Publications related to Classroom

Inclusive engineering classrooms: student teaching assistants' perspectives

Siara Ruth Isaac, Helena Kovacs, Joelyn de Lima

Inclusive teaching is the intentional practice of recognising biases, working to mitigate their impact, and ensuring that students have equitable learning opportunities. In addition to improving students' sense of belonging and self efficacy, inclusive tea ...

TU Dublin2023

The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school

Francesco Mondada, Jean-Philippe Pellet, Laila Abdelsalam El-Hamamsy, Christian Giang, Vaios Papaspyros, Evgeniia Bonnet, Bernard Baumberger

Computational thinking (CT) is considered an emerging competence domain linked to 21st-century competences, and educational robotics (ER) is increasingly recognised as a tool to develop CT competences. This is why researchers recommend developing intervent ...

2022

Instruction, Student Engagement and Learning Outcomes: A Case Study Using Anonymous Social Media in a Face-to-face Classroom

Denis Gillet, Maria Jesus Rodriguez Triana, Adrian Christian Holzer

With the wide availability of mobile devices and the growing interest in social media, numerous applications have emerged to support student engagement in the classroom. There is conflicting evidence, however, on whether the engagement benefits of such app ...

2020

Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning

Denis Gillet, Maria Jesus Rodriguez Triana

Social practices are assumed to play an important role in the evolution of new teaching and learning methods. Teachers internalize knowledge developed in their communities through interactions with peers and experts while solving problems or co-creating ma ...

2020

Tracing Teacher Collaborative Learning and Innovation Adoption: a Case Study in an Inquiry Learning Platform

Denis Gillet, Maria Jesus Rodriguez Triana, Luis Pablo Prieto Santos

Social processes play an important role in teachers' ongoing professional learning: through interactions with peers and experts to solve problems or co-create materials, teachers internalize knowledge developed in their communities. However, these social p ...

International Society of Learning Sciences2019

Robot Analytics: What Do Human-Robot Interaction Traces Tell Us About Learning?

Pierre Dillenbourg, Wafa Monia Benkaouar Johal, Jennifer Kaitlyn Olsen, Jauwairia Nasir, Utku Norman, Sina Shahmoradi

In this paper, we propose that the data generated by educational robots can be better used by applying learning analytics methods and techniques which can lead to a deeper understanding of the learners’ apprehension and behavior as well as refined guidelin ...

IEEE2019

Community Building with Co-located Social Media: A Field Experiment with Syrian Refugees

Denis Gillet, Adrian Christian Holzer

While co-located social media previously has been employed to enhance interaction in community building activities in previous work, its range of effects have not been quantitatively described. In this study, we introduce a co-located social media app call ...

ACM2017

An integrated way of using a tangible user interface in a classroom

Pierre Dillenbourg, Sébastien Cuendet

Despite many years of research in CSCL, computers are still scarcely used in classrooms today. One reason for this is that the constraints of the classroom environment are neglected by designers. In this contribution, we present a CSCL environment designed ...

Springer2015

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Classroom

Inclusive engineering classrooms: student teaching assistants' perspectives

Supporting Teachers' Orchestration in Robot-mediated Classrooms

The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school

Instruction, Student Engagement and Learning Outcomes: A Case Study Using Anonymous Social Media in a Face-to-face Classroom

Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning

Tracing Teacher Collaborative Learning and Innovation Adoption: a Case Study in an Inquiry Learning Platform

Robot Analytics: What Do Human-Robot Interaction Traces Tell Us About Learning?

Community Building with Co-located Social Media: A Field Experiment with Syrian Refugees

Distinguishing knowledge integration gains in evolution education through concept map network analysis

An integrated way of using a tangible user interface in a classroom

Graph Chatbot

Chat with Graph Search

Supporting Teachers' Orchestration in Robot-mediated Classrooms

Inclusive engineering classrooms: student teaching assistants' perspectives

The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school

Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning

Robot Analytics: What Do Human-Robot Interaction Traces Tell Us About Learning?

Instruction, Student Engagement and Learning Outcomes: A Case Study Using Anonymous Social Media in a Face-to-face Classroom

Tracing Teacher Collaborative Learning and Innovation Adoption: a Case Study in an Inquiry Learning Platform

An integrated way of using a tangible user interface in a classroom

Distinguishing knowledge integration gains in evolution education through concept map network analysis

Community Building with Co-located Social Media: A Field Experiment with Syrian Refugees