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Patrick Jermann

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Related publications (50)

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Eye-tracking perspectives of students’ learning trough MOOCs

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Himanshu Verma

Activating student knowledge (ASK) before receiving learning materials improves their learning outcome (Tormey and LeDuc (2014)). We implement ASK through priming by using two versions of the same pretest in a dual eye-tracking study in a MOOC context. We ...

2014

Tangible interfaces: when physical-virtual coupling may be detrimental to learning

Pierre Dillenbourg, Patrick Jermann, Sébastien Cuendet

Tangible user interfaces (TUIs) have been the focus of much attention recently in the HCI and learning communities. Although TUIs seem to intuitively offer potential to increase the learning experience, there have been questions about whether they actually ...

2012

Study Success And Failure Of STEM Students And The Connection To Their Learning Habits

Roland John Tormey, Patrick Jermann, Cécile Hardebolle

With the educational expansion, ever more students start a tertiary degree. At the École Polytechnique Fédérale de Lausanne, an engineering school, the number of bachelor students increased from 3'713 in 2010 to 6'330 in 2022. However, in Switzerland, a co ...

European Society for Engineering Education (SEFI)2023

“With-me-ness”: A gaze-measure for students’ attention in MOOCs

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma

We propose a gaze-based indicator of students’ attention in a MOOC video lecture. We report the results from an eye-tracking study during a MOOC lecture. We define the gaze- based indicator of students’ attention as “with-me-ness”. This answers a question ...

ISLS2014

Design and Evaluation of a Graphical iPad Application for Arranging Adaptive Furniture

Auke Ijspeert, Pierre Dillenbourg, Patrick Jermann, Rico Möckel, Julia Fink, Stéphane Bonardi, Jérémy Blatter

We present the design and evaluation of an iPad application that will be used to operate the modular robots “Roombots”. Roombots are the building blocks for adaptive pieces of furniture. The application allows a user to arrange adaptive furniture within a ...

2012

BEYOND “JUST PLAY WITH IT!”: A RUBRIC TO HELP TEACHERS DESIGN JUPYTER NOTEBOOKS FOR INSTRUCTIONAL EFFICIENCY

Patrick Jermann, Cécile Hardebolle

Jupyter notebooks offer multiple pedagogical scenarios for teaching computational competences in sciences and engineering courses.In this workshop, we want to help teachers design educational Jupyter notebooks so that their students go beyond “just playing ...

European Society for Engineering Education (SEFI)2024

Conscientious Behaviour, Flexibility and Learning in Massive Open On-Line Courses

Roland John Tormey, Patrick Jermann

Since 2011 the growth in Massive Open Online Courses (MOOCs) has been so enormous that, according to the Economist magazine, “the ivory towers of academia have been shaken to their foundations” (2013). One proposed benefit of MOOCs is that they allow consi ...

2015

Gaze quality assisted automatic recognition of social contexts in collaborative Tetris

Patrick Jermann, Marc-Antoine Nüssli, Weifeng Li

The use of dual eye-tracking is investigated in a collabora- tive game setting. Social context influences individual gaze and action during a collaborative Tetris game: results show that experts as well as novices adapt their playing style when interacting ...

2010

A Canvas for the Ethical Design of Learning Experiences with Digital Tools

Denis Gillet, Roland John Tormey, Patrick Jermann, Adrian Christian Holzer, Jessica Elke Dehler Zufferey, Cécile Hardebolle

The use of digital tools has drastically increased in engineering education, accelerated by the COVID-19 pandemic. These tools generate important ethical issues, in particular in terms of privacy and fairness. However, very few teacher training programmes ...

2022

From University to Work: Alumni Viewpoints

Patrick Jermann, Helena Kovacs, Isabelle Jeanne Lydie Lermigeaux-Sarrade, Iris Capdevila Tristan

Alumni studies are often overlooked in engineering education research, despite holding great potential for improving engineering programmes and creating the links that are missed when it comes to university-workplace transitions. Besides better understandi ...

NTNU SEED2023

Shaping learners’ attention in Massive Open Online Courses

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Himanshu Verma

We present an eye-tracking study in the context of Massive Open Online Course (MOOC) videos. We propose to use a pre-test as a way of priming students about the video content before they watch the video. In this study, we used two versions of the same pre- ...

2016

Mobile technology for awareness of time progression and its impact on meetings

Pierre Dillenbourg, Patrick Jermann, Himanshu Verma, Nan Li, Flaviu Roman

In this paper we present the motivation, design, development, and initial evaluation of a time awareness technology for meetings. As part of improving meetings effectiveness using technology, we focus on the meeting time management, and the method relies o ...

Ieee2013

TinkerSheets: Using Paper Forms to Control and Visualize Tangible Simulations

Pierre Dillenbourg, Patrick Jermann, Aurélien Lucchi, Guillaume Zufferey

This paper describes TinkerSheets, a paper-based interface to tangible simulations. The proposed interface combines the advantages of form-based input and paper. Form-based input allows to set an arbitrary number of parameters. Using paper as a medium for ...

2009

Collaboration and abstract representations: towards predictive models based on raw speech and eye-tracking data

Pierre Dillenbourg, Patrick Jermann, Marc-Antoine Nüssli

This study aims to explore the possibility of using machine learning techniques to build predictive models of performance in collaborative induction tasks. More specifically, we explored how signal-level data, like eye-gaze data and raw speech may be used ...

International Society of the Learning Sciences2009

Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Roland John Tormey, Patrick Jermann, Cécile Hardebolle, Francisco Pereira Correia Pinto

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical m ...

2020

From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning

Patrick Jermann

We review a representative selection of systems that support the management of collaborative learning interaction, and characterize them within a simple classification framework. The framework distinguishes between mirroring systems, which display basic ac ...

2005

Reflection for Apprentices in Logistics Using Augmented Paper and Tangible User Interface

Pierre Dillenbourg, Patrick Jermann, Guillaume Zufferey

2011

How Students Learn using MOOCs: An Eye-tracking Insight

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma

We present the results of an eye-tracking study on a Massive Open Online Course (MOOC) lecture showing the relation between gaze variables and students’ performance and learning strategy. 40 students watched a MOOC lecture while their eye-movements were be ...

2014

Understanding Collaborative Program Comprehension: Interlacing Gaze and Dialogues

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Marc-Antoine Nüssli

We study the interaction of the participants in a pair program comprehension task across different time scales in a dual eye-tracking setup. We identify four layers of interaction episodes at different time scales. Each layer spans across the whole interac ...

2013

A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCs

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Hamed Seiied Alavi

In the context of MOOCs, “With-me-ness” refers to the extent to which the learner succeeds in following the teacher, specifically in terms of looking at the area in the video that the teacher is explaining. In our previous works, we employed eye-tracking m ...

ACM2016