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Pierre Dillenbourg

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Publications associées (268)

Teaching Analytics: Towards Automatic Extraction of Orchestration Graphs Using Wearable Sensors

Pierre Dillenbourg, Kshitij Sharma, Luis Pablo Prieto Santos, Maria Jesus Rodriguez Triana

"Teaching analytics" is the application of learning analytics techniques to understand teaching and learning processes, and eventually enable supportive interventions. However, in the case of (often, half-improvised) teaching in face-to-face classrooms, su ...

Assoc Computing Machinery2016

The Evolution of Research on Digital Education

Pierre Dillenbourg

How does AI&EdAIED today compare to 25 years ago? This paper addresses this evolution by identifying six trends. The trends are ongoing and will influence learning technologies going forward. First, the physicality of interactions and the physical space of ...

Springer2016

Understanding learning at a glance: An overview of learning dashboard studies

Denis Gillet, Pierre Dillenbourg, Andrii Vozniuk, Mina Shirvani Boroujeni, Adrian Christian Holzer, Beat Adrian Schwendimann, Luis Pablo Prieto Santos, Maria Jesus Rodriguez Triana

Research on learning dashboards aims to identify what data is meaningful to different stakeholders in education, and how data can be presented to support sense-making processes. This paper summarizes the main outcomes of a systematic literature review on l ...

Assoc Computing Machinery2016

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

Pierre Dillenbourg, Patrick Jermann, Himanshu Verma, Kshitij Sharma, Daniela Caballero Díaz

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 ...

ISLS2015

Augmenting Collaborative MOOC Video Viewing with Synchronized Textbook

Pierre Dillenbourg, Nan Li, Lukasz Kidzinski

We designed BOOC, an application that synchronizes textbook content with MOOC (Massive Open Online Courses) videos. The application leverages a tablet display split into two views to present lecture videos and textbook content simultaneously. The display o ...

Springer-Verlag Berlin2015

Paper-based Tabletop Application for Collaborative Chinese Character Learning

Pierre Dillenbourg, Luis Pablo Prieto Santos, Yun Wen

Although positive effects of computer technologies to improve vocabulary learning have been widely reported, most of these technologies are designed specifically for individual learning, or disregard formal classroom learning. In this paper, we present the ...

International Society of the Learning Sciences2015

Screen or Tabletop: An Eye-Tracking Study of the Effect of Representation Location in a Tangible User Interface System

Sébastien Cuendet, Pierre Dillenbourg, Mina Shirvani Boroujeni, Lorenzo Lucignano, Beat Adrian Schwendimann

This article presents a comparison of the effects of input-output location (co-located versus discrete) on user performance in a tangible user interface (TUI) system. We conducted a mobile eye-tracking study with two different versions of a TUI system and, ...

2015

Semi-automatic annotation of MOOC forum posts

Pierre Dillenbourg, Weizhe Liu, Lukasz Kidzinski

Massive online open courses’ (MOOCs’) students who use discussion forums have higher chances of finishing the course. However, little research has been conducted for understanding the underlying fac- tors. One of the reasons which hinders the analysis is t ...

2015

Can a Child Feel Responsible for Another in the Presence of a Robot in a Collaborative Learning Activity?

Pierre Dillenbourg, Shruti Chandra, Ana Paiva, Séverin Lemaignan

In order to explore the impact of integrating a robot as a facilitator in a collaborative activity, we examined interpersonal distancing of children both with a human adult and a robot facilitator. Our scenario involves two children performing a collaborat ...

2015

The CoWriter Project: Teaching a Robot how to Write

Pierre Dillenbourg, Séverin Lemaignan, Deanna Hood

2015

Translating Head Motion into Attention - Towards Processing of Student’s Body-Language

Pierre Dillenbourg, Mirko Raca, Lukasz Kidzinski

Evidence has shown that student's attention is a crucial factor for engagement and learning gain. Although it can be accurately assessed ad-hoc by an experienced teacher, continuous contact with all students in a large class is difficult to maintain and re ...

2015

A tutorial on machine learning in educational science

Pierre Dillenbourg, Lukasz Kidzinski

Popularity of massive online open courses (MOOCs) allowed educational researchers to address problems which were not accessible few years ago. Although classical statistical techniques still apply, large datasets allow us to discover deeper patterns and to ...

2015

Mutual Modelling in Robotics: Inspirations for the Next Steps

Pierre Dillenbourg, Séverin Lemaignan

Mutual modelling, the reciprocal ability to establish a mental model of the other, plays a fundamental role in human interactions. This complex cognitive skill is however difficult to fully apprehend as it encompasses multiple neuronal, psychological and s ...

2015

You're Doing It Wrong! Studying Unexpected Behaviors in Child-Robot Interaction

Francesco Mondada, Pierre Dillenbourg, Julia Fink, Séverin Lemaignan

We present a study on the impact of unexpected robot behaviors on the perception of a robot by children and their subsequent engagement in a playful interaction based on a novel ”domino” task. We propose an original analysis methodology which blends behavi ...

Springer International Publishing2015

Studying teacher orchestration load in technology-enhanced classrooms: A mixed-method approach and case study

Pierre Dillenbourg, Kshitij Sharma

Teacher orchestration of technology-enhanced learning (TEL) processes plays a major role in students' outcomes, especially in face-to-face classrooms. However, few studies look into the fine-grained details of how such orchestration unfolds, the challenges ...

Springer2015

The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems

Pierre Dillenbourg, Beat Adrian Schwendimann

Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for ...

2015

When Children Teach a Robot to Write: An Autonomous Teachable Humanoid Which Uses Simulated Handwriting

Pierre Dillenbourg, Séverin Lemaignan, Deanna Hood

This article presents a novel robotic partner which children can teach handwriting. The system relies on the learning by teaching paradigm to build an interaction, so as to stimulate meta-cognition, empathy and increased self-esteem in the child user. We h ...

2015

The burden of facilitating collaboration: Towards estimation of teacher orchestration load using eye-tracking measures

Pierre Dillenbourg, Kshitij Sharma, Luis Pablo Prieto Santos, Yun Wen

Teacher facilitation of CSCL activities is widely recognized as one of the main factors affecting student learning outcomes in formal face-to-face settings. However, the orchestration load that such facilitation represents for the teacher, within the const ...

International Society of the Learning Sciences2015

HMM-Based Error Correction Mechanism for Five-Key Chording Keyboards

Bixio Rimoldi, Pierre Dillenbourg, Adrian Dan Tarniceriu

As different text input devices lead to different typing error patterns, considering the device characteristics when designing an error correction mechanism can lead to significantly improved results. In this paper, we propose and evaluate a spelling corre ...

2015

Displaying Teacher's Gaze in a MOOC: Effects on Students' Video Navigation Patterns

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma

We present an eye-tracking study where we augment a Massive Open Online Course (MOOC) video with the gaze information of the teacher. We tracked the gaze of a teacher while he was recording the content for a MOOC lecture. Our working hypothesis is that dis ...

2015

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