Publications by Himanshu Verma

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

Simone Deparis, Himanshu Verma, Roland John Tormey, Cécile Hardebolle

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 ...

American Society for Engineering Education2022

“Our Inherent Desire for Control”: a Case Study of Automation’s Impact on the Perception of Comfort

Marilyne Andersen, Hamed Seiied Alavi, Himanshu Verma, Thomas Bernard Paul Jusselme, Arianna Brambilla

To investigate the relationship between occupants’ perception of control over building elements and their comfort, we conducted a study where two prototype office rooms were compared: while the first room allowed occupants to open or close the window and c ...

ELSEVIER2017

Is Driverless Car Another Weiserian Mistake?

Hamed Seiied Alavi, Himanshu Verma, Farzaneh Bahrami

2017

Shaping learners’ attention in Massive Open Online Courses

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

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- ...

2016

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

Latent Social Information in Group Interactions with a Shared Workspace

Himanshu Verma

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 ...

EPFL2015

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

Guillaume Zufferey, Pierre Dillenbourg, Nan Li, Himanshu Verma, Afroditi Skevi

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 ...

P.A.U. Education2014

Eye-tracking perspectives of students’ learning trough MOOCs

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

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 ...

2014

Watching MOOCs together: investigating co-located MOOC study groups

Guillaume Zufferey, Pierre Dillenbourg, Nan Li, Himanshu Verma, Afroditi Skevi

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 ...

Routledge Journals, Taylor & Francis Ltd2014

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

Pierre Dillenbourg, Patrick Jermann, Flaviu Roman, Nan Li, Himanshu Verma

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 ...

Ieee2013

Paper Interfaces for Learning Geometry

Pierre Dillenbourg, Frédéric Kaplan, Quentin Bonnard, Himanshu Verma

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 ...

2012