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. 


  • Two postdoc positions available: I'm looking for one postdoc in Computer Science/Artificial Intelligence and another in Cognitive Science/Cognitive Psychology

  • New paper: The Productive Role of Cognitive Reappraisal in Regulating Affect during Game-Based Learning in Computers in Human Behavior. [PDF]

  • New paper: Why high school grades are better predictors of on-time college graduation than are admissions test scores: The role of self-regulation and cognitive ability in American Educational Research Journal. [PDF]

  • New paper: Gaze-based Models of Mind Wandering in Classrooms. in User Modeling & User-Adapted Interaction. [PDF]

  • New paper: Time to Scale: Generalizable Affect Detection for Tens of Thousands of Students across An Entire Schoolyear in CHI 2019. [PDF]

  • New paper: Dynamics of Visual Attention in Multiparty Collaborative Problem Solving using Multidimensional Recurrence Quantification Analysis in CHI 2019. [PDF]

  • New paper: Investigating the Impact of a Real-time, Multimodal Student Engagement Analytics Technology in Authentic Classrooms in CHI 2019. [PDF]

His team 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. 

This 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 interaction contexts include intelligent tutoring, educational games, collaborative problem solving, classroom discourse, text, scene, and film comprehension, and everyday life. Data is collected in the lab, online, in schools, and the workplace.

D'Mello has co-edited seven books and has published over 250 journal papers, book chapters, and conference proceedings in these areas. He is an associate editor for IEEE Transactions on Learning Technologies, the International Journal of Artificial Intelligence in Education, and PLoS ONEand formerly for IEEE Transactions on Affective Computing and IEEE Access. He serves on the editorial boards of the User Modeling & User-Adapted Interaction and Discourse Processes. D'Mello also serves on the executive board of the International Artificial Intelligence in Education Society, the International Educational Data Mining Society, and the Association for the Advancement of Affective Computing.

Download CV here