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Sidney D’Mello is an Associate Professor at the Institute of Cognitive Science and the Department of Computer Science at the University of Colorado Boulder (since July 1, 2017). He was previously an Assistant (2012 to 2015) and Associate (2015 to 2017) Professor in the departments of Psychology and Computer Science at the University of Notre Dame

D'Mello's research is at the intersection of the cognitive, affective, computing, and learning sciences. Specific interests include affective computing, attentional computing, intelligent learning environments, speech and language processing, human-computer interaction and computational models of cognition.

Announcements

  • New paper: Out of the fr-"eye"-ing pan: Towards gaze-based models of attention during learning with technology in the classroom at UMAP 2017. [PDF]

  • New paper: Face Forward: Detecting Mind Wandering from Video During Narrative Film Comprehension at AIED 2017. [PDF]

  • New paperZone out no more: Mitigating mind wandering during computerized reading at EDM 2017. [PDF]

  • New paper: Generalizability of Face-Based Mind Wandering Detection Across Task Contexts at EDM 2017. [PDF]

  • New paper: Gaze-based Detection of Mind Wandering during Lecture Viewing at EDM 2017. [PDF]

  • New paper: Assessing the Dialogic Properties of Classroom Discourse: Proportion Models for Imbalanced Classes at EDM 2017. [PDF]
  • New paper: Cognitive Coupling during Reading in Journal of Experimental Psychology: General. [PDF]

  • New paper: The Affective Computing Approach to Affect Measurement, in Emotion Review. [PDF]

  • New paper: Advanced, Analytic, Automated (AAA) Measurement of Engagement during Learning in Educational Psychologist. [PDF] 

He conducts basic research on affective and cognitive states (e.g., confusion, boredom, mind wandering) during complex learning and problem solving, develops real-time computational models of these states, and integrates the models in learning environments that intelligently respond to learner mental states. 

His research uses a range of techniques such as eye tracking, speech recognition, physiological sensing, computer vision, nonlinear time series analyses, discourse modeling, and machine learning. The learning contexts include intelligent tutoring, educational games, collaborative problem solving, classroom discourse, text, scene, and film comprehension. Data is collected in the lab, online, and in schools.

D'Mello has co-edited five books and has published over 200 journal papers, book chapters, and conference proceedings in these areas. He is an associate editor for IEEE Transactions on Learning Technologies and  formerly for IEEE Transactions on Affective Computing and IEEE Access. He serves on the editorial boards of the International Journal of Artificial Intelligence in EducationFrontiers in Psychology-Human Media Interaction, User Modeling & User-Adapted Interaction, and Discourse Processes. D'Mello also serves on the executive board of the International Artificial Intelligence in Education Society and the International Educational Data Mining Society. 

Download CV here