As of August 2015, I have moved to a postdoctoral research scholar position in Psychology with Dr. Roger Azevedo at North Carolina State University. Previously, I was a postdoc working with Dr. James C. Lester and Dr. Kristy Elizabeth Boyer. My research interests revolve around affective computing (studying the role of emotions in human-computer interaction) with current emphasis on affect-sensitive intelligent tutoring systems, recognition and understanding of nonverbal behavior (e.g., facial expression, gesture, posture), and sequential modeling of multimodal affective interaction.
Education
Ph.D., Computer Science (2014)
North Carolina State University
M.S., Computer Science (2012)
North Carolina State University
B.A., Computer Science (2005)
University of Minnesota, Twin Cities
Conference Papers
Modeling Self-Efficacy Across Age Groups with Automatically Tracked Facial Expression. Joseph F. Grafsgaard, Seung Y. Lee, Bradford W. Mott, Kristy Elizabeth Boyer, and James C. Lester. In Proceedings of the Seventeenth International Conference on Artificial Intelligence in Education, Madrid, Spain, pp. 582-585, 2015.
Classifying Student Dialogue Acts with Multimodal Learning Analytics. Aysu Ezen-Can, Joseph F. Grafsgaard, James C. Lester, and Kristy Elizabeth Boyer. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, Poughkeepsie, NY, pp. 280-289, 2015.
(Nominated for Best Paper Award)
The Additive Value of Multimodal Features for Predicting Engagement, Frustration, and Learning during Tutoring. Joseph F. Grafsgaard, Joseph B. Wiggins, Alexandria K. Vail, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the Sixteenth ACM International Conference on Multimodal Interaction, Istanbul, Turkey, pp. 42-49, 2014.
(Nominated for Outstanding Paper/Outstanding Student Paper Award)
Predicting Learning and Engagement in Tutorial Dialogue: A Personality-Based Model. Alexandria Katarina Vail, Joseph F. Grafsgaard, Joseph B. Wiggins, James C. Lester, and Kristy Elizabeth Boyer. In Proceedings of the Sixteenth ACM International Conference on Multimodal Interaction, Istanbul, Turkey, pp. 255-262, 2014.
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, and James C. Lester. In Proceedings of the Seventh International Conference on Educational Data Mining, London, United Kingdom, pp. 122-129, 2014.
Physiological Responses to Events During Training: Use of Skin Conductance to Inform Future Adaptive Learning Systems. Megan Hardy, Eric N. Wiebe, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, and James C. Lester. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting, San Diego, California, pp. 2101-2105, 2013.
Automatically Recognizing Facial Indicators of Frustration: A Learning-Centric Analysis. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the Fifth International Conference on Affective Computing and Intelligent Interaction, Geneva, Switzerland, pp.159-165, 2013.
Automatically Recognizing Facial Expression: Predicting Engagement and Frustration. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the 6th International Conference on Educational Data Mining, Memphis, Tennessee, pp. 43-50, 2013.
Embodied Affect in Tutorial Dialogue: Student Gesture and Posture. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the 16th International Conference on Artificial Intelligence in Education, Memphis, Tennessee, pp. 1-10, 2013.
Multimodal Analysis of the Implicit Affective Channel in Computer-Mediated Textual Communication. Joseph F. Grafsgaard, Robert M. Fulton, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the 14th ACM International Conference on Multimodal Interaction, Santa Monica, California, pp. 145-152, 2012.
Combining Verbal and Nonverbal Features to Overcome the ‘Information Gap’ in Task-Oriented Dialogue. Eun Young Ha, Joseph F. Grafsgaard, Chris Mitchell, Kristy Elizabeth Boyer, and James Lester. In Proceedings of the Thirteenth Annual SIGDIAL Meeting on Discourse and Dialogue, Seoul, South Korea, pp. 247-256, 2012.
Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, and James C. Lester. In Proceedings of the 11th International Conference on Intelligent Tutoring Systems, Chania, Greece, pp. 52-58, 2012.
Analyzing Posture and Affect in Task-Oriented Tutoring. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the 25th Florida Artificial Intelligence Research Society Conference, Marco Island, Florida, pp. 438-443, 2012.
Predicting Facial Indicators of Confusion with Hidden Markov Models. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, and James C. Lester. In Proceedings of the 4th International Conference on Affective Computing and Intelligent Interaction, Memphis, Tennessee, pp. 97-106, 2011.
Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue. Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Robert Phillips, and James C. Lester. In Proceedings of the 15th International Conference on Artificial Intelligence in Education, Auckland, New Zealand, pp. 98-105, 2011.
An Affect-Enriched Dialogue Act Classification Model for Task-Oriented Dialogue. Kristy Elizabeth Boyer, Joseph F. Grafsgaard, Eun Young Ha, Robert Phillips, and James C. Lester. In Proceedings of the 49th Annual Meeting of the Association of Computational Linguistics Human Language Technologies Conference, Portland, Oregon, pp. 1190-1199, 2011.
Other Publications
Multimodal Analysis and Modeling of Nonverbal Behaviors during Tutoring. Joseph F. Grafsgaard. In Proceedings of the Sixteenth ACM International Conference on Multimodal Interaction, Doctoral Consortium, Istanbul, Turkey, pp. 404-408, 2014.
Exploring the Relationship between Self-Efficacy and the Effectiveness of Tutorial Interactions. Joseph B. Wiggins, Joseph F. Grafsgaard, Christopher M. Mitchell, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the 2nd Workshop on AI-supported Education for Computer Science (AIEDCS), Honolulu, Hawaii, pp. 31-40, 2014.
The Relationship between Task Difficulty and Emotion in Online Computer Programming Tutoring. Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE ’14), Poster Track, Atlanta, Georgia, p. 721, 2014.
Modeling Student Programming with Multimodal Learning Analytics. Joseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, and James C. Lester. In Proceedings of the 44th ACM Technical Symposium on Computer Science Education (SIGCSE ’13), Poster Track, Denver, Colorado, p. 736, 2013.
Projects
JavaTutor: An affect-enriched natural language tutorial dialogue project for 1st year post-secondary computer science education.