Tanja Käser
EPFL IC IINFCOM ML4ED
INF 234 (Bâtiment INF)
Station 14
CH-1015 Lausanne
+41 21 693 91 12
Office: INF 234
EPFL › VPA › VPA-AVP-DLE › AVP-DLE-EDOC › EDIC-ENS
EPFL IC IINFCOM ML4ED
INF 234 (Bâtiment INF)
Station 14
CH-1015 Lausanne
+41 21 693 91 12
Office: INF 234
EPFL › IC › IC-SSC › SSC-ENS
Website: https://ssc.epfl.ch
EPFL IC IINFCOM ML4ED
INF 234 (Bâtiment INF)
Station 14
CH-1015 Lausanne
+41 21 693 91 12
Office: INF 234
EPFL › IC › IC-SIN › SIN-ENS
Website: https://sin.epfl.ch
EPFL IC IINFCOM ML4ED
INF 234 (Bâtiment INF)
Station 14
CH-1015 Lausanne
+41 21 693 91 12
Office: INF 234
EPFL › VPA › VPA-AVP-DLE › AVP-DLE-EDOC › EDLS-GE
Website: https://www.epfl.ch/education/phd/
Tanja Käser is an assistant professor at the EPFL School of Computer and Communication Sciences (IC) and head of the ML4ED laboratory. Her research lies at the intersection of machine learning, data mining, and education. She is particularly interested in creating accurate models of human behavior and learning.
Prior to joining EPFL, Tanja Käser was a senior data scientist with the Swiss Data Science Center at ETH Zurich.
Before that, she was a postdoctoral researcher with the AAALab at the Graduate School of Education of Stanford University.
Tanja Käser received her PhD degree from the Computer Science Department of ETH Zurich. In her dissertation, completed at the Computer Graphics Laboratory, she focused on user modeling and data mining in education, which was honored with the Fritz Kutter Award 2015.
Prior to joining EPFL, Tanja Käser was a senior data scientist with the Swiss Data Science Center at ETH Zurich.
Before that, she was a postdoctoral researcher with the AAALab at the Graduate School of Education of Stanford University.
Tanja Käser received her PhD degree from the Computer Science Department of ETH Zurich. In her dissertation, completed at the Computer Graphics Laboratory, she focused on user modeling and data mining in education, which was honored with the Fritz Kutter Award 2015.
Awards
Credit Suisse Award for Best Teaching 2023
2023
2026
Can students judge like experts? A large-scale study on the pedagogical quality of AI and human personalized formative feedback
Computers and Education: Artificial Intelligence. 2026. DOI : 10.1016/j.caeai.2025.100533.Argumentative essay assessment with LLMs: A critical scoping review
20262025
Who Gives Feedback Matters: Student Biases Towards Human and <scp>AI</scp> ‐Generated Formative Feedback
Journal of Computer Assisted Learning. 2025. DOI : 10.1111/jcal.70153.Different Topics, Similar Patterns: the Consistency of Learners and Learning Across Interactive Stem Simulations
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION. 2025. DOI : 10.1007/s40593-025-00512-7.Enhancing Critical Thinking in Education by Means of a Socratic Chatbot
2025. 1st International Workshop on AI in Education and Educational Research, Santiago de Compostela, Spain, 2024-10-19 - 2024-10-20. p. 17 - 32. DOI : 10.1007/978-3-031-93409-4_2.ClickSight: Interpreting Student Clickstreams to Reveal Insights on Learning Strategies via LLMs
2025. International Conference on Artificial Intelligence in Education, Palermo, Italy, 2025-07-22 - 2025-07-26. p. 94 - 102. DOI : 10.1007/978-3-031-99267-4_12.Workshop on Advancements in AI-Supported Exploratory Learning (AI4EL)
2025. 26th International Conference on Artificial Intelligence in Education, Palermo, Italy, 2025-07-22 - 2025-07-26. p. 261 - 266. DOI : 10.1007/978-3-031-99267-4_33.Towards A Student-Facing Dashboard to Support Learning of Inquiry Competencies in Interactive Simulations
2025. 26th International Conference on Artificial Intelligence in Education, Palermo, Italy, 2025-07-22 - 2025-07-26. p. 439 - 445. DOI : 10.1007/978-3-031-98462-4_55.Bridging the Data Gap: Using LLMs to Augment Datasets for Text Classification
2025. 18th International Conference on Educational Data Mining, Palermo, Italy, 2025-07-20 - 2025-07-23. p. 119 - 132. DOI : 10.5281/zenodo.15870195.Leveraging Knowledge Profiles and Generative AI for Realistic Student Response Generation
2025. 26th International Conference on Artificial Intelligence in Education, Palermo, Italy, 2025-07-22 - 2025-07-26. p. 143 - 151. DOI : 10.1007/978-3-031-99264-3_18.BloomTutor: Retrieval Augmentation for Bloom's Taxonomy Question Generation
2025. 26th International Conference on Artificial Intelligence in Education, Palermo, Italy, 2025-07-22 - 2025-07-26.Metacognition meets AI: Empowering reflective writing with large language models
British Journal of Educational Technology. 2025. DOI : 10.1111/bjet.13601."Piecing Data Connections Together Like a Puzzle": Effects of Increasing Task Complexity on the Effectiveness of Data Storytelling Enhanced Visualisations
2025. CHI 2025: CHI Conference on Human Factors in Computing Systems, Yokohama, Japan, 2025-04-26 - 2025-05-01. p. 1 - 18. DOI : 10.1145/3706598.3714270.MindMate: Exploring the Effect of Conversational Agents on Reflective Writing
2025. CHI EA 25: Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, Yokohama Japan, 2025-04-26 - 2025-05-01. p. 1 - 9. DOI : 10.1145/3706599.3720029.User-centric Reflective Writing Assistance: Leveraging RAG for Enhanced Personalized Support
2025. CHI EA 25: Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, Yokohama Japan, 2025-04-26 - 2025-05-01. p. 1 - 8. DOI : 10.1145/3706599.3719899.SketchAI: A "Sketch-First" Approach to Incorporating Generative AI into Fashion Design
2025. CHI EA 25: Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, Yokohama Japan, 2025-04-26 - 2025-05-01. p. 1 - 7. DOI : 10.1145/3706599.3719782.TeamTeachingViz: Benefits, Challenges, and Ethical Considerations of Using a Multimodal Analytics Dashboard to Support Team Teaching Reflection
2025. 15 International Conference on Learning Analytics and Knowledge, Dublin, Ireland, 2025-03-03 - 2025-03-07. p. 58 - 69. DOI : 10.1145/3706468.3706475.The Effect of Different Support Strategies on Student Affect
2025. 15th International Conference on Learning Analytics and Knowledge, Dublin, Ireland, 2025-03-03 - 2025-03-07. p. 783 - 789. DOI : 10.1145/3706468.3706469.iLLuMinaTE: An LLM-XAI Framework Leveraging Social Science Explanation Theories Towards Actionable Student Performance Feedback
2025. The 39th Annual AAAI Conference on Artificial Intelligence, Philadelphia, Pennsylvania, USA, 2025-02-25 - 2025-03-04. DOI : 10.1609/aaai.v39i27.35065.The critical role of trust in adopting AI-powered educational technology for learning: An instrument for measuring student perceptions
Journal of ISAKOS. 2025. DOI : 10.1016/j.caeai.2025.100368.PharmaSimText: A Text-Based Educational Playground filled with RL-LLM Agents That Work Together Even in Disagreement
Journal of Educational Data Mining. 2025. DOI : 10.5281/zenodo.14681290.Personalizing Learning and Empowering Educators through Multi-Dimensional Clustering, Teacher Dashboards, and AI-Hybrid Learning Systems
Lausanne, EPFL, 2025. DOI : 10.5075/epfl-thesis-10939.Generalised Modeling of Inquiry Behaviour: From Learning to Understanding
Lausanne, EPFL, 2025. DOI : 10.5075/epfl-thesis-10841.One Code to Predict Them All: Universal Encoding for Inquiry Modeling
2025. 26th International Conference on Artificial Intelligence in Education, Palermo, Italy, 2025-07-22 - 2025-07-26. p. 60 - 67. DOI : 10.1007/978-3-031-98462-4_8.A Human-Centric Approach to Explainable AI for Personalized Education
Lausanne, EPFL, 2025. DOI : 10.5075/epfl-thesis-11014.The handwriting programming language for primary school: aligning computer science education with established teaching practices
Educational Technology Research and Development. 2025. DOI : 10.1007/s11423-025-10503-z.SCRIBE: Structured Chain Reasoning for Interactive Behaviour Explanations using Tool Calling
2025. Conference on Empirical Methods in Natural Language Processing (EMNLP).How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning
2025. 26th International Conference on Artificial Intelligence in Education, Palermo, Italy, 2025-07-22 - 2025-07-26. p. 422 - 429. DOI : 10.1007/978-3-031-98465-5_53.Viewpoint: The Future of Human-Centric Explainable Artificial Intelligence is not Post-Hoc Explanations
Journal of Artificial Intelligence Research. 2025. DOI : 10.1613/jair.1.17970.2024
Could ChatGPT get an engineering degree? Evaluating higher education vulnerability to AI assistants
Proceedings of the National Academy of Sciences. 2024. DOI : 10.1073/pnas.2414955121.Let Me Teach You: Pedagogical Foundations of Feedback for Language Models
2024. Conference on Empirical Methods in Natural Language Processing (EMNLP 2024), Miami, Florida, USA, 2024-11-12 - 2024-11-16. p. 12082 - 12104. DOI : 10.18653/v1/2024.emnlp-main.674.AI or Human? Evaluating Student Feedback Perceptions in Higher Education
2024. 19th European Conference on Technology Enhanced Learning, Krems, Austria, 2024-09-16 - 2024-09-20. p. 284 - 298. DOI : 10.1007/978-3-031-72315-5_20.Course Recommender Systems Need to Consider the Job Market
2024. 47 International ACM SIGIR Conference on Research and Development in Information Retrieval, Washington, United States, 2024-07-14 - 2024-07-18. p. 522 - 532. DOI : 10.1145/3626772.3657847.Interpret3C: Interpretable Student Clustering Through Individualized Feature Selection
2024. 25th Conference on Artificial Intelligence in Education (AIED), Recife, Brazil, 2024-07-08 - 2024-07-12.Fashioning Creative Expertise with Generative AI: Graphical Interfaces for GAN-Based Design Space Exploration Beter Support Ideation Than Text Prompts for Difusion Models
2024. CHI Conference on Human Factors in Computing Sytems, Hybrid, Honolulu, United States, 2024-05-11 - 2024-05-16. DOI : 10.1145/3613904.3642908.Teaching and Measuring Multidimensional Inquiry Skills Using Interactive Simulations
2024. 25th Conference on Artificial Intelligence in Education (AIED), Recife, Brazil, 2024-07-08 - 2024-07-12. p. 482 - 496. DOI : 10.1007/978-3-031-64302-6_34.Student Answer Forecasting: Transformer-Driven Answer Choice Prediction for Language Learning
2024. 17th International Conference on Educational Data Mining (EDM 2024), Atlanta, GA, USA, July 14-17, 2024. DOI : 10.48550/arxiv.2405.20079.Finding Paths for Explainable MOOC Recommendation: A Learner Perspective
2024. 14th Annual International Conference on Learning Analytics and Knowledge (LAK) - Learning Analytics in the Age of Artificial Intelligence, Kyoto, JAPAN, MAR 18-22, 2024. p. 426 - 437. DOI : 10.1145/3636555.3636898.Evaluating the Impact of Learner Control and Interactivity in Conversational Tutoring Systems for Persuasive Writing
International Journal of Artificial Intelligence in Education. 2024. DOI : 10.1007/s40593-024-00409-x.Navigating Self-regulated Learning Dimensions: Exploring Interactions Across Modalities
2024. 25th Conference on Artificial Intelligence in Education (AIED), Recife, Brazil, 2024-07-08 - 2024-07-12. p. 104 - 118. DOI : 10.1007/978-3-031-64299-9_8.GELEX: Generative AI-Hybrid System for Example-Based Learning
2024. CHI EA '24, Honolulu, HI, USA, May 11-16, 2024. DOI : 10.1145/3613905.3650900.Fashioning Creative Expertise with Generative AI: Graphical Interfaces for GAN-Based Design Space Exploration Better Support Ideation Than Text Prompts for Diffusion Models
2024. CHI 2024, Honolulu, Hawaii, USA, May 11-16, 2024.InterpretCC: Intrinsic User-Centric Interpretability through Global Mixture of Experts
2024An Interpretable Approach to Identify Performance Indicators Within Unstructured Learning Environments
2024. 25th International Conference on Artificial Intelligence in Education, Recife, Brazil, 2024-07-08 - 2024-07-12. p. 356 - 363. DOI : 10.1007/978-3-031-64315-6_32.Enhancing Procedural Writing Through Personalized Example Retrieval: A Case Study on Cooking Recipes
International Journal of Artificial Intelligence in Education. 2024. DOI : 10.1007/s40593-024-00405-1.2023
Finding Paths for Explainable MOOC Recommendation: A Learner Perspective
2023.Simulated Learners in Educational Technology: A Systematic Literature Review and a Turing-like Test
International Journal Of Artificial Intelligence In Education. 2023. DOI : 10.1007/s40593-023-00337-2.Consistency of Inquiry Strategies Across Subsequent Activities in Different Domains
24th International Conference on Artificial Intelligence in Education, AIED 2023, Tokyo, Japan, July 3-7, 2023.Fashioning the Future: Unlocking the Creative Potential of Deep Generative Models for Design Space Exploration
2023. CHI 2023, Hamburg, Germany, April 3-28, 2023. p. Article No.: 136, pp 1 - 9. DOI : 10.1145/3544549.3585644.Trusting the Explainers: Teacher Validation of Explainable Artificial Intelligence for Course Design
2023. LAK 2023: The 13th International Learning Analytics and Knowledge Conference, Arlington, Texas, USA, March 13-17, 2023. DOI : 10.1145/3576050.3576147.Understanding Revision Behavior in Adaptive Writing Support Systems for Education
2023. 16th International Conference on Educational Data Mining, Bengaluru, India, July 11-15, 2023. DOI : 10.5281/zenodo.8115765.How Close are Predictive Models to Teachers in Detecting Learners at Risk?
2023. 31st ACM Conference on User Modeling, Adaptation and Personalization (ACM UMAP), Limassol, CYPRUS, Jun 26-30, 2023. p. 135 - 145. DOI : 10.1145/3565472.3595620.Co-Designing a Teacher Tool for Visualizing Self-Regulated Learning Behaviors
2023MultiModN- Multimodal, Multi-Task, Interpretable Modular Networks
2023. 37th Conference on Neural Information Processing Systems (NeurIPS), New Orleans, US, December 10-16, 2023. DOI : 10.48550/arxiv.2309.14118.The future of human-centric eXplainable Artificial Intelligence (XAI) is not post-hoc explanations
2023Visualizing Self-Regulated Learner Profiles in Dashboards: Design Insights from Teachers
2023. 24th International Conference on Artificial Intelligence in Education (AIED), Tokyo, JAPAN, 2023-07-03 - 2023-07-07. p. 619 - 624. DOI : 10.1007/978-3-031-36336-8_96.2022
Designing Conversational Evaluation Tools
2022. ACM on Human-Computer Interaction. p. 1 - 27. DOI : 10.1145/3555619.Improving Students Argumentation Learning with Adaptive Self-Evaluation Nudging
Proceedings of the ACM on Human-Computer Interaction. 2022. DOI : 10.1145/3555633.Maschinelles Lernen zur Förderung von höheren Kompetenzen
Lernen und Lernstörungen. 2022. DOI : 10.1024/2235-0977/a000393.Evolutionary Clustering of Apprentices' Self- Regulated Learning Behavior in Learning Journals
IEEE Transactions on Learning Technologies. 2022. DOI : 10.1109/TLT.2022.3195881.Identifying and Comparing Multi-dimensional Student Profiles Across Flipped Classrooms
2022. 23rd International Conference on Artificial Intelligence in Education (AIED 2022), Durkham, UK, July 27-31, 2022. p. 90 - 102. DOI : 10.1007/978-3-031-11644-5_8.Generalisable Methods for Early Prediction in Interactive Simulations for Education
2022. 5th International Conference on Educational Data Mining, Durham, UK, July 24-27. DOI : 10.5281/zenodo.6852967.Evaluating the Explainers: Black-Box Explainable Machine Learning for Student Success Prediction in MOOCs
2022. 15th International Conference on Educational Data Mining (EDM 2022), Durham, UK, July 24-27, 2022. DOI : 10.5281/zenodo.6852963.Meta Transfer Learning for Early Success Prediction in MOOCs
2022. 9th ACM Conference on Learning at Scale, New York, USA, June 1-3, 2022. DOI : 10.1145/3491140.3528273.Ripple: Concept-Based Interpretation for Raw Time Series Models in Education
2022. AAAI 2023: 37th AAAI Conference on Artificial Intelligence (EAAI: AI for Education Special Track), Washington DC, USA, February 7-14, 2023. DOI : 10.48550/arxiv.2212.01133.Bias at a Second Glance: A Deep Dive into Bias for German Educational Peer-Review Data Modeling
2022. 29th International Conference on Computational Linguistics (COLING 2022), Gyeongju, Republic of Korea, October 12-17, 2022. DOI : 10.48550/arxiv.2209.10335.Protected Attributes Tell Us Who, Behavior Tells Us How: A Comparison of Demographic and Behavioral Oversampling for Fair Student Success Modeling
2022Do Not Trust a Model Because It is Confident: Uncovering and Characterizing Unknown Unknowns to Student Success Predictors in Online-Based Learning
2022. 13th International Conference on Learning Analytics and Knowledge, Arlington, TX, 2023-03-13 - 2023-03-17. p. 441 - 452. DOI : 10.1145/3576050.3576148.2021
Can Feature Predictive Power Generalize? Benchmarking Early Predictors of Student Success across Flipped and Online Courses
2021. 14th International Conference on Educational Data Mining (EDM 2021), (Online from) Paris, France, June 29th - July 2nd, 2021. p. 150 - 160.Early Prediction of Conceptual Understanding in Interactive Simulations
2021. 14th International Conference on Educational Data Mining, (Online) Paris, France, June 29th - July 2nd, 2021. p. 161 - 171.Designing Intelligent Systems for Online Education: Open Challenges and Future Directions
2021. 1st / 14th International Workshop on Enabling Data-Driven Decisions from Learning on the Web co-located with the 14th ACM International Conference on Web Search and Data Mining (WSDM 2021), (Online) Jerusalem, Israel, March 8-12, 2021. p. 57 - 64.L2D 2021: First International Workshop on Enabling Data-Driven Decisions from Learning on the Web
2021. 14th ACM International Conference on Web Search and Data Mining, (Online) Jerusalem, Israel, March 8-12, 2021. p. 1165 - 1166. DOI : 10.1145/3437963.3441840.2020
Modeling and Analyzing Inquiry Strategies in Open-Ended Learning Environments
International Journal Of Artificial Intelligence In Education. 2020. DOI : 10.1007/s40593-020-00199-y.Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?
Frontiers in Psychology. 2020. DOI : 10.3389/fpsyg.2020.01115.2019
Exploring Neural Network Models for the Classification of Students in Highly Interactive Environments
2019. 12th International Conference on Educational Data Mining, Montreal, Canada, July 2-5, 2019. p. 109 - 118.2018
Ten Years of Research on Intelligent Educational Games for Learning Spelling and Mathematics
2018Perspectives to Technology-Enhanced Learning and Teaching in Mathematical Learning Difficulties
International Handbook of Mathematical Learning Difficulties; Cham: Springer International Publishing, 2018. p. 733 - 754.2017
Efficient Feature Embeddings for Student Classification with Variational Auto-encoders
2017. 10th International Conference on Educational Data Mining (EDM 2017), Wuhan, China, June 25-28, 2017. p. 72 - 79.Effekte des Calcularis-Trainings: Teil 2: Veränderungen psychosozialer Merkmale
Lernen und Lernstörungen. 2017. DOI : 10.1024/2235-0977/a000168.Effekte des Calcularis-Trainings: Teil 1: Domänen-spezifische Veränderungen
Lernen und Lernstörungen. 2017. DOI : 10.1024/2235-0977/a000166.Modeling exploration strategies to predict student performance within a learning environment and beyond
2017. LAK '17: 7th International Learning Analytics and Knowledge Conference. p. 31 - 40. DOI : 10.1145/3027385.3027422.Dynamic Bayesian Networks for Student Modeling
IEEE Transactions on Learning Technologies. 2017. DOI : 10.1109/TLT.2017.2689017000418421400005.2016
Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children
Frontiers in Psychology. 2016. DOI : 10.3389/fpsyg.2016.00913.Stealth Assessment in ITS - A Study for Developmental Dyscalculia
2016. 13th International Conference on Intelligent Tutoring Systems - ITS 2016, Zagreb, Croatia, June 6-10, 2016. p. 79 - 89. DOI : 10.1007/978-3-319-39583-8_8.When to stop? - Towards universal instructional policies
2016. 6th International Conference on Learning Analytics & Knowledge (LAK '16), Edinburgh, Scotland, UK, April 25-29, 2016. p. 289 - 298. DOI : 10.1145/2883851.2883961000390844700037.Temporally Coherent Clustering of Student Data
2016. International Conference on Educational Data Mining (EDM), Raleigh, NC, USA, June 29 - July 2, 2016. p. 102 - 109.2015
Rechenleistung und Fingergnosie: Besteht ein Zusammenhang?: Eine Studie bei Grundschulkindern mit und ohne Rechenschwäche
Lernen und Lernstörungen. 2015. DOI : 10.1024/2235-0977/a000106.On the Performance Characteristics of Latent-Factor and Knowledge Tracing Models
2015. 8th International Conference on Educational Data Mining, EDM 2015, Madrid, Spain, June 26-29,2015. p. 37 - 44.2014
Assistive technology for supporting learning numeracy
Assistive Technology for Cognition; Psychology Press, 2014. p. 112 - 128.Computational Education using Latent Structured Prediction
2014. 17th International Conference on Artificial Intelligence and Statistics, AISTATS 2014, Reykjavik, Iceland, April 22-25, 2014. p. 540 - 548.Different parameters - same prediction. An analysis of learning curves
2014. Educational Data Mining 2014, London, UK, July 4-7, 2014. p. 52 - 59.Beyond Knowledge Tracing. Modeling Skill Topologies with Bayesian Networks
2014. 12th International Conference, ITS 2014, Honolulu, HI, USA, June 5-9, 2014. p. 188 - 198. DOI : 10.1007/978-3-319-07221-0_23000343081600023.2013
Modelling and Optimizing Mathematics Learning in Children
International Journal of Artificial Intelligence in Education. 2013. DOI : 10.1007/s40593-013-0003-7.Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition
Frontiers in Psychology. 2013. DOI : 10.3389/fpsyg.2013.00489.Cluster-based prediction of mathematical learning patterns
2013. 16th international conference on Artificial intelligence in education (AIED 2013), Memphis, TN, USA, July 9-13, 2013. p. 389 - 399. DOI : 10.1007/978-3-642-39112-5_40.Modeling and Optimizing Computer-Assisted Mathematics Learning in Children
ETH-Zürich, 2013. DOI : 10.3929/ethz-a-010265296.Computerbasierte Lernprogramme für Kinder mit Rechenschwäche
Rechenstörungen bei Kindern. Neurowissenschaft, Psychologie, Pädagogik; Vandenhoeck & Ruprecht, 2013. p. 259 - 276.Das Mathematikangstinterview (MAI). Erste psychometrische Gütekriterien
Lernen und Lernstörungen. 2013. DOI : 10.1024/2235-0977/a000040.2012
Modelling and Optimizing the Process of Learning Mathematics
2012. 11th international conference on Intelligent Tutoring Systems (ITS 2012), Chania, Greece, June 14-18, 2012. p. 389 - 398. DOI : 10.1007/978-3-642-30950-2_50.Towards a Framework for Modelling Engagement Dynamics in Multiple Learning Domains
International Journal of Artificial Intelligence in Education. 2012. DOI : 10.3233/JAI-130026.Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit
Lernen und Lernstörungen. 2012. DOI : 10.1024/2235-0977/a000024.2011
Therapy software for enhancing numerical cognition
Interdisciplinary perspectives on cognition, education and the brain. 2011. DOI : 10.5167/UZH-64859.Teaching & PhD
PhD Students
Bahar Radmehr, Marta Knezevic, Seyed Parsa Neshaei, Ekaterina Shved, Fares Fawzi, Abhinand Shibu, Dominik Glandorf, Fatma-Betül Güres
Past EPFL PhD Students
Paola Mejia, Vinitra Swamy, Jade Maï Cock
Courses
Digital education
CS-411
This course addresses the relationship between specific technological features and the learners' cognitive processes. It also covers the methods and results of empirical studies: do student actually learn due to technologies? In fall 2025, P. Dillenbourg will co-teach this class for the last time.
Machine learning for behavioral data
CS-421
Computer environments such as educational games, interactive simulations, and web services provide large amounts of data, which can be analyzed and serve as a basis for adaptation. This course will cover the core methods of user modeling and personalization, with a focus on educational data.
Topics in Machine Learning for Education
CS-702
This seminar course covers the interdisciplinary field of machine learning for education. By reading, reviewing, and presenting research papers from recent venues, students will become familiar with core issues and techniques in the field