Scotty D. Craig, Ph.D.
Human Systems Engineering
Expertise: Virtual humans, educational multimedia environments, vicarious learning to intelligent tutoring systems, affect and dialogue during learning.
Scotty D. Craig is an assistant professor in the Human Systems Engineering Program at Arizona State University. Craig has conducted projects in areas such as emotion and learning, discourse processing, multimedia learning, vicarious learning environments, and intelligent tutoring systems (ITS) in both laboratory and applied classroom settings. His lab, the Cognitive-Based Applied Learning Technology (CoBALT) Lab, seeks to provide cutting edge research at the intersection of human cognition, technology and the learning sciences that can provide solutions to real-world problems within education and training. Current projects include virtual humans for learning and training, music on the web, effectiveness of electronic textbooks for learning, and applications of ITS to training within virtual worlds, classrooms and after-school settings.
Contributions to the field to date consist of 70 publications (journal articles, book chapters, and published conference proceedings), 48 non-published conference presentations, two edited newsletters and one patent. He has also edited two workshop conference proceedings and two special issues of the International Journal of Learning Technology. Craig has served as an ad hoc reviewer for numerous academic journals and conferences as well as a review panelist for NSF’s Advanced Learning Technology (ALT) and Human Centered Computing (HCC) funding areas and IES. He is currently on the editorial board for the International Journal of Learning Technology.
Ph.D. Experimental Psychology (Cognitive), University of Memphis, 2005
M.S. Psychology, University of Memphis, 2001
B.A. Psychology, University of Memphis, 1998
Roland L. Frye Achievement Award for Research (2000)
University of Memphis Department of Psychology Outstanding Service Award (2005)
E-learn Best Paper Award (2005)
14th Annual Conference on Artificial Intelligence in Education Best Poster Award (2009)
Journal Articles, Conference Proceedings, Book Chapters, and White Papers:
Cheney, K. R., Craig, S. D., & Hu, X. (2012). Lessons learning from a three year after-school program using ALEKS to teach sixth graders Mathematics. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 751). Menlo Park, CA: The AAAI Press.
Craig. S. D., Gholson, B., Brittingham, J. K., Williams, J., & Shubeck, K. T. (2012). Promoting vicarious learning of physics using deep questions with explanations. Computers & Education, 58, 1042-1048.
Hu, X., Craig, S. D., Bargagliotti A. E., Graesser, A. C., Okwumabua, T., Anderson, C., Cheney, K. R., & Sterbinsky, A. (2012). The effects of a traditional and technology-based after-school program on 6th grade students’ mathematics skills. Journal of Computers in Mathematics and Science Teaching, 31, 17-38.
Craig, S. D. (2012). Confusion’s impact on learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp.766-767). New York: Springer.
Craig, S. D. (2012). Questioning. In J. Hattie & E. Anderman (Eds.), International Guide to Student Achievement. (pp. 414-415). London: Routledge.
Shubeck, K., Craig, S. D., Hu, X., Faghihi, U. Levy, M., & Koch, R. (2012). Incorporating natural language tutoring into a virtual world for emergency response training. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (p. 573). Menlo Park, CA: The AAAI Press.
Sullins, J., Meister, R., Craig, S. D., Wilson, W. M., Bargagliotti, A., & Hu, X. (2013). Is there a relationship between interacting with a mathematical intelligent tutoring system and students’ performance on standardized high-stake tests? In D. Albert, C. Doble, D. Eppstein, J. Falmagne, & X. Hu (Eds.), Knowledge spaces: Applications to education. (pp. 69-78). Springer: Berlin Heidelberg.
Craig, S. D., Hu, X., Graesser, A. C., Bargagliotti A. E., Sterbinsky, A., Cheney, K. R., & Okwumabua, T. (2013). The impact of a technology-based mathematics after-school program using ALEKS on student’s knowledge and behaviors. Computers & Education, 68, 495-504.
Craig, S. D. & Brittingham, J. K. (2013). Instruction via Observational Learning: Addressing the Growing Need for Efficient Learning Techniques in Schools. In R. Atkinson (Ed.), Learning Environments: Technologies, Challenges and Impact Assessment. (pp. 81-99). Nova Science Publishers: New York.
Craig, S. D., Jackson,G.T., & Hausmann, R.G.M (2013). Editorial: Advances in Intelligent tutoring systems: Contributions from the FLAIRS ITS track. International Journal of Learning Technology, 8, 313-314.
Twyford, J., & Craig, S. D. (2013). Virtual Humans and Gesturing during Multimedia Learning: An Investigation of Predictions from the Temporal Contiguity Effect. In T. Bastiaens & G. Marks (Eds.), World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2013 (pp. 2541-2545). Chesapeake, VA: AACE.
Xie, J., Huang, X., Hua, H., Wang, J., Tang, Q., Craig, S. D., Graeser, A.C., Lin, K., & Hu, X. (2013). Discovering the Relationship between Student Effort and Ability for Predicting the Performance of Technology-Assisted Learning in a Mathematics After-School Program. Learning. In D’Mello, S. K., Calvo, R. A., and Olney, A. (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 354-355). Worcester, MA: International Educational Data Mining Society. (http://www.educationaldatamining.org/IEDMS/EDM2013)
Craig, S. D., Xie, J., Huang, X. Graesser, A. C. & Hu, X. (2014). The Impact of Epistemological Beliefs on Student Interactions with an Intelligent Tutoring System. In Trausan-Matu, S., Boyer, K. E., Crosby, M., & Pannourgia, K. (eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems(pp. 660-662), New York: Springer .
Huang, X. Xie, J., Graesser, A. C. Hu, X. & Craig, S. D., (2014). The effects of computerized tutor on the mathematics attitudes of sixth grade students in after-school program. In W. Eberle & C. Boonthum-Denecke (Eds.), Proceedings of the 27th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 522-523). Menlo Park, CA: The AAAI Press.
Xie, J., Huang, X., Craig, S. D., Graesser, A. C. & Hu, X. (2014). The Effect of Math Ability on Students’ Math Learning Behaviors in the Computer-based Tutoring System. In W. Eberle & C. Boonthum-Denecke (Eds.), Proceedings of the 27th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 526-527). Menlo Park, CA: The AAAI Press.
Zhang, S., Craig, S. D., Prewitt, D., Stuart, N. D., & Irigoyen, N. (2014). Multimodal Learning in Electronic Textbooks. In W. Eberle & C. Boonthum-Denecke (Eds.), Proceedings of the 27th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (p. 527). Menlo Park, CA: The AAAI Press.
Sullins, J., Craig, S. D., & Graesser, A. C. (2012, February). The effects of affect on multimedia learning. Presented at the Annual Meeting of the Southeastern Psychological Association. New Orleans, LA.
Craig, S. D., Hu, X., Graesser, A. C., Bargagliotti A. E., Sterbinsky, A., Cheney, K. R., & Okwumabua, T. (2013, April). The impact of a Technology-based Mathematics Afterschool Program using ALEKS on Student’s Knowledge and Behaviors. Paper presented at American Educational Research Association. San Francisco, CA.
Craig, S. D. (2014, October). Improving student learning by manipulating the behavior of virtual humans. Presented at Workshop on Empirical Research with Pedagogical Agents. Los Angeles, CA. http://werpa.ict.usc.edu/schedule/