Tanmay Sinha

TL;DR: In this article, a metric inspired by cognitive psychology can help answer critical questions regarding students' engagement, their future click interactions and participation trajectories that lead to in-video & course dropout.

TL;DR: In this paper, the authors discuss whether students should engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS) when learning a new concept.

TL;DR: This work mined a reciprocal peer tutoring corpus reliably annotated for nonverbals like eye gaze and smiles, conversational strategies like self-disclosure and social norm violation, and for rapport, and performed a fine-grained investigation of how the temporal profiles of sequences of interlocutor behaviors predict increases and decreases of rapport.

TL;DR: The results illustrate that influence, convergence and rapport in the peer tutoring dialog are correlated with learning gains and provide concrete evidence for rapport being a causal mechanism that leads to convergence of speech rate in the interaction.