Jeremiah Sullins

1.3k total citations
25 papers, 758 citations indexed

About

Jeremiah Sullins is a scholar working on Artificial Intelligence, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Jeremiah Sullins has authored 25 papers receiving a total of 758 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Artificial Intelligence, 12 papers in Developmental and Educational Psychology and 6 papers in Social Psychology. Recurrent topics in Jeremiah Sullins's work include Innovative Teaching and Learning Methods (12 papers), Intelligent Tutoring Systems and Adaptive Learning (11 papers) and Speech and dialogue systems (5 papers). Jeremiah Sullins is often cited by papers focused on Innovative Teaching and Learning Methods (12 papers), Intelligent Tutoring Systems and Adaptive Learning (11 papers) and Speech and dialogue systems (5 papers). Jeremiah Sullins collaborates with scholars based in United States, France and South Sudan. Jeremiah Sullins's co-authors include Scotty D. Craig, Arthur C. Graesser, Barry Gholson, Amy Witherspoon, Sidney K. D’Mello, Art Graesser, Yasuhiro Ozuru, Bethany McDaniel, Xiangen Hu and Robert Coles and has published in prestigious journals such as Cognitive Science, Cognition and Instruction and Instructional Science.

In The Last Decade

Jeremiah Sullins

24 papers receiving 674 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Jeremiah Sullins United States	9	419	404	214	189	150	25	758
Amy Witherspoon United States	10	412 1.0×	475 1.2×	222 1.0×	186 1.0×	156 1.0×	16	785
Blair Lehman United States	11	327 0.8×	388 1.0×	234 1.1×	207 1.1×	226 1.5×	25	874
Shulan Lu United States	7	346 0.8×	264 0.7×	125 0.6×	122 0.6×	104 0.7×	22	682
Barry Kort United States	5	277 0.7×	206 0.5×	153 0.7×	129 0.7×	124 0.8×	6	572
Agneta Gulz Sweden	15	243 0.6×	331 0.8×	140 0.7×	112 0.6×	173 1.2×	49	663
Katja Wiemer-Hastings United States	10	448 1.1×	357 0.9×	73 0.3×	182 1.0×	111 0.7×	24	853
David Allbritton United States	16	243 0.6×	292 0.7×	139 0.6×	326 1.7×	78 0.5×	28	833
François Bouchet France	11	182 0.4×	311 0.8×	223 1.0×	111 0.6×	172 1.1×	34	612
Magnus Haake Sweden	15	158 0.4×	285 0.7×	100 0.5×	127 0.7×	120 0.8×	45	630
Michelle Taub United States	16	265 0.6×	590 1.5×	389 1.8×	143 0.8×	301 2.0×	44	934

Countries citing papers authored by Jeremiah Sullins

Since Specialization

Citations

This map shows the geographic impact of Jeremiah Sullins's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Jeremiah Sullins with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jeremiah Sullins more than expected).

Fields of papers citing papers by Jeremiah Sullins

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jeremiah Sullins. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Jeremiah Sullins. The network helps show where Jeremiah Sullins may publish in the future.

Co-authorship network of co-authors of Jeremiah Sullins

This figure shows the co-authorship network connecting the top 25 collaborators of Jeremiah Sullins. A scholar is included among the top collaborators of Jeremiah Sullins based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Jeremiah Sullins. Jeremiah Sullins is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Sullins, Jeremiah, Jeannine E. Turner, Juhee Kim, & S.D. Barber. (2024). Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning. Education Sciences. 14(2). 138–138. 1 indexed citations

2.

Huff, James, Nicola W. Sochacka, Joachim Walther, et al.. (2020). Board 67: Shame in Engineering: Unpacking the Expectations that Students Co-Construct and Live Within. Papers on Engineering Education Repository (American Society for Engineering Education). 1 indexed citations

3.

Huff, James, Stephen Secules, Nicola W. Sochacka, et al.. (2020). Board 59: Shame in Engineering: Unpacking the Socio-Psychological Emotional Construct in the Context of Professional Formation. Papers on Engineering Education Repository (American Society for Engineering Education). 2 indexed citations

4.

Sullins, Jeremiah, et al.. (2019). Not all confusion is productive: an investigation into confusion induction methods and their impact on learning. International Journal of Learning Technology. 14(4). 288–288.

5.

Sullins, Jeremiah, Samuel F. Acuff, Daniel Neely, & Xiangen Hu. (2018). When Knowledge Isn't Power: The Influence of Prior Knowledge on Question Generation Training.. Journal of educational multimedia and hypermedia. 27(2). 245–265. 1 indexed citations

6.

Sullins, Jeremiah, et al.. (2018). The First Step in Harnessing the Self Conscious Emotions: A Quantitative Exploration of Shame.. Cognitive Science. 1 indexed citations

7.

Huff, James, et al.. (2016). Exploring shame in engineering education. 12. 1–4. 9 indexed citations

8.

Sullins, Jeremiah, Danielle S. McNamara, Samuel F. Acuff, et al.. (2015). Are you asking the right questions: The use of animated agents to teach learners to become better question askers. The Florida AI Research Society. 479–482. 2 indexed citations

9.

Sullins, Jeremiah, Scotty D. Craig, & Arthur C. Graesser. (2010). The influence of modality on deep-reasoning questions. International Journal of Learning Technology. 5(4). 378–378. 8 indexed citations

10.

Graesser, Art, Yasuhiro Ozuru, & Jeremiah Sullins. (2010). What is a good question. 33 indexed citations

11.

Graesser, Arthur C., Sidney K. D’Mello, Scotty D. Craig, et al.. (2008). The Relationship Between Affective States and Dialog Patterns During Interactions With AutoTutor. The Journal of Interactive Learning Research. 19(2). 293–312. 40 indexed citations

12.

Sullins, Jeremiah & Roger Azevedo. (2007). Developmental Differences in Self-Regulated Learning and Question Asking During Learning with Hypermedia. eScholarship (California Digital Library). 29(29). 1 indexed citations

13.

Sullins, Jeremiah, Amy Witherspoon, Scotty D. Craig, & Barry Gholson. (2006). Learning physics vicariously: A test of the deep-level reasoning questions effect in a vicarious learning environment on physics. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2006(1). 2410–2413. 1 indexed citations

14.

Craig, Scotty D., Jeremiah Sullins, Amy Witherspoon, & Barry Gholson. (2006). The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions During Vicarious Learning. Cognition and Instruction. 24(4). 565–591. 108 indexed citations

15.

D’Mello, Sidney K., Scotty D. Craig, Jeremiah Sullins, & Arthur C. Graesser. (2006). Predicting Affective States expressed through an Emote-Aloud Procedure from AutoTutor's Mixed-Initiative Dialogue. 16(1). 3–28. 94 indexed citations

16.

D’Mello, Sidney K., Scotty D. Craig, Jeremiah Sullins, & Arthur C. Graesser. (2006). Predicting Affective States expressed through an Emote-Aloud Procedure from AutoTutor's Mixed-Initiative Dialogue. International Journal of Artificial Intelligence in Education. 16(1). 3–28. 1 indexed citations

17.

D’Mello, Sidney K., Scotty D. Craig, Amy Witherspoon, et al.. (2005). The Relationship between Affective States and Dialog Patterns during Interactions with AutoTutor. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2005(1). 2004–2011. 2 indexed citations

18.

Craig, Scotty D., Barry Gholson, & Jeremiah Sullins. (2004). Should we question them?: An investigation into the role of deep questions in Vicarious Learning Environments. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 1835–1839. 1 indexed citations

19.

Craig, Scotty D., Sidney K. D’Mello, Barry Gholson, et al.. (2004). Emotions during learning: The first steps toward an affect sensitive intelligent tutoring system. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 264–268. 10 indexed citations

20.

Craig, Scotty D., Arthur C. Graesser, Jeremiah Sullins, & Barry Gholson. (2004). Affect and learning: An exploratory look into the role of affect in learning with AutoTutor. 29(3). 241–250. 392 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact