Juan Carlos Farah

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juancarlos.farah@epfl.ch +41 21 693 21 88

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

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EPFL SCI STI DG
ELG 139 (Bâtiment ELG)
Station 11
CH-1015 Lausanne

+41 21 693 21 88
Office: ELG 139
EPFL > STI > IEM > SCI-STI-DG

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

EPFL > ETU > EDOC > EDRS

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Biography

Juan Carlos Farah received his Bachelor of Arts in Economics from Harvard University, completed studies in Computer Science at Stanford University, and a Master of Science in Computing at Imperial College London. Since 2017, Juan Carlos has worked as a researcher and software engineer at the Interaction Systems Group (REACT) of the École Polytechnique Fédérale de Lausanne (EPFL). He is the technical lead for the Graasp Ecosystem, a suite of native and web applications that support digital education activities and are the core technology behind the Horizon 2020 Next-Lab and GO-GA European Innovation Action Projects. As a part of these projects, Juan Carlos conducted research on privacy-preserving systems for technology-enhanced learning. He is currently pursuing a PhD in Robotics and Intelligent Systems at EPFL, focusing on human-computer interaction and the perception of anthropomorphic traits in intelligent conversational agents. As part of his teaching duties, he gives a yearly lecture on trust, privacy and reputation frameworks for social media platforms.

Publications

Infoscience publications

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.

Juan Carlos Farah

Biography

Publications

Infoscience publications

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

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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