Pierre Dillenbourg

Nationality: Suisse et Belge

Expertise

Computer-supported collaborative learning & work, Learning technologies, MOOCs Human-computer interaction, Educational Robotics, Eye Tracking, Tangible Interfaces, AR & VR, vocational education

Expertise

Computer-supported collaborative learning & work, Learning technologies, MOOCs Human-computer interaction, Educational Robotics, Eye Tracking, Tangible Interfaces, AR & VR, vocational education

Mission

We conduct research on interactive technologies for learning and collaboration, addressing both computational and cognitive aspects.

Current work

See my lab page: http://chili.epfl.ch/
My laboratory will close on 1 March 2026. It can no longer host student or doctoral projects.

A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984. In 1986, he applied machine learning for developing a self-improving teaching system. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for education. He has been senior scientist at the University of Geneva. He joined EPFL in 2002. He has been the director of Center for Research and Support on Learning and its Technologies, then academic director of Center for Digital Education, which implemented the MOOC strategy of EPFL. He is full professor in learning technologies in the School of Computer & Communication Sciences, where he leads the CHILI Lab: "Computer-Human Interaction for Learning & Instruction ». He has been the director of the leading house DUAL-T, which developped technologies for dual vocational education systems (carpenters, florists,...). With EPFL colleagues, he launched in 2017 the Swiss EdTech Collider, an incubator with more than 90 start-ups in learning technologies. He (co-)-founded 5 start-ups, does consulting missions in the corporate world and joined the board of several companies or institutions. In 2018, he co-founded LEARN, the EPFL Center of Learning Sciences that brings together the local initiatives in educational innovation. He is a fellow of the International Society for Learning Sciences. He has also been the Associate Vice-President for Education at EPFL as well as Vice-President for Academic Affairs (Provost) ad interim.

! My lab is closing on 01.03.2026 - I take no more semester project, master thesis or PhD students !

All papers

See EPFL InfoScience repository

Teaching & PhD

Past EPFL PhD Students

Thibault Lucien Christian Asselborn (2020), Khaled Bachour (2010), Quentin Bonnard (2012), Lucas Gérard Julien Burget (2026), Shruti Chandra (2019), Mauro Cherubini (2008), Sébastien Cuendet (2013), Lenh Hung Son Do (2012), Louis Pierre Faucon (2021), Julia Fink (2014), Arzu Güneysu Özgür (2021), Alexis David Jacq (2021), Hala Khodr (2023), Kevin Gonyop Kim (2022), Nan Li (2015), Lorenzo Lucignano (2018), Andrea Mazzei (2013), Jauwairia Nasir (2022), Utku Norman (2023), Nicolas Nova (2007), Marc-Antoine Nüssli (2011), Ayberk Özgür (2018), Mirko Raca (2015), Flaviu Roman (2013), Hamed S. Alavi (2012), Mirweis Sangin (2009), Sina Shahmoradi (2023), Kshitij Sharma (2015), Mina Shirvani Boroujeni (2018), Himanshu Verma (2015), Chenyang Wang (2025), Elmira Yadollahi (2022), Ramtin Yazdanian (2022), Guillaume Zufferey (2010)

Past EPFL PhD Students as codirector

Stéphane Bonardi (2014), Fanny Riedo (2015), Adrian Dan Tarniceriu (2015), Teresa Yeo (2023)

Courses

Theoretical Foundations of Learning Sciences 1

LEARN-600

How do people learn and how can we support learning? This is part 1 of a two-part course that provides an overview of major theoretical perspectives that attempt to describe how learning works, and serves as an introduction to interpreting education as a means of designing learning environments.

Theoretical Foundations of Learning Sciences 2

LEARN-601

How do people learn and how can we support learning? This is part 2 of a two-part course that provides an overview of major theoretical perspectives that attempt to describe how learning works, and serves as an introduction to interpreting education as a means of designing learning environments.