011 | FlAIRS | Internal Usability Testing of Automated Essay Feedback in an Intelligent Writing Tutor. | Rod D. Roscoe, Laura K. Varner, Zhiqiang Cai, Jennifer L. Weston, Scott A. Crossley, Danielle S. McNamara |
| 2011 | FlAIRS | A Linguistic Analysis of Student-Generated Paraphrases. | Vasile Rus, Shi Feng, Russell D. Brandon, Scott A. Crossley, Danielle S. McNamara |
| 2011 | FlAIRS | Number of Words Versus Number Ideas: Finding a Better Predictor of Writing Quality. | Jennifer L. Weston, Scott A. Crossley, Philip M. McCarthy, Danielle S. McNamara |
| 2010 | FlAIRS | Interlanguage Talk: What Can Breadth of Knowledge Features Tell Us about Input and Output Differences?. | Scott A. Crossley, Danielle S. McNamara |
| 2010 | FlAIRS | Towards A Computational Assessment of Freewriting Quality. | Jennifer L. Weston, Scott A. Crossley, Danielle S. McNamara |
| 2009 | FlAIRS | Exploring Lexical Network Development in Second Language Learners. | Scott A. Crossley, Julian E. Boggess III, Thomas L. Salsbury |
| 2009 | FlAIRS | Expanding a Catalogue of Deceptive Linguistic Features with NLP Technologies. | Nicholas D. Duran, Scott A. Crossley, Charles E. Hall, Philip M. McCarthy, Danielle S. McNamara |
| 2009 | FlAIRS | Special Track on Applied Natural Language Processing. | Philip M. McCarthy, Scott A. Crossley |
| 2008 | FlAIRS | Using Latent Semantic Analysis to Explore Second Language Lexical Development. | Scott A. Crossley, Thomas L. Salsbury, Philip M. McCarthy, Danielle S. McNamara |
| 2008 | FlAIRS | Assessing Forward-, Reverse-, and Average-Entailer Indices on Natural Language Input from the Intelligent Tutoring System, iSTART. | Philip M. McCarthy, Vasile Rus, Scott A. Crossley, Arthur C. Graesser, Danielle S. McNamara |
| 2007 | FlAIRS | Discriminating between Second Language Learning Text-Types. | Scott A. Crossley, Philip M. McCarthy, Danielle S. McNamara |
| 2007 | FlAIRS | Assessing Entailer with a Corpus of Natural Language from an Intelligent Tutoring System. | Philip M. McCarthy, Vasile Rus, Scott A. Crossley, Sarah C. Bigham, Arthur C. Graesser, Danielle S. McNamara |
| 2006 | FlAIRS | Dialog Act Classification Using N-Gram Algorithms. | Max M. Louwerse, Scott A. Crossley |