Academic Profile : Faculty

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Asst Prof Tanmay Sinha
Assistant Professor, National Institute of Education - Learning Sciences and Assessment
Journal Articles
(Not applicable to NIE
staff as info will be
pulled from PRDS)
Sinha, T. (2022). Enriching problem-solving followed by instruction with explanatory accounts of emotions. Journal of the Learning Sciences. 31(2), 151-198. Doi: 10.1080/10508406.2021.1964506

Kapur, M., Hattie, J., Grossman, I., Sinha, T. (2022). Fail, flip, fix, and feed - Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis. Frontiers in Education. 7:956416. Doi: 10.3389/feduc.2022.956416

Trninic, D., Sinha, T., Kapur, M. (2022). Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction. Learning and Instruction. 82, 101688. Doi: 10.1016/j.learninstruc.2022.101688

Sinha, T., Kapur, M., West, R., Catasta, M., Hauswirth, M., Trninic, D. (2021). Differential benefits of explicit failure-driven and success-driven scaffolding in problem-solving prior to instruction. Journal of Educational Psychology. 113(3), 530–555. Doi: 10.1037/edu0000483

Sinha, T., Kapur, M. (2021). Robust effects of the efficacy of explicit failure-driven scaffolding in problem-solving prior to instruction: A replication and extension. Learning and Instruction. 75, 101488. Doi: 10.1016/j.learninstruc.2021.101488

Sinha, T., Kapur, M. (2021). When problem-solving followed by instruction works: Evidence for productive failure. Review of Educational Research. 91(5), 761–798. Doi: 10.3102/00346543211019105

Trninic, D., Kapur, M., Sinha, T. (2020). The disappearing advantage of abstract examples in learning math. Cognitive Science. 44(7), e12851. Doi: 10.1111/cogs.12851

Reiter-Palmon, R., Sinha, T., Gevers, J., Odobez, J.M., Volpe, G. (2017). Theories and models of teams and groups. Small Group Research. 48(5), 544-567. Doi: 10.1177/1046496417722841
Conference Papers
(Not applicable to NIE
staff as info will be
pulled from PRDS)
Sinha, T., Kapur, M. (in press). Replicating the effectiveness of sensemaking-focused pedagogies. 18th International Conference on Learning Sciences. International Society of the Learning Sciences.

Wang, F., Sinha, T., Kapur, M. (in press). Which bright side to look at? Cultivating goal-oriented shame regulation under challenging problem-solving contexts. 18th International Conference on Learning Sciences. International Society of the Learning Sciences.

Macina, J., Daheim, N., Chowdhury, S. P., Sinha, T., Kapur, M., Gurevych, I., Sachan, M. (2023). MathDial: A dialogue tutoring dataset with rich pedagogical properties grounded in math reasoning problems. 20th Conference on Empirical Methods in Natural Language Processing, pp. 5602-5621

Macina, J., Daheim, N., Wang, L., Sinha, T., Kapur, M., Gurevych, I., Sachan, M. (2023). Opportunities and challenges in neural dialog tutoring. 17th Annual Meeting of the European Chapter of the Association for Computational Linguistics, pp. 2357-2372

Sinha, T., Dhandhania, S. (2022). Democratizing emotion research in learning sciences. 23rd International Conference on Artificial Intelligence in Education. pp. 156-162. Doi: 10.1007/978-3-031-11647-6_27

Sinha, T., Malhotra, S. (2022). Embodied agents to scaffold data science education. 23rd International Conference on Artificial Intelligence in Education. pp. 150-155. Doi: 10.1007/978-3-031-11647-6_26

Thorgeirsson, S., Sinha, T., Friedrich, F., Su, Z. (2022). Does deliberately failing improve learning in introductory computer science? 17th European Conference on Technology Enhanced Learning. pp. 608-614. Doi: 10.1007/978-3-031-16290-9_57

Macina, J., Shridhar, K., El-Assady, M., Sinha, T., Kapur, M., Sachan, M. (2022). Automatic generation of Socratic subquestions for teaching math word problems. 19th Conference on Empirical Methods in Natural Language Processing, pp. 4136-4149

Sinha, T., Kapur, M. (2019). When productive failure fails. 41st Annual Conference of the Cognitive Science Society, pp. 2811-2817

Sinha, T., Bai, Z., Cassell, J. (2017). A new theoretical framework for curiosity for learning in social contexts. 12th European Conference on Technology Enhanced Learning, pp. 254-269. Doi: 10.1007/978-3-319-66610-5_19

Sinha, T., Bai, Z., Cassell, J. (2017). Curious minds wonder alike: Studying multimodal behavioral dynamics to design social scaffolding of curiosity. 12th European Conference on Technology Enhanced Learning, pp. 270-285. Doi: 10.1007/978-3-319-66610-5_20

Zhao, R., Sinha, T., Black, A., Cassell, J. (2016). Socially-aware virtual agents: Automatically assessing dyadic rapport from temporal patterns of behavior. 16th International Conference on Intelligent Virtual Agents, pp. 218-233. Doi: 10.1007/978-3-319-47665-0_20

Sinha, T., Cassell, J. (2015). We click, we align, we learn: Impact of influence and convergence processes on student learning and rapport building. Workshop on Modeling Interpersonal Synchrony, 17th ACM International Conference on Multimodal Interaction, pp. 13-20. Doi: 10.1145/2823513.2823516

Sinha, T., Jermann, P., Li, N., Dillenbourg, P. (2014). Your click decides your fate: Inferring information processing and attrition behavior from MOOC video clickstream interactions. Workshop on Modeling Large Scale Social Interaction in Massively Open Online Courses, 11th Conference on Empirical Methods in Natural Language Processing, pp. 3-14

Sinha, T., Li, N., Jermann, P., Dillenbourg, P. (2014). Capturing attrition intensifying structural traits from didactic interaction sequences of MOOC learners. Workshop on Modeling Large Scale Social Interaction in Massively Open Online Courses, 11th Conference on Empirical Methods in Natural Language Processing, pp. 42-49

Yang, D., Sinha, T., Adamson, D., Rosé, C.P. (2013). Turn on, Tune in, Drop out: Anticipating student dropouts in massive open online courses. Workshop on Data Driven Education, 27th Annual Conference on Neural Information and Processing Systems