Tanmay Sinha
ETH Zurich
Human–computer interactionBaseline (configuration management)Social network analysisWorld Wide WebCollaborative learningClickstreamMathematics educationDynamics (music)Artificial intelligencePsychologyInterpersonal communicationSet (psychology)CognitionConstruct (philosophy)Peer tutorCognitive psychologyPersonalizationData scienceGroup workConstructiveNetworked learningQuality (business)Task (project management)AttritionConvergence (relationship)Student learningCuriosityLearning communityComputer scienceScalabilityEmbeddednessFunction (engineering)Social psychologyGoal orientationSocial networkInformation processing
38Publications
11H-index
374Citations
Publications 32
Newest
#1Tanmay Sinha (ETH Zurich)H-Index: 11
#2Manu Kapur (ETH Zurich)H-Index: 25
Abstract Although Productive Failure has shown to be effective (Kapur, 2016; Loibl, Roll, & Rummel, 2017), it is not clear if failure in problem-solving is necessary. Initial work in a quasi-experimental setting suggests that explicitly designing for experiences of failure leads to better learning outcomes than designing for success. We build on this to report on a controlled experimental study where students are exposed to failure-driven, success-driven, or no explicit scaffolding in problem-so...
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#1Tanmay Sinha (ETH Zurich)H-Index: 11
#2Manu Kapur (ETH Zurich)H-Index: 25
When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate abo...
1 CitationsSource
#1Tanmay SinhaH-Index: 11
#2Manu KapurH-Index: 25
Last. Dragan TrninicH-Index: 9
view all 6 authors...
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#1Dragan Trninic (ETH Zurich)H-Index: 9
#2Manu Kapur (ETH Zurich)H-Index: 25
Last. Tanmay Sinha (ETH Zurich)H-Index: 11
view all 3 authors...
When teaching a novel mathematical concept, should we present learners with abstract or concrete examples? In this experiment, we conduct a critical replication and extension of a well-known study that argued for the general advantage of abstract examples (Kaminski, Sloutsky, & Heckler, 2008a). We demonstrate that theoretically motivated yet minor modifications of the learning design put this argument in question. A key finding from this study is that participants who trained with improved concr...
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#1Tanmay SinhaH-Index: 11
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1 Citations
#1Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 11
#2Manu Kapur (ETH Zurich)H-Index: 25
Last. Dragan Trninic (ETH Zurich)H-Index: 9
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Sep 12, 2017 in EC-TEL (European Conference on Technology Enhanced Learning)
#1Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 11
#2Zhen Bai (CMU: Carnegie Mellon University)H-Index: 7
Last. Justine Cassell (CMU: Carnegie Mellon University)H-Index: 63
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Curiosity is the strong desire to learn or know more about something or someone. Since learning is often a social endeavor, social dynamics in collaborative learning may inevitably influence curiosity. There is a scarcity of research, however, focusing on how curiosity can be evoked in group learning contexts. Inspired by a recently proposed theoretical framework [30] that articulates an integrated socio-cognitive infrastructure of curiosity, in this work, we use data-driven approaches to identi...
5 CitationsSource
Sep 12, 2017 in EC-TEL (European Conference on Technology Enhanced Learning)
#1Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 11
#2Zhen Bai (CMU: Carnegie Mellon University)H-Index: 7
Last. Justine Cassell (CMU: Carnegie Mellon University)H-Index: 63
view all 3 authors...
Curiosity is a vital metacognitive skill in educational contexts. Yet, little is known about how social factors influence curiosity in group work. We argue that curiosity is evoked not only through individual, but also interpersonal activities, and present what we believe to be the first theoretical framework that articulates an integrated socio-cognitive account of curiosity based on literature spanning psychology, learning sciences and group dynamics, along with empirical observation of small-...
6 CitationsSource
#1Roni Reiter-Palmon (UNO: University of Nebraska Omaha)H-Index: 36
#2Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 11
Last. Gualtiero VolpeH-Index: 1
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This article describes some of the theoretical approaches used by social scientists as well as those used by computer scientists to study the team and group phenomena. The purpose of this article is to identify ways in which these different fields can share and develop theoretical models and theoretical approaches, in an effort to gain a better understanding and further develop team and group research.
11 CitationsSource