Publications by Himanshu Verma

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Background Research shows that active pedagogies could play an important role in achieving more equitable outcomes for diverse groups of students in Science, Technology, Engineering, and Mathematics (STEM). Although flipped classes are a popular active met ...

Shared artifacts, such as drawings and schemas on whiteboards, sticky-notes with ideas on walls, are often created and interacted with during meetings. These shared artifacts a) facilitate the expression of complex fleeting ideas, b) enable collaborators t ...

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 ...

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- ...

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 ...

Research suggests that massive open online course (MOOC) students prefer to study in groups, and that social facilitation within the study groups may render the learning of difficult concepts a pleasing experience. We report on a longitudinal study that in ...

Paper interfaces offer tremendous possibilities for geometry education in primary schools. Existing computer interfaces designed to learn geometry do not consider the integration of conventional school tools, which form the part of the curriculum. Moreover ...

Study groups are common approaches for students to study together at schools. However, little is known about how this approach is suited to MOOC based learning, where learners watch and discuss MOOC lecture videos in a collaborative manner. Watching MOOCs ...

We report the results from an eye-tracking study to show the differences in gaze patterns across the MOOC learners, while they watch a lecture individually as well as when they collaborate on an add-on activity. 98 university students took part in a study ...

Himanshu Verma

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Gender, prior knowledge, and the impact of a flipped linear algebra course for engineers over multiple years

Latent Social Information in Group Interactions with a Shared Workspace

Eye-tracking perspectives of students’ learning trough MOOCs

Shaping learners’ attention in Massive Open Online Courses

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

Watching MOOCs together: investigating co-located MOOC study groups

Paper Interfaces for Learning Geometry

MOOC Learning in Spontaneous Study Groups: Does Synchronously Watching Videos Make a Difference?

Looking AT versus Looking THROUGH: A Dual Eye-tracking study in MOOC Context

Is Driverless Car Another Weiserian Mistake?