Juan Carlos Farah

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

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

Exploring the Negative Impact of Smartphone Usage on Students’ Digital Wellbeing: A Systematic Review of Empirical Studies

R. Islambouli; S. Ingram; J. C. Farah; Z. Charlesworth; R. Aouad et al.

International Journal of Human–Computer Interaction. 2025. DOI : 10.1080/10447318.2025.2499943.

Juan Carlos Farah

Biography

Publications

Infoscience publications

Exploring the Negative Impact of Smartphone Usage on Students’ Digital Wellbeing: A Systematic Review of Empirical Studies

Boosting trauma resilience: The power of electronic mental health support - a randomized trial

Supporting Brainstorming Activities with Bots in Software Engineering Education

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

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

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

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

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

Prompting Large Language Models to Power Educational Chatbots

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

Toward Code Review Notebooks

An Exploratory Study of Reactions to Bot Comments on GitHub

Integrated Model for Comprehensive Digital Education Platforms

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

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

Integrating Code Reviews into Online Lessons to Support Software Engineering Education

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

A Blueprint for Integrating Task-Oriented Conversational Agents in Education

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

An Integrated Approach to Learning Analytics

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

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

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

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

Promoting and Implementing Digital STEM Education at Secondary Schools in Africa

Towards Open Data in Digital Education Platforms

A Light Pollution Simulator

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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