Patrick Jermann
École Polytechnique Fédérale de Lausanne
Human–computer interactionApprenticeshipMetacognitionEmpirical researchEngineeringWorld Wide WebCollaborative learningMathematics educationAugmented realityArtificial intelligencePsychologyCognitionLearning environmentGazeContext (language use)Task (project management)Computer scienceMultimediaEye trackingKnowledge managementDUAL (cognitive architecture)
95Publications
24H-index
2,473Citations
Publications 87
Newest
#1Roland Tormey (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 13
#2Cécile Hardebolle (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 3
Last. Patrick Jermann (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 24
view all 4 authors...
AbstractAlthough 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...
1 CitationsSource
#1Cécile HardebolleH-Index: 3
#2Roland TormeyH-Index: 13
view all 5 authors...
#1Cécile HardebolleH-Index: 3
#2Patrick JermannH-Index: 24
Last. Roland TormeyH-Index: 13
view all 4 authors...
#1Patrick Jermann (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 24
#2Kshitij Sharma (NTNU: Norwegian University of Science and Technology)H-Index: 16
We investigate the potential of gaze as a predictor for the quality of dialogue and the level of understanding in collaborative problem-solving. We unveil a triangular relation among collaborators' dialogue, their gaze pattern, and their performance in the context of a pair programming task. Pairs of participants were asked to understand a JAVA program while their gaze was synchronously recorded. The performance was measured as the level of understanding attained by the pair at the end of the pr...
3 CitationsSource
#1Anis BeyH-Index: 4
#2Patrick JermannH-Index: 24
Last. Pierre DillenbourgH-Index: 62
view all 3 authors...
14 Citations
Sep 12, 2017 in EC-TEL (European Conference on Technology Enhanced Learning)
#1Anis Bey ('ENS Paris': École Normale Supérieure)H-Index: 4
#2Patrick JermannH-Index: 24
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 62
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The present paper compares Algo+, an assessment tool for computer programs, to an automatic grader used in a MOOC course at EPFL. This empirical study explores the practicability and the behaviour of Algo+ and analyses whether Algo+ can be used to evaluate a large scale of programs. Algo+ is a prototype based on a static analysis approach for automated assessment of algorithms where programs are not executed but analysed by looking at their instructions. The second tool, EPFL grader, is used to ...
Source
Sep 12, 2017 in EC-TEL (European Conference on Technology Enhanced Learning)
#1Kshitij Sharma (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 16
#2Hamed S. Alavi (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 12
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 62
view all 4 authors...
When watching an educational video, our eyes look for relevant information related to the topic that is being explained at that particular moment. Studying the learners’ gaze behavior and particularly how it correlates with their performance, we have found a series of results, which converge to an understanding about learner behavior that is more abstracted than the use situation or the studied learning contexts. In this contribution we present “Looking Through vs. Looking At” as a generative in...
3 CitationsSource
#1Kshitij SharmaH-Index: 16
#2Valérie Chavez-Demoulin (UNIL: University of Lausanne)H-Index: 13
Last. Patrick JermannH-Index: 24
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We present two novel methods to predict students' grades using their action time series in Massive Open Online Courses (MOOCs). The main motivation behind this contribution comes from three main differences in the methods used in previous research. First, the methods used to analyze time series often aggregate the data, which discards the effect of the previous actions on the present actions. Second, most of the previous research has a common assumption that the actions are distributed homogeneo...
Source
#1Kshitij Sharma (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 16
#2Patrick Jermann (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 24
Last. Nikol Rummel (RUB: Ruhr University Bochum)H-Index: 29
view all 10 authors...
4 CitationsSource
Apr 25, 2016 in LAK (Learning Analytics and Knowledge)
#1Kshitij Sharma (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 16
#2Hamed S. Alavi (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 12
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 62
view all 4 authors...
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 methods to quantify learners' With-me-ness and showed that it is positively correlated with their learning gains. In this contribution, we describe a tool that is designed to improve With-me-ness by providing a visual-aid superimposed on the vid...
20 CitationsSource