Juan Carlos Farah

Editer le profil

juancarlos.farah@epfl.ch +41 21 693 02 04

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https://orcid.org/0000-0002-2477-4196

Google Scholar ID

+41 21 693 02 04
EPFL > SV > INX-SV > LNCO

Web site: Site web: https://lnco.epfl.ch/

EPFL SCI STI DG
ELG 140 (Bâtiment ELG)
Station 11
1015 Lausanne

+41 21 693 21 88
+41 21 693 02 04
Local: ELG 140
EPFL > STI > IEM > SCI-STI-DG

Web site: Site web: https://react.epfl.ch

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Publications

Publications Infoscience

The unique neural signature of your trip: Functional connectome fingerprints of subjective psilocybin experience

H. M. Tolle; J. C. Farah; P. Mallaroni; N. L. Mason; J. G. Ramaekers et al.

Network Neuroscience. 2024-04-01. DOI : 10.1162/netn_a_00349.

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Prompting Large Language Models to Power Educational Chatbots

J. C. Farah; S. Ingram; B. Spaenlehauer; F. K.-L. Lasne; D. Gillet

2023. 22nd International Conference on Web-Based Learning (ICWL 2023), Sydney, Australia, November 26–28, 2023. p. 169–188. DOI : 10.1007/978-981-99-8385-8_14.

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Harnessing Rule-Based Chatbots to Support Teaching Python Programming Best Practices

J. C. Farah; B. Spaenlehauer; S. Ingram; A. K. Purohit; A. Holzer et al.

2023. 26th International Conference on Interactive Collaborative Learning (ICL2023), Madrid, Spain, September 26-29, 2023. p. 455–466. DOI : 10.1007/978-3-031-51979-6_47.

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TRACE: A Conceptual Model to Guide the Design of Educational Chatbots

J. C. Farah; B. Spaenlehauer; S. Ingram; F. K.-L. Lasne; M. J. Rodríguez-Triana et al.

2023. 26th International Conference on Interactive Collaborative Learning (ICL2023), Madrid, Spain, September 26-29, 2023.

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A Conceptual Framework for Integrating Conversational Agents in Digital Education

J. C. Farah

Lausanne, EPFL, 2023. DOI : 10.5075/epfl-thesis-10757.

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Promoting Computational Thinking Skills in Non-Computer Science Students Gamifying Computational Notebooks to Increase Student Engagement

A. De Santo; J. C. Farah; M. Lafuente Martínez; A. Moro; K. Bergram et al.

IEEE Transactions on Learning Technologies. 2022-06-08. DOI : 10.1109/TLT.2022.3180588.

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Integrating Code Reviews into Online Lessons to Support Software Engineering Education

J. C. Farah; B. Spaenlehauer; M. J. Rodríguez-Triana; S. Ingram; D. Gillet

2022. 25th International Conference on Interactive Collaborative Learning (ICL2022), Vienna, Austria, September 27–30, 2022. p. 815–826. DOI : 10.1007/978-3-031-26190-9_84.

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A Blueprint for Integrating Task-Oriented Conversational Agents in Education

J. C. Farah; B. Spaenlehauer; S. Ingram; D. Gillet

2022. 4th Conference on Conversational User Interfaces (CUI 2022), Glasgow, United Kingdom, July 26–28, 2022. DOI : 10.1145/3543829.3544525.

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Challenges and Opportunities in Integrating Interactive Chatbots into Code Review Exercises: A Pilot Case Study

J. C. Farah; B. Spaenlehauer; K. Bergram; A. C. Holzer; D. Gillet

2022. 14th Annual International Conference on Education and New Learning Technologies (EDULEARN), Palma de Mallorca, Spain, July 4-6, 2022. p. 3816-3825. DOI : 10.21125/edulearn.2022.0932.

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Toward Code Review Notebooks

J. C. Farah; B. Spaenlehauer; M. J. Rodríguez-Triana; S. Ingram; D. Gillet

2022. 22nd IEEE International Conference on Advanced Learning Technologies, Bucharest, Romania, July 1-4, 2022. DOI : 10.1109/ICALT55010.2022.00068.

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Supporting Developers in Creating Web Apps for Education via an App Development Framework

J. C. Farah; S. Ingram; D. Gillet

2022. 8th International Conference on Higher Education Advances (HEAd '22), Valencia, Spain, June 14–17, 2022. p. 883–890. DOI : 10.4995/HEAd22.2022.14587.

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Integrated Model for Comprehensive Digital Education Platforms

D. Gillet; I. Vonèche Cardia; J. C. Farah; K. L. Phan Hoang; M. J. Rodríguez-Triana

2022. IEEE Global Engineering Education Conference (EDUCON 2022), Tunis, Tunisia, March 28-31, 2022. p. 1586-1592. DOI : 10.1109/EDUCON52537.2022.9766795.

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An Exploratory Study of Reactions to Bot Comments on GitHub

J. C. Farah; B. Spaenlehauer; X. Lu; S. Ingram; D. Gillet

2022. 4th International Workshop on Bots in Software Engineering (BotSE 2022), Pittsburgh, PA, USA, May 9, 2022. p. 18–22. DOI : 10.1145/3528228.3528409.

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Impersonating Chatbots in a Code Review Exercise to Teach Software Engineering Best Practices

J. C. Farah; B. Spaenlehauer; V. Sharma; M. J. Rodríguez-Triana; S. Ingram et al.

2022. 2022 IEEE Global Engineering Education Conference (EDUCON), Tunis, Tunisia, March 28-31, 2022. p. 1633-1641. DOI : 10.1109/EDUCON52537.2022.9766793.

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An End-to-End Data Pipeline for Managing Learning Analytics

J. C. Farah; J. C. Soares Machado; P. Torres da Cunha; S. Ingram; D. Gillet

2021. 19th International Conference on Information Technology Based Higher Education and Training (ITHET), Sydney, Australia, November 4-6, 2021. DOI : 10.1109/ITHET50392.2021.9759783.

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Conveying the Perception of Humor Arising from Ambiguous Grammatical Constructs in Human-Chatbot Interaction

J. C. Farah; V. Sharma; S. Ingram; D. Gillet

2021. 9th International Conference on Human-Agent Interaction (HAI '21), Virtual Event, Japan, November 9–11, 2021. DOI : 10.1145/3472307.3484677.

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An Integrated Approach to Learning Analytics

U. Nwachukwu; S. Ingram; J. C. Farah; D. Gillet

2021. 7th International Conference on Frontiers in Education: Computer Science & Computer Engineering (FECS '21), Las Vegas, Nevada, USA, July 26-29, 2021.

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Graasp Desktop: Supporting Digital Education in Underconnected Schools in Africa

J. C. Farah; K. L. Phan Hoang; H. Taminian; D. Gillet

Unequal World Conference (The Right to Education – Transforming the World Through Inclusive Quality Education), New York, USA (online), January 24-25, 2021.

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Towards Open Data in Digital Education Platforms

J. C. Soares Machado; J. C. Farah; M. J. Rodriguez Triana; D. Gillet

Swiss Open Science Action Plan Kick-Off Forum, Lausanne, Switzerland, October 17, 2019.

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Evaluating the Effects of Introducing Three Gamification Elements in STEM Educational Software for Secondary Schools

P. Andrade; E. Law; J. C. Farah; D. Gillet

2020. 32nd Australian Conference on Human-Computer Interaction (OzCHI 2020), Online, December 2-4, 2020. DOI : 10.1145/3441000.3441073.

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Examining the Effects of Privacy-Aware Blended Learning Scenarios in Executive Training for Policymakers and Government Officials

M. Gaci; J. C. Farah; I. Vonèche Cardia; G. Féraud; D. Gillet

2020. 9th International Conference on Interactive Collaborative and Blended Learning – ICBL2020. Visions and Concepts for Education 4.0, Hamilton, Canada, October 14-16, 2020. p. 373-384. DOI : 10.1007/978-3-030-67209-6_40.

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Bringing Computational Thinking to non-STEM Undergraduates through an Integrated Notebook Application

J. C. Farah; A. Moro; K. Bergram; A. K. Purohit; D. Gillet et al.

2020. 15th European Conference on Technology Enhanced Learning, Online, September 14-18, 2020.

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Promoting and Implementing Digital STEM Education at Secondary Schools in Africa

D. Gillet; B. Tijani; S. Beheton; J. C. Farah; D. Dikke et al.

2019-04-10. IEEE Global Engineering Education Conference, Dubai, UAE, April 9-11, 2019. p. 698-705. DOI : 10.1109/EDUCON.2019.8725130.

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A Light Pollution Simulator

N. R. C. Gomes; J. C. Farah; R. Doran; D. Gillet

European Planetary Science Congress - Division for Planetary Science Joint Meeting (EPSC-DPS 2019), Geneva, Switzerland, 15-20 September 2019.

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Towards Open Data in Digital Education Platforms

J. C. Soares Machado; J. C. Farah; M. J. Rodriguez Triana; D. Gillet

2019. 19th IEEE International Conference on Advanced Learning Technologies (ICALT 2019), Maceió, Brazil, July 15-18, 2019. p. 209-211. DOI : 10.1109/ICALT.2019.00048.

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A Blueprint for a Blockchain-Based Architecture to Power a Distributed Network of Tamper-Evident Learning Trace Repositories

J. C. Farah; A. Vozniuk; M. J. Rodriguez Triana; D. Gillet

2018-07-10. 8th IEEE International Conference on Advanced Learning Technologies (ICALT 2018), Mumbai, India, July 9-13, 2018. p. 218-222. DOI : 10.1109/ICALT.2018.00059.

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Encapsulating Online Labs in Structured Learning Spaces

J. C. Farah; D. Gillet

2018. GIREP-MPTL, San Sebastián, Spain, July 9-13, 2018.

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Beyond ePortfolios: Creating, Exploiting, and Archiving Activity Traces, Learning Outcomes, and Learning Analytics as Personal Shareable Online Spaces

D. Gillet; M. J. Rodriguez Triana; A. C. Holzer; A. Vozniuk; J. C. Farah et al.

2017. 7th World Engineering Education Forum (WEEF), Kuala Lumpur, Malaysia, 13-16 November 2017. p. 43-47. DOI : 10.1109/WEEF.2017.8466972.

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A Teacher Survey on Educational Data Management Practices: Tracking and Storage of Activity Traces

J. C. Farah; A. Vozniuk; M. J. Rodriguez Triana; D. Gillet

10th Workshop on Ethics & Privacy in Learning Analytics @ EC-TEL 2017, Tallinn, Estonia, September 12, 2017.

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Online People Directory

Juan Carlos Farah

Publications

Publications Infoscience

The unique neural signature of your trip: Functional connectome fingerprints of subjective psilocybin experience

Prompting Large Language Models to Power Educational Chatbots

Harnessing Rule-Based Chatbots to Support Teaching Python Programming Best Practices

TRACE: A Conceptual Model to Guide the Design of Educational Chatbots

A Conceptual Framework for Integrating Conversational Agents in Digital Education

Promoting Computational Thinking Skills in Non-Computer Science Students Gamifying Computational Notebooks to Increase Student Engagement

Integrating Code Reviews into Online Lessons to Support Software Engineering Education

A Blueprint for Integrating Task-Oriented Conversational Agents in Education

Challenges and Opportunities in Integrating Interactive Chatbots into Code Review Exercises: A Pilot Case Study

Toward Code Review Notebooks

Supporting Developers in Creating Web Apps for Education via an App Development Framework

Integrated Model for Comprehensive Digital Education Platforms

An Exploratory Study of Reactions to Bot Comments on GitHub

Impersonating Chatbots in a Code Review Exercise to Teach Software Engineering Best Practices

An End-to-End Data Pipeline for Managing Learning Analytics

Conveying the Perception of Humor Arising from Ambiguous Grammatical Constructs in Human-Chatbot Interaction

An Integrated Approach to Learning Analytics

Graasp Desktop: Supporting Digital Education in Underconnected Schools in Africa

Towards Open Data in Digital Education Platforms

Evaluating the Effects of Introducing Three Gamification Elements in STEM Educational Software for Secondary Schools

Examining the Effects of Privacy-Aware Blended Learning Scenarios in Executive Training for Policymakers and Government Officials

Bringing Computational Thinking to non-STEM Undergraduates through an Integrated Notebook Application

Promoting and Implementing Digital STEM Education at Secondary Schools in Africa

A Light Pollution Simulator

Towards Open Data in Digital Education Platforms

A Blueprint for a Blockchain-Based Architecture to Power a Distributed Network of Tamper-Evident Learning Trace Repositories

Encapsulating Online Labs in Structured Learning Spaces

Beyond ePortfolios: Creating, Exploiting, and Archiving Activity Traces, Learning Outcomes, and Learning Analytics as Personal Shareable Online Spaces

A Teacher Survey on Educational Data Management Practices: Tracking and Storage of Activity Traces

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