For an updated list of citations, please see my Google Scholar profile or ORCID.

Journal Papers


Potter, T., England, L., Charbonneau, J., MacLean, M. T., Newall, J., & Roll, I. (accepted). ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback. To appear in Teaching & Learning Inquiry, the International Society of Scholarship of Teaching and Learning.

Fratamico, L., Conati, C., Kardan, S. & Roll, I. (accepted). Comparing data representations for learner models in interactive simulations. To appear in the International Journal on Artificial Intelligence in Education.

Roll, I., & Wylie, R. L. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582–599, DOI: 10.1007/s40593-016-0110-3.

Loibl, K., Roll, I., & Rummel, N. (2016). Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning. Educational Psychology Review. DOI:10.1007/s10648-016-9379-x

Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (2016). Help helps, but only so much: research on help seeking with intelligent tutoring systems. The International Journal of Artificial Intelligence in Education, 26(1), 205-223. DOI:10.1007/s40593-015-0089-1.

Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. Journal of Learning Analytics, 2(1), 7-12.

Roll, I., Baker, R.S.J.d., Aleven, V., & Koedinger, K. R. (2014). On the benefits of seeking (and avoiding) help in online problem solving environment. Journal of the Learning Sciences, 23:4, 537-560, DOI: 10.1080/10508406.2014.883977

Stang, J. B., & Roll, I. (2014). Interactions between teaching assistants and students boost engagement in physics labs. Physics Review Special Topics Physics Education Research, 10(2), 020117. doi:10.1103/PhysRevSTPER.10.020117

Holmes, N. G., Day, J., Park, A. H., Bonn, D. A., & Roll, I. (2014). Making the failure more productive: scaffolding the invention process to improve inquiry behaviours and outcomes in productive failure activities. Instructional Science, 42(4), 523-538 doi:10.1007/s11251-013-9300-7.

Roll, I., Holmes, N. G., Day, J., & Bonn, D. (2012). Evaluating metacognitive scaffolding in guided invention activities. Instructional Science, 40, 691-710. doi:10.1007/s11251-012-9208-7

Roll, I., Aleven, V., McLaren, B.M., & Koedinger, K.R. (2011). Improving students' help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction, 21, 267-280.

Aleven, V., Roll, I., McLaren, B.M., & Koedinger, K.R. (2010). Automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system. Educational Psychologist, 45(4), 224-233.

Baker, R. S. J. d., Corbett, A. T., Roll, I., & Koedinger, K. R. (2008). Developing a generalizable detector of when students game the system. User Modeling and User-Adapted Interaction, 18(3), 287-314.

Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A., & Koedinger, K. R. (2008). Why students engage in "gaming the system" behavior in interactive learning environments. Journal of Interactive Learning Research, 19(2), 185-224.

Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Designing for metacognition - applying cognitive tutor principles to the tutoring of help seeking. Metacognition and Learning, 2(2), 125-140.

Aleven, V., McLaren, B.M., Roll, I., & Koedinger, K.R. (2006). Toward meta-cognitive tutoring: A model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education (16), 101-130.

Book Chapters


Roll, I., Wiese, E., Long, Y., Aleven, V., & Koedinger, K. R. (2014). Tutoring self- and co-regulation with intelligent tutoring systems to help students acquire better learning skills. In R. Sottilare, A. Graesser, X. Hu, & B. Goldberg (Eds.), Design Recommendations for Adaptive Intelligent Tutoring Systems: Volume 2 - Adaptive Instructional Strategies (pp. 169-182). Orlando, FL: U.S. Army Research Laboratory.

Baker, R. S. J. d., Corbett, A. T., Roll, I., Koedinger, K. R., Cocea, M., Hershkovitz, A., et al. (2013). Modeling and studying gaming the system with educational data mining. In R. Azevedo, & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 97-115). Berlin: Springer.

Koedinger, K. R., & Roll, I. (2012). Learning to think: Cognitive mechanisms of knowledge transfer. In K. J. Holyoak, & R. G. Morrison (Eds.), The Oxford Handbook of Thinking and Reasoning. (pp. 789-806) New York: Oxford University Press.

Aleven, V., Roll, I., & Koedinger, K. R. (2012). Progress in assessment and tutoring of lifelong learning skills: An intelligent tutor agent that helps students become better help seekers. In P. J. Durlach & A. M. Lesgold (Eds.), Adaptive technologies for training and education (pp. 67-95). Cambridge University Press.

Koedinger, K. R., Aleven, V., Roll, I., & Baker, R. S. J. d. (2009). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 383-412). New York: Routledge.

Strictly Refereed Conference Full Papers (in parenthesis - acceptance rate)


Conati, C., Fratamico, L., Kardan, S., & Roll, I. (2015). Comparing Representations for Learner Models in Interactive Simulations. Proceedings of the International Conference on Artificial Intelligence in Education (pp. 74-83). Springer International Publishing. (28%)

Roll, I., Briseno, A., Yee, N., & Welsh, A. (2014). Not a magic bullet: the effect of scaffolding on knowledge and attitudes in online simulations. In J. Polman et al. (Eds.), Proceedings of the International Conference of the Learning Sciences (pp. 879-886). Boulder, CO: International Society of the Learning Sciences. (30%)

Kardan, S., Roll, I., & Conati, C. (to appear). The usefulness of log based clustering in a complex simulation environment. In S. Trausen-Matu & K. Boyer, proceedings of the International Conference on Intelligent Tutoring Systems (pp. 168-177). Switzerland: Springer International Publishing. (17%)

Roll, I., Aleven, V., & Koedinger, K. R. (2011). Metacognitive practice makes perfect: Improving students’ self-assessment skills with an intelligent tutoring system. In G. Biswas (Ed.), Proceedings of the International conference on artificial intelligence in education (pp. 288-295). Berlin: Springer Verlag. (32%)

Roll, I., Aleven, V., & Koedinger, K. R. (2011). Outcomes and mechanisms of transfer in invention activities. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2824-2829). Austin, TX: Cognitive Science Society. (32%)

Roll, I., Aleven, V., & Koedinger, K. R. (2010). The invention lab: Using a hybrid of model tracing and constraint-based modeling to offer intelligent support in inquiry environments. In V. Aleven, J. Kay, & J. Mostow (Eds.), Proceedings of the international conference on intelligent tutoring systems (pp. 115-24). Berlin: Springer Verlag. (30%)

Roll, I., Aleven, V., & Koedinger, K. R. (2009). Helping students know 'further' - increasing the flexibility of students' knowledge using symbolic invention tasks. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the cognitive science society (pp. 1169-1174). Austin, TX: Cognitive Science Society. (32%)

Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Can help seeking be tutored? Searching for the secret sauce of metacognitive tutoring. In R. Luckin, K. R. Koedinger, & J. Greer (Eds.), Proceedings of the international conference on artificial intelligence in education (pp. 203-210). Amsterdam: IOS Press. (30%)

Roll, I., Aleven, V., McLaren, B. M., Ryu, E., Baker, R. S., & Koedinger, K. R. (2006). The help tutor: Does metacognitive feedback improve students' help-seeking actions, skills and learning? In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th international conference on intelligent tutoring systems (pp. 360-369). Berlin: Springer Verlag. (35%)

Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., & Roll, I. (2006) Generalizing detection of gaming the system across a tutoring curriculum. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th international conference on intelligent tutoring systems (pp. 402-411). Berlin: Springer Verlag. (35%)

Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, E., Roll, I., Wagner, A.Z., et al. (2006) Adapting to when students game an intelligent tutoring system. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th international conference on intelligent tutoring systems (pp. 392-401). Berlin: Springer Verlag. (35%)

Roll, I., Baker, R.S., Aleven, V., McLaren, B., & Koedinger, K. (2005). Modeling students’ metacognitive errors in two intelligent tutoring systems. In L. Ardissono, P. Brna and A. Mitrovic (Eds.), Proceedings of the 10th International Conference on User Modeling (pp. 379-388). Berlin: Springer Verlag. (23%)

Aleven, V., Roll, I., McLaren, B., Ryu, E.J., & Koedinger, K.R. (2005). An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. In C. K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Proceedings of the 12th International Conference on Artificial Intelligence in Education (pp. 17-24). Amsterdam, IOS Press. (31%)

Baker, R.S., Roll, I., Corbett, A.T., & Koedinger, K.R. (2005) Do performance goals lead students to game the system? In C. K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Proceedings of the 12th International Conference on Artificial Intelligence in Education (pp. 57-64). Amsterdam, IOS Press. (31%)

Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2004). Toward tutoring help seeking: Applying cognitive modeling to meta-cognitive skills. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.), Proceedings of Seventh International Conference on Intelligent Tutoring Systems (pp. 227-239). Berlin: Springer Verlag. (39%)

Peer Reviewed Conference Presentations


Roll, I. Macfadyen, L., Ni, K., Cimet, M., Shiozaki, L., Paulin, D., and Harris, S. (2016, November). Questions, not answers: doubling student participation in MOOC forums. Leaning with MOOCs III, University of Pennsylvania.

Roll, I., Yee, N., Butler, D., Ives, J., Rieger, G., Bonn, D. A., & Welsh, A. (2016, April). Scaffolding is a double-edged sword: Looking into individual differences in attitudes and knowledge. Symposium presentation at the Annual Meeting of the American Education Research Association (AERA) 2016.

Roll, I., Macfadyen, L. P., & Sandilands, D. (2015, March). Evaluating the Relationship Between Course Structure, Learner Activity, and Perceived Value of Online Courses. Proceedings of the Second (2015) ACM Conference on Learning@ Scale (pp. 385-388). ACM.

Roll, I. & Bates, S. (2014, June). Deciphering the Massive Open Online Courses (MOOCs) ecosystem: what makes successful MOOCs? The annual meeting of the Society for Teaching and Learning in Higher Education (STLHE) 2014, Kingston, ON.

Roll, I., Yee, N., & Briseno, A. (2014). Students’ adaptation and transfer of strategies across levels of scaffolding in an exploratory environment. In S. Trausan-Matu et al. (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 348-353). Switzerland: Springer International Publishing.

Day, J., Holmes, N. G., Roll, I., & Bonn, D. A. (2013, July). Finding Evidence of Transfer with Invention Activities: Teaching The Concept of Weighted Average. Proceedings of the Physics Education Research Conference (117-120), Portland, OR.

Roll, I. & Wise, A.F. (2013, April). Developing Students’ Understanding of Graphical Data Representations Using Rotating Expertise. The annual meeting of the American Education Research Association (AERA), San Francisco, CA.

Holmes, N. G., Ramshaw, B., Roll, I., Day, J., & Bonn, D. A. (2013, April). The Invention Support Environment: the effect of task structure and delivery on student reasoning during invention activities. In J. Gobert & M. Timms (Chairs), using educational data mining for science inquiry skill assessment and prediction. Symposium presentation at the annual meeting of the American Education Research Association (AERA), San Francisco, CA.

Roll, I. Aleven, V., & Koedinger, K. R. (2012, July) Automated task adaptation to support students’ inquiry Learning. In P. Blikstein (Chair), building (timely) bridges between learning analytics, educational data mining and core learning sciences perspectives. Symposium presentation at the 10th International Conference of the Learning Sciences (ICLS). Sydney, Australia.

Roll, I. (2012, April). Co­evolution of qualitative and symbolic reasoning in invention activities. In I. Roll (Chair), on the design, implementation, and Outcomes of Using Contrasts in Learning. Symposium presentation at the annual meeting of the American Education Research Association (AERA), Vancouver, BC.

Roll, I. (2012, April). Adaptive support and task generation in exploratory learning environments. In P. Blikstein (Chair), using learning analytics and educational data mining to understand scripted and exploratory learning environments: towards a common theoretical and methodological framework to investigate the trajectory to expertise. Symposium presentation at the annual meeting of the American Education Research Association (AERA), Vancouver, BC.

Aleven, V., Roll, I., McLaren, B. M., & Koedinger, Kenneth R. (2012, April). Assessing Self-Regulated Learning: A (Meta)Cognitive Modeling Approach. Symposium presentation at the annual meeting of the American Education Research Association (AERA), Vancouver, BC.

Roll, I., Aleven, V., & Koedinger, K. R. (2011, April). The relationships between data mining, cognitive modeling, and learning theories: assessing and improving help-seeking skills. The annual meeting of the American Education Research Association (AERA). New Orleans, LA.

Roll, I., Aleven, V., & Koedinger, K. R. (2010, June). Analysis of students' actions during online invention activities - seeing the thinking through the numbers. The 9th International Conference of the Learning Sciences (ICLS) (pp. 45-52). Chicago, IL.

Roll, I., Ryu, E., Sewall, J., Leber, B., McLaren, B. M., Aleven, V., et al. (2006). Towards teaching metacognition: Supporting spontaneous self-assessment. Proceedings of the international conference on intelligent tutoring systems (pp. 738-740). Berlin: Springer Verlag.

Baker, R. S., Corbett, A. T., Koedinger, K. R., & Roll, I. (2005, July). Detecting when students game the system, across tutor subjects and classroom cohorts. Proceedings of the International Conference on User Modeling (pp. 220-224). Springer Berlin Heidelberg.

Roll, I., Baker, R. S., Aleven, V., & Koedinger, K. R. (2004). A metacognitive ACT-R model of students’ learning strategies in intelligent tutoring systems. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.), Proceedings of 7th International Conference on Intelligent Tutoring Systems (ITS) (pp. 854-6). Berlin: Springer-Verlag.

Roll, I., Baker, R. S., Aleven, V., & Koedinger, K. R. (2004). What goals do students have when choosing the actions they perform? In M. Lovett, C. Schunn, C. Lebiere, & P. Munro (Eds.), Proceedings of the 6th International conference on cognitive modeling (pp. 380-1). Mahwah, NJ: Lawrence Erlbaum.

Roll, I., Aleven, V., & Koedinger, K. R. (2004). Promoting effective help-seeking behavior through declarative instruction. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.), Proceedings of 7th International Conference on Intelligent Tutoring Systems (ITS) (pp. 857-9). Berlin: Springer-Verlag.

Other Select Presentations


Fong, M., Miller, G., Zhang, X., Roll, I., Hendricks, C., & Fels, Sidney (2016, June). An Investigation of Textbook-Style Highlighting for Video. International Conference on Graphic Interface. Victoria, BC.

Hunt, G., Roll, I., & Arthur, P. (June, 2016). Designing a Scholarly Inquiry Project. A workshop during the BC Festival of Learning, Burnaby, BC.

Stang, J. B., Barker, M., Perez, S., Ives, J., & Roll, I. (2016). Exploring the use of interactive simulations to enhance reading assignments. Physics Education Research Conference 2016, Sacramento, California.

Roll, I., Han, A., & Briseno-Garzon, A. (2015, November). The Big Picture: Developing Vocabulary and Grammar to Share SoTL Projects and Identify Evaluation Patterns. The Symposium on Scholarly Teaching & Learning in Post-Secondary Education. Vancouver, BC.

Macfadyen, L.P., Roll, I. & Sandilands, D. (2015, June). Using easily accessible aggregate LMS and SEoT data to evaluate learning design, learner engagement and perceived course value. Poster presented at the Society of Teaching and Learning in Higher Education Annual Conference, Vancouver, BC.

Rieger, G. W., Sitwell, M., Carolan, J., & Roll, I. (2014). A “flipped” approach to large-scale first-year labs. Physics in Canada, Special Issue on Physics Education Research, 70 (2), 126-128.

Holmes, N. G., Roll, I., & Bonn, D. A. (2014). Participation in the physics labs – does gender matter? Physics in Canada, Special Issue on Physics Education Research, 70 (2) 84-86

Chowrira, S., Kalas, P., Birol, G., & Roll, I. (2014, July). Improving University Teaching Conference. Vancouver, BC.

Roll, I., Holmes, N.G., Day, J., Park, A.H.K., & Bonn, D.A. (2013, July). Process and outcome benefits for orienting students to analyze and reflect on available data in productive failure activities. In proceedings of the Workshop on Scaffolding in Open-Ended Learning Environments (OELE), in conjunction with Artificial Intelligence in Education 2013. Memphis, TN.

Roll, I. & Clarke-Midura, J. (2012, August) Towards a shared grammar: logging and analyzing interactions across a variety of inquiry environments. Workshop conducted at EARLI SIG 20 Conference: Computer-Supported Inquiry Learning. Buchum, Germany

Roll, I., (2011, August). Assessments that matter. The 8th Annual Conference of the Alternative Education Resource Organization (AERO). Portland, OR.

Roll, I., (2010, June). Scaffold and feedback in scientific inquiry environments: The case of the invention lab. In I. Roll, M. Mavrikis, & S. G. Santos (chairs), Proceedings of the Workshop on Intelligent Support in Exploratory Environments, in conjunction with the 9th International Conference of the Learning Sciences (ICLS), Chicago, IL.

Roll, I., Aleven, V., & Koedinger, K. R. (2008). Instruments and challenges in assessing help-seeking knowledge and behavior. In I. Roll, & V. Aleven (Eds.), Proceedings of the Workshop on Metacognition and Self-Regulated Learning in Educational Technologies (SRL@ET), in conjunction with the International Conference on Intelligent Tutoring Systems (ITS) (pp. 41-50). Montreal, QC.

Koedinger, K. R., Aleven, V., Baker, R. S., & Roll, I. (2007, July). Toward Understanding When Tutoring Meta-cognition Enhances Domain Learning. In Workshop on Metacognition and Self-Regulated Learning in Intelligent Tutoring Systems, in conjunction with the International Conference on Artificial Intelligence in Education (AIED). Marina Del-Rey, CA.

Kao, Y. S., Roll, I., & Koedinger, K. R. (2007). Sources of difficulty in multi-step geometry area problems. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1145-1150). Austin, TX: Cognitive Science Society.

Baker, R.S., Corbett, A., Koedinger, K., Roll, I. (2005) Detecting When Students Game The System, Across Tutor Subjects and Classroom Cohorts. Proceedings of User Modeling 2005, 220-224.

Aleven, V., McLaren, B. M., Roll, I., & Koedinger, L. (2005, July). Exploring meta-cognitive tutoring by the Help Tutor: An Interactive Event. International Conference on Artificial Intelligence in Education, Amsterdam, NL.
Rieger, G. W., Sitwell, M., Carolan, J., & Roll, I. (to appear). A “flipped” approach to large-scale first-year labs. Physics in Canada, Special Issue on Physics Education Research.