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ORCIDJeremiah Sullins
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2020 – today
- 2020
[c13]Jeremiah Sullins, Lucy Grace Camp, Anna Little, Laura Waldron, Ashlyn Wilson:
A Prosodic Exploration of Academic Shame. ICLS 2020
2010 – 2019
- 2019
- [j5]Jeremiah Sullins, Katie Console, Rebecca Denton, Clayton Henrichson, Steven Barber
:
Not all confusion is productive: an investigation into confusion induction methods and their impact on learning. Int. J. Learn. Technol. 14(4): 288-303 (2019) - [c12]Jeremiah Sullins, Collin Phillips, Lucy Grace Camp, Kailey Thornton, Ashlyn Wilson:
Ain't that a shame: An exploration into "academic" shame and STEM learning. CogSci 2019: 1078-1082 - [c11]Jeremiah Sullins, Jeannine E. Turner, James L. Huff, Ronald Clements:
Shame on you! A Computational Linguistic Analysis of Shame Expressions. CogSci 2019: 3585-3588 - 2018
- [c10]Jeremiah Sullins, Katie Console, Clayton Henrichson, Rebecca Denton, Shelby Roberts, Katherine Howell:
The First Step in Harnessing the Self Conscious Emotions: A Quantitative Exploration of Shame. CogSci 2018 - [c9]Jeremiah Sullins, Katie Console, Rebecca Denton, Clayton Henrichson:
Identifying Methods to Induce Productive Confusion for Improving Performance in Physics. ICLS 2018 - 2016
- [c8]James L. Huff, Jeremiah Sullins, Nicola W. Sochacka, Kathryn M. Youngblood, Kerby M. Wood, Shari E. Miller, Joachim Walther:
Exploring shame in engineering education. FIE 2016: 1-4 - 2015
- [j4]Jeremiah Sullins, Scotty D. Craig, Xiangen Hu:
Exploring the effectiveness of a novel feedback mechanism within an intelligent tutoring system. Int. J. Learn. Technol. 10(3): 220-236 (2015) - [c7]Jeremiah Sullins, Xiangen Hu:
The Impact of Anomalous Information, Personality, and Motivation on Self- Regulatory Processes in a Multimedia Vicarious Learning Environment. FLAIRS 2015: 475-478 - [c6]Jeremiah Sullins, Danielle S. McNamara, Samuel Acuff, Daniel Neely, Eric Hildebrand, Grant Stewart, Xiangen Hu:
Are You Asking the Right Questions: The Use of Animated Agents to Teach Learners to Become Better Question Askers. FLAIRS 2015: 479-482 - 2014
- [j3]Jeremiah Sullins, Arthur C. Graesser:
The relationship between cognitive disequilibrium, emotions and individual differences on student question generation. Int. J. Learn. Technol. 9(3): 221-247 (2014) - 2013
- [p1]Jeremiah Sullins, Rob Meister, Scotty D. Craig, William M. Wilson, Anna E. Bargagliotti, Xiangen Hu:
The Impact of a Mathematical Intelligent Tutoring System on Students' Performance on Standardized High-Stake Tests. Knowledge Spaces, Applications in Education 2013: 69-78 - 2010
- [j2]Jeremiah Sullins, Scotty D. Craig, Arthur C. Graesser:
The influence of modality on deep-reasoning questions. Int. J. Learn. Technol. 5(4): 378-387 (2010) - [c5]Sidney K. D'Mello, Blair Lehman, Jeremiah Sullins, Rosaire Daigle, Rebekah Combs, Kimberly Vogt, Lydia Perkins, Arthur C. Graesser:
A Time for Emoting: When Affect-Sensitivity Is and Isn't Effective at Promoting Deep Learning. Intelligent Tutoring Systems (1) 2010: 245-254
2000 – 2009
- 2009
- [c4]Jeremiah Sullins, Moongee Jeon, Sidney K. D'Mello, Arthur C. Graesser:
The Relationship Between Modality and Metacognition While Interacting with AutoTutor. AIED 2009: 674-676 - [c3]Jeremiah Sullins, Scotty D. Craig, Arthur C. Graesser:
Tough Love: The Influence of an Agent's Negative Affect on Students' Learning. AIED 2009: 677-679 - 2007
- [c2]Jeremiah Sullins, Roger Azevedo, Andrew Trousdale, Jennifer Scott:
The Influence of External-Regulation on Student Generated Questions during Hypermedia Learning. AIED 2007: 187-194 - [c1]Roger Azevedo, Amy M. Witherspoon, Shanna Baker, Jeffrey Alan Greene, Daniel C. Moos, Jeremiah Sullins, Andrew Trousdale, Jennifer Scott:
Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes? AIED 2007: 527-529 - 2006
- [j1]Sidney K. D'Mello, Scotty D. Craig, Jeremiah Sullins, Arthur C. Graesser:
Predicting Affective States expressed through an Emote-Aloud Procedure from AutoTutor's Mixed-Initiative Dialogue. Int. J. Artif. Intell. Educ. 16(1): 3-28 (2006)
Coauthor Index
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