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Computer Science

D-Index
105
Citations
48764
World Ranking
284
National Ranking
155

Psychology

D-Index
117
Citations
60182
World Ranking
288
National Ranking
181

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association
  • 1993 - Fellow of the American Psychological Association (APA)

Overview

Arthur C. Graesser is affiliated with the University of Memphis in the United States. Their research spans several fields, primarily computer science and psychology, with a notable focus on artificial intelligence and developmental and educational psychology. Their contributions address various topics including intelligent tutoring systems and adaptive learning, online learning and analytics, innovative teaching and learning methods, text readability and simplification, teaching and learning programming, topic modeling, and reading and literacy development.

Graesser has published extensively, with key recent papers including the following:

  • "Computational Thinking Is More about Thinking than Computing," 2020, Journal for STEM Education Research
  • "On Computational Thinking and STEM Education," 2020, Journal for STEM Education Research
  • "Educational Psychology Is Evolving to Accommodate Technology, Multiple Disciplines, and Twenty-First-Century Skills," 2021, Annual Review of Psychology
  • "Role of questions in inquiry-based instruction: towards a design taxonomy for question-asking and implications for design," 2020, Educational Technology Research and Development
  • "Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning," 2022, Metacognition and Learning

Their frequent publication venues include:

  • Journal for STEM Education Research
  • arXiv (Cornell University)
  • International Journal of Artificial Intelligence in Education
  • Discourse Processes
  • Annual Review of Psychology

Graesser collaborates regularly with several coauthors, the most frequent being:

  • Xiangen Hu
  • John Sabatini
  • Liang Zhang
  • Daphne Greenberg
  • Jionghao Lin

Their work makes significant contributions to understanding and enhancing learning processes, especially through the lens of intelligent tutoring systems and educational technology. The integration of psychological principles within computer science applications is a notable aspect of their research approach.

Recognition of Graesser's professional contributions includes being named a Fellow of the American Educational Research Association in 2008 and a Fellow of the American Psychological Association in 1993.

Best Publications

  • Is it an Agent, or Just a Program?: A Taxonomy for Autonomous Agents

    Stan Franklin;Art Graesser

  • Constructing inferences during narrative text comprehension.

    Arthur C. Graesser;Murray Singer;Tom Trabasso

  • Coh-Metrix: Analysis of text on cohesion and language

    Arthur C. Graesser;Danielle S. McNamara;Max M. Louwerse;Zhiqiang Cai

  • Question Asking During Tutoring

    Arthur C. Graesser;Natalie K. Person

  • The Construction of Situation Models in Narrative Comprehension: An Event-Indexing Model

    Rolf A. Zwaan;Mark C. Langston;Arthur C. Graesser

  • Metacognition in Educational Theory and Practice

    Douglas J. Hacker;John Dunlosky;Arthur C. Graesser

  • Prose Comprehension Beyond the Word

    Arthur C. Graesser

  • Automated Evaluation of Text and Discourse with Coh-Metrix

    Danielle S. McNamara;Arthur C. Graesser;Philip M. McCarthy;Zhiqiang Cai

  • Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments

    Ryan S. J. d. Baker;Sidney K. D'Mello;Ma.Mercedes T. Rodrigo;Arthur C. Graesser

  • Dynamics of affective states during complex learning

    Sidney D’Mello;Art Graesser

  • Handbook of Metacognition in Education

    Douglas J. Hacker;John Dunlosky;Arthur C. Graesser

  • Dimensions of situation model construction in narrative comprehension.

    Rolf A. Zwaan;Joseph P. Magliano;Arthur C. Graesser

  • Confusion can be beneficial for learning

    Sidney D’Mello;Blair Lehman;Reinhard Pekrun;Art Graesser

  • AutoTutor: an intelligent tutoring system with mixed-initiative dialogue

    A.C. Graesser;P. Chipman;B.C. Haynes;A. Olney

  • Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor

    Scotty D. Craig;Arthur C. Graesser;Jeremiah Sullins;Barry Gholson

  • Collaborative dialogue patterns in naturalistic one-to-one tutoring

    Arthur C. Graesser;Natalie K. Person;Joseph P. Magliano

  • Coh-Metrix: Providing Multilevel Analyses of Text Characteristics

    Arthur C. Graesser;Danielle S. McNamara;Jonna M. Kulikowich

  • AutoTutor: a tutor with dialogue in natural language.

    Arthur C. Graesser;Shulan Lu;George Tanner Jackson;Heather Hite Mitchell

  • Structures and Procedures of Implicit Knowledge

    Arthur C. Graesser;Leslie F. Clark

  • Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004.

    Harold Pashler;Patrice M. Bain;Brian A. Bottge;Arthur Graesser

Frequent Co-Authors

Zhiqiang Cai
Zhiqiang Cai Purdue University West Lafayette
Sidney K. D'Mello
Sidney K. D'Mello University of Colorado Boulder
Danielle S. McNamara
Danielle S. McNamara Arizona State University
Susan R. Goldman
Susan R. Goldman University of Illinois at Chicago
David Williamson Shaffer
David Williamson Shaffer University of Wisconsin–Madison
Diane F. Halpern
Diane F. Halpern Claremont McKenna College
Joseph P. Magliano
Joseph P. Magliano Georgia State University
Kurt VanLehn
Kurt VanLehn Arizona State University
James W. Pennebaker
James W. Pennebaker The University of Texas at Austin
Caitlin Mills
Caitlin Mills University of Minnesota

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