Publications de Lukasz Kidzinski

Reply: Limitations in the creation of an automatic diagnosis tool for dysgraphia

Pierre Dillenbourg, Thibault Lucien Christian Asselborn, Lukasz Kidzinski, Wafa Monia Benkaouar Johal, Thomas Dany Sylvain Gargot, David Cohen

Springer2019

Multimodal teaching analytics: Automated extraction of orchestration graphs from wearable sensor data

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

2018

Orchestration Load Indicators and Patterns: n-the-Wild Studies Using Mobile Eye-Tracking

Pierre Dillenbourg, Kshitij Sharma, Luis Pablo Prieto Santos, Lukasz Kidzinski

2018

Automated human-level diagnosis of dysgraphia using a consumer tablet

Pierre Dillenbourg, Thibault Lucien Christian Asselborn, Lukasz Kidzinski, Wafa Monia Benkaouar Johal, Thomas Dany Sylvain Gargot, David Cohen

The academic and behavioral progress of children is associated with the timely development of reading and writing skills. Dysgraphia, characterized as a handwriting learning disability, is usually associated with dyslexia, developmental coordination disord ...

2018

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 ...

Springer-Verlag Singapore Pte Ltd2016

Semiautomatic 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 factors. One of the reasons which hinders the analysis is the ...

Springer-Verlag Singapore Pte Ltd2016

Semi-Markov model for simulating MOOC students

Pierre Dillenbourg, Louis Pierre Faucon, Lukasz Kidzinski

Large-scale experiments are often expensive and time consuming. Although Massive Online Open Courses (MOOCs) provide a solid and consistent framework for learning analytics, MOOC practitioners are still reluctant to risk resources in experiments. In this s ...

2016

Towards Predicting Success in MOOCs: Programming Assignments

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Lukasz Kidzinski

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 ...

Books on Demand GmbH, Norderstedt2016

How to quantify student's regularity?

Pierre Dillenbourg, Kshitij Sharma, Mina Shirvani Boroujeni, Lorenzo Lucignano, Lukasz Kidzinski

Studies carried out in classroom-based learning context, have consistently shown a positive relation between students' conscientiousness and their academic success. We hypothesize that time management and regularity are main constructing blocks of students ...

Springer2016

Smart Environments and Analytics on Video-Based Learning

Lukasz Kidzinski

The International Workshop of Smart Environments and Analytics on Video-Based Learning (SE@VBL) aims to connect research efforts on Video-Based Learning with Smart Environments and Analytics to create synergies between these fields. The main objective is t ...

Assoc Computing Machinery2016

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

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

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

Estimation in Functional Lagged Regression

Lukasz Kidzinski

The paper introduces a functional time series (lagged) regression model. The impulse-response coefficients in such a model are operators acting on a separable Hilbert space, which is the function space L-2 in applications. A spectral approach to the estima ...

Wiley-Blackwell2015

How Do In-video Interactions Reflect Perceived Video Difficulty?

Pierre Dillenbourg, Patrick Jermann, Nan Li, Lukasz Kidzinski

Lecture videos are the major components in MOOCs. It is common for MOOC analytics researchers to model video behaviors in order to identify at-risk students. Much of the work emphasized prediction. However, we have little empirical understanding about thes ...

P.A.U. Education2015