Juan Carlos Farah

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

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

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EPFL SV INX-SV LNCO
H4 3 134.092 (Campus Biotech Bâtiment H4)
Ch. des Mines 9
1202 Genève

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

Web site: Web site: 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
Office: ELG 140
EPFL > STI > IEM > SCI-STI-DG

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

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Biography

Juan Carlos Farah obtained a Bachelor of Arts in Economics from Harvard University followed by a Master of Science in Computing with Distinction from Imperial College London, and a PhD in Robotics, Control, and Intelligent Systems from the École Polytechnique Fédérale de Lausanne (EPFL). Currently he is a postdoctoral researcher and software engineer, working at the intersection of conversational agents, human-computer interaction, social neuroscience, and information theory.

Publications

Infoscience publications

Teacher-Mediated and Student-Led Interaction with a Physics Simulation: Effects on the Learning Experience

M. I. Magkouta; J. A. La Scala; J. C. Farah; E. Michailidi; D. Gillet

2024. Nineteenth European Conference on Technology Enhanced Learning ECTEL 2024, Krems, Austria, September 16-20, 2024.

Juan Carlos Farah

Biography

Publications

Infoscience publications

Teacher-Mediated and Student-Led Interaction with a Physics Simulation: Effects on the Learning Experience

Generative AI-Enabled Conversational Interaction to Support Self-Directed Learning Experiences in Transversal Computational Thinking

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

Integrating Code Reviews into Online Lessons to Support Software Engineering Education

A Blueprint for Integrating Task-Oriented Conversational Agents in Education

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

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

A Light Pollution Simulator

Towards Open Data in Digital Education Platforms

Promoting and Implementing Digital STEM Education at Secondary Schools in Africa

Encapsulating Online Labs in Structured Learning Spaces

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

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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