Sidney D’Mello is a Professor at the Institute of Cognitive Science and the Department of Computer Science at the University of Colorado Boulder (since 2017). He was previously an Associate Professor in Psychology and Computer Science at Notre Dame (2012-2017). He received his PhD in Computer Science at the University of Memphis in 2009.
D'Mello has published more than 300 articles, of which 16 received awards (4 others were finalists). He also directs the NSF National Institute for Student-Agent Teaming (iSAT). D'Mello received the 2018 Young Investigator Award from the Society for Text & Discourse and is a Scholar at the Student Experience Research Network.
D'Mello's research is at the intersection of the cognitive, affective, computing, and learning sciences. His team is interested in the dynamic interplay between cognition and emotion while individuals and groups engage in complex real-world tasks. The team applies insights gleaned from this basic research program to develop intelligent technologies that help people achieve to their fullest potential by coordinating what they think and feel with what they know and do.
This research uses a range of techniques such as eye tracking, speech and language processing, physiological sensing, computer vision, time series analyses, discourse modeling, and machine learning. The interaction contexts include educational games, collaborative problem solving, classroom discourse, computerized reading, and workplace activities. Data is collected in the lab, online, in schools, and the workplace.
NSF National Institute for Student-Agent Teaming (iSAT)
iSAT's vision for student-AI teaming and classroom orchestration. An AI-partner collaborates with student teams and helps teachers orchestrate collaborative learning in their classrooms.
D'Mello directs iSAT, which aims to develop AI technologies to facilitate rich socio-collaborative learning experiences for all students by blending foundational AI and use-inspired research with responsible innovation, broadening participation, workforce development, & community engagement. iSAT integrates approximately 70 researchers, associates, and students from nine nationally-distributed universities and seven other collaborating organizations and partners.
How Can Artificial Intelligence Help Us Learn? Pulsar podcast by Boston Museum of Science
Recurrence Quantification Analysis of Eye Gaze Dynamics During Team. [PDF]
Do Associations Between MindWandering and Learning from Complex Texts Vary by Assessment Depth and Time? [PDF]
A gaze-based predictive model of deep comprehension based on self-explanations. [PDF]
Timing of learning supports in educational games can impact students’ outcomes. [PDF]
Alignment between Heart rate Variability from Fitness Trackers and Perceived Stress: Perspectives from a Large-Scale In-Situ Longitudinal Study of Information Worker. [PDF]
Toward Robust Stress Prediction in the Age of Wearables: Modeling Perceived Stress in Information Workers. [PDF]
Evaluating Calibration-free Webcam-based Eye Tracking for Gaze-based User Modeling. [PDF]
Assessing Multimodal Dynamics in Multi-Party Collaborative Interactions with Multi-Level Vector Autoregression. [PDF]
Toward Argument‐Based Fairness with an Application to AI‐Enhanced Educational Assessments
outreach & service
D'Mello enjoys organizing international conferences, most recently the 2018 ACM International Conference on Multimodal Interaction in Boulder CO (ICMI 2018) and previously the 2011 Affective Computing & Intelligent Interaction (ACII 2011) conference in Memphis, TN.
He is an associate editor for Discourse Processes and formerly for IEEE Transactions on Affective Computing, IEEE Transactions on Learning Technologies, International Journal of Artificial Intelligence in Education, PLoS ONE, and IEEE Access. He also serves on the editorial board of Affective Science.
D'Mello also serve(d) 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.