Cognitive and affective sciences, artificial intelligence, human-computer interaction, and the learning sciences.
Dr. D'Mello's primary research interests are in the cognitive and affective sciences, artificial intelligence, human-computer interaction, and the learning sciences. More specific interests include affective computing, artificial intelligence in education, speech recognition and natural language understanding, and computational models of human cognition.
Hulovatyy, Y., D’Mello, S. K., Calvo, R. A. & Milenkovic, T. (2014). Network analysis improves interpretation of affective physiological data, Journal of Complex Networks, 2(4), 614-636.
D’Mello, S. K. & Graesser A. C. (2014). Confusion and its Dynamics during Device Comprehension with Breakdown Scenarios, Acta Psychologica, 151, 106-116. (IF = 2.37; 5Y IF =3.02).
Strain, A., & D’Mello, S. K. (2014). Affect regulation during learning: The enhancing effect of cognitive reappraisal, Applied Cognitive Psychology, . DOI: 10.1002/acp.3049 (IF = 1.41).
Yeager, D., Henderson, M., Paunesku, D., Walton, G., D’Mello, S., Spitzer, B., Duckworth, A. (2014) Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation, Journal of Personality & Social Psychology, 107(4), 559-580. (IF = 4.88).
Mills, C. & D’Mello, S. K. (2014). On the Validity of the Autobiographical Emotional Memory Task for Emotion Induction, PLOS One, 9(4): e95837.
Franklin, S. & D’Mello, S. K., & Snaider, J., & Madl, T. (2014). LIDA: A Systems-level Architecture for Cognition, Emotion, and Learning, IEEE Transactions on Autonomous Mental Development, 6(1), 19-41
D’Mello, S. K., Dowell, N. & Graesser, A. C. (2014). Unimodal and Multimodal Human Perception of Naturalistic Non-Basic Affective States during Human-Computer Interactions, IEEE Transactions on Affective Computing, 38(1), 140-156.
D’Mello, S. K., & Mills, C. (2014). Emotions while Writing about Emotional and Non-emotional Topics, Motivation and Emotion, 38(1), 140-156.
D'Mello, S. K., Lehman, B. Pekrun, R., & Graesser, A. C. (2014). Confusion Can be Beneficial For Learning, Learning & Instruction, 29(1), 153-170.
Rus, V., D’Mello, S. K., Hu, X., & Graesser, A. C. (2013). Recent advances in intelligent tutoring systems with conversational dialogue, AI Magazine, 34(3), 42-54.