Sahana Murthy
Indian Institute of Technology Bombay
83 Papers
154 Citations
Sahana Murthy is an academic researcher from Indian Institute of Technology Bombay. The author has contributed to research in topics: Computer science & Educational technology. The author has an hindex of 13, co-authored 72 publications. Previous affiliations of Sahana Murthy include Indian Institutes of Technology & Rutgers University.
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Papers
Compressibility divergence and the finite temperature Mott transition.
TL;DR: This work demonstrates the divergence in the behavior of the compressibility near the density driven Mott transition at finite temperatures using DMFT and quantum Monte Carlo simulations in the one-band and the two-band Hubbard model.
Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century
Tak-Wai Chan,Chee-Kit Looi,Wenli Chen,Lung-Hsiang Wong,Ben Chang,Calvin C.Y. Liao,Hercy N.H. Cheng,Zhi Hong Chen,Chen Chung Liu,Siu Cheung Kong,Heisawn Jeong,Jon Mason,Hyo-Jeong So,Sahana Murthy,Fu-Yun Yu,Su Luan Wong,Ronnel B. King,Xiaoqing Gu,Minhong Wang,Longkai Wu,Ronghuai Huang,Rachel Lam,Hiroaki Ogata +22 more
- 03 Oct 2018
TL;DR: The Interest-Driven Creator (IDC) Theory as discussed by the authors is a design theory based on three anchored concepts, namely interest, creation, and habit, and each of these anchored concepts is represented by a loop composed of three components.
Personalized Affective Feedback to Address Students’ Frustration in ITS
TL;DR: This study suggests that motivational messages that use attribution theory and address the reason for frustration reduce the number of frustration instances per session.
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Learner-centric MOOC model: a pedagogical design model towards active learner participation and higher completion rates
Veenita Shah,Sahana Murthy,Jayakrishnan Madathil Warriem,Sameer Sahasrabudhe,Gargi Banerjee,Sridhar Iyer +5 more
TL;DR: The LCM model collates and translates all integral pedagogical elements of a MOOC into a learner-centric dimension to promote active learner participation and enhanced engagement with learning content and peers through fostered interactions.
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Think-pair-share in a large CS1 class: does learning really happen?
Aditi Kothiyal,Sahana Murthy,Sridhar Iyer +2 more
- 21 Jun 2014
TL;DR: The learning effectiveness of TPS in a CS1 course is investigated and it is found that students who learned via TPS performed significantly better on a post-test thanStudents who learned the same concept via lecture.
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