Publications de Patrick Jermann

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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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

The use of dual eye-tracking is investigated in a collabora- tive game setting. The automatic collection of information about partner’s gaze will eventually serve to build adaptive interfaces. Following this agenda, and in order to identify stable gaze pat ...

Students of programming languages in massive on-line open courses (MOOCs) solve programming assignments in order to internalize the concepts. Programming assignments also constitute the assessment procedure for such courses. Depending on their motivation a ...

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 ...

Patrick Jermann

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

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

Gaze quality assisted automatic recognition of social contexts in collaborative Tetris

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

From University to Work: Alumni Viewpoints

Shaping learners’ attention in Massive Open Online Courses

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

TinkerSheets: Using Paper Forms to Control and Visualize Tangible Simulations

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

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

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

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

How Students Learn using MOOCs: An Eye-tracking Insight

Understanding Collaborative Program Comprehension: Interlacing Gaze and Dialogues

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

Using dual eye-tracking to unveil coordination and expertise in collaborative Tetris

TinkerSheets and Reﬂection: Design Augmented Papers to Facilitate Student’s Reﬂection

Towards Predicting Success in MOOCs: Programming Assignments

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

Source Memorization in Chat Interactions