Publication statistics

Pub. period:1996-2012
Pub. count:16
Number of co-authors:20


Number of publications with 3 favourite co-authors:

Hamed S. Alavi:
John A. Self:
Akshit Sharma:



Productive colleagues

Pierre Dillenbourg's 3 most productive colleagues in number of publications:

Mauro Cherubini:11
Patrick Jermann:10
Frdric Kaplan:7

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Pierre Dillenbourg


Publications by Pierre Dillenbourg (bibliography)

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Cuendet, Sbastien, Jermann, Patrick and Dillenbourg, Pierre (2012): Tangible interfaces: when physical-virtual coupling may be detrimental to learning. In: Proceedings of the HCI12 Conference on People and Computers XXVI 2012. pp. 49-58.

Tangible user interfaces (TUIs) have been the focus of much attention recently in the HCI and learning communities. Although TUIs seem to intuitively offer potential to increase the learning experience, there have been questions about whether they actually impact learning positively. TUIs offer new ways of interactions and it is essential to understand how the design choices made for these new interactions affect learning. One element that is key in the learning process is how and when feedback is provided. In this article, we focus on the effect of co-located immediate process-level feedback on learning. We report the results of a study in which 56 participants used a TUI to complete tasks related to the training of spatial skills. Half of the students accomplished the tasks with immediate and co-located feedback from the system, while the other half of the students did not receive any feedback. Results show that participants who did not receive feedback manipulated less, reflected more, and in the end learned more than those who received feedback.

© All rights reserved Cuendet et al. and/or their publisher

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Cuendet, Sbastien, Bonnard, Quentin, Kaplan, Frdric and Dillenbourg, Pierre (2011): Paper interface design for classroom orchestration. In: Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems 2011. pp. 1993-1998.

Designing computer systems for educational purpose is a difficult task. While many of them have been developed in the past, their use in classrooms is still scarce. We make the hypothesis that this is because those systems take into account the needs of individuals and groups, but ignore the requirements inherent in their use in a classroom. In this work, we present a computer system based on a paper and tangible interface that can be used at all three levels of interaction: individual, group, and classroom. We describe the current state of the interface design and why it is appropriate for classroom orchestration, both theoretically and through two examples for teaching geometry.

© All rights reserved Cuendet et al. and/or their publisher

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Alavi, Hamed S. and Dillenbourg, Pierre (2010): Flag: an ambient awareness tool to support informal collaborative learning. In: GROUP10 International Conference on Supporting Group Work 2010. pp. 315-316.

We present Flag, an awareness tool that gives information on the presence and status of students in a university leaning center with the aim of promoting informal collaboration among them. Considering learning centers as ecosystems in which the learners can benefit from sharing knowledge with one another, we believe that giving information about the ongoing activities in this ecosystem would encourage and facilitate interactions.

© All rights reserved Alavi and Dillenbourg and/or their publisher

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Nova, Nicolas, Girardin, Fabien and Dillenbourg, Pierre (2010): The effects of mutual location-awareness on group coordination. In International Journal of Human-Computer Studies, 68 (7) pp. 451-467.

The importance of space and place in collaborative practices has been strengthened with the ubiquitous computing paradigm, which aims at the integration of computation in physical objects and places. New location-based applications allow users to know where other individuals are in the physical world. New collaborative applications engage users in geographically dispersed and mobile activities. However, there is still a lack of information concerning how mutual location-awareness (i.e. knowing partners' whereabouts) might influence socio-cognitive processes involved in coordination. To address this issue, we conducted field experiments with a mobile and collaborative game, running on Tablet PCs, and compared two interfaces. On the first interface, groups received automatic updates from teammates' whereabouts, while this automatic MLA tool was not provided by the second interface. In addition, all users could use their Tablet PCs to communicate by annotating the map. We found no differences between the two conditions with regard to the task performance. However, contrary to our expectations, players without automatic MLA had a better representation of their partners' paths, wrote more messages and provided more elaborate explanations of their strategies. Additionally, automatic location-awareness undermined the coordination process, leading participants to be less articulate about their strategy. The paper discusses these results and the implications of such results.

© All rights reserved Nova et al. and/or Academic Press

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Zufferey, Guillaume, Jermann, Patrick, Lucchi, Aurlien and Dillenbourg, Pierre (2009): TinkerSheets: using paper forms to control and visualize tangible simulations. In: Villar, Nicolas, Izadi, Shahram, Fraser, Mike and Benford, Steve (eds.) TEI 2009 - Proceedings of the 3rd International Conference on Tangible and Embedded Interaction February 16-18, 2009, Cambridge, UK. pp. 377-384.

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Do-Lenh, Son, Kaplan, Frdric, Sharma, Akshit and Dillenbourg, Pierre (2009): Multi-finger interactions with papers on augmented tabletops. In: Villar, Nicolas, Izadi, Shahram, Fraser, Mike and Benford, Steve (eds.) TEI 2009 - Proceedings of the 3rd International Conference on Tangible and Embedded Interaction February 16-18, 2009, Cambridge, UK. pp. 267-274.

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Lucchi, Aurlien, Jermann, Patrick, Zufferey, Guillaume and Dillenbourg, Pierre (2009): An empirical evaluation of touch and tangible interfaces for tabletop displays. In: Proceedings of the 4th International Conference on Tangible and Embedded Interaction 2009. pp. 177-184.

Tabletop systems have become quite popular in recent years, during which there was considerable enthusiasm for the development of new interfaces. In this paper, we establish a comparison between touch and tangible interfaces. We set up an experiment involving several actions like translation and rotation. We recruited 40 participants to take part in a user study and we present our results with a discussion on the design of touch and tangible interfaces. Our contribution is an empirical study showing that overall, the tangible interface is much faster but under certain conditions, the touch interface could gain the upper hand.

© All rights reserved Lucchi et al. and/or their publisher

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Zufferey, Guillaume, Jermann, Patrick, Do-Lenh, Son and Dillenbourg, Pierre (2009): Using augmentations as bridges from concrete to abstract representations. In: Proceedings of the HCI09 Conference on People and Computers XXIII 2009. pp. 130-139.

We describe a pedagogical approach supporting the acquisition of abstraction skills by apprentices in logistics. Apprentices start with a concrete representation in the form of a small-scale model which aims at engaging them in learning activities. Multiple External Representations are used to progressively introduce more abstract representations displayed on paper-based forms called TinkerSheets. We present the implementation of this approach on the TinkerTable, a tabletop learning environment which is used in two professional schools by four different teachers. We report observations of the use of the environment at different stages of the curriculum with first- and second-year apprentices.

© All rights reserved Zufferey et al. and/or their publisher

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Do-Lenh, Son, Kaplan, Frdric and Dillenbourg, Pierre (2009): Paper-based concept map: the effects of tabletop on an expressive collaborative learning task. In: Proceedings of the HCI09 Conference on People and Computers XXIII 2009. pp. 149-158.

Augmented tabletops have recently attracted considerable attention in the literature. However, little has been known about the effects that these interfaces have on learning tasks. In this paper, we report on the results of an empirical study that explores the usage of tabletop systems in an expressive collaborative learning task. In particular, we focus on measuring the difference in learning outcomes at individual and group levels between students using two interfaces: traditional computer and augmented tabletop with tangible input. No significant effects of the interface on individual learning gain were found. However, groups using traditional computer learned significantly more from their partners than those using tabletop interface. Further analysis showed an interaction effect of the condition and the group heterogeneity on learning outcomes. We also present our qualitative findings in terms of how group interactions and strategy differ in the two conditions.

© All rights reserved Do-Lenh et al. and/or their publisher

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Cherubini, Mauro, Nssli, Marc-Antoine and Dillenbourg, Pierre (2008): Deixis and gaze in collaborative work at a distance (over a shared map): a computational model to detect misunderstandings. In: Rih, Kari-Jouko and Duchowski, Andrew T. (eds.) ETRA 2008 - Proceedings of the Eye Tracking Research and Application Symposium March 26-28, 2008, Savannah, Georgia, USA. pp. 173-180.

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Sangin, Mirweis, Dillenbourg, Pierre, Rebetez, Cyril, Betrancourt, Mireille and Molinari, Galle (2008): The effects of animations on verbal interaction in computer supported collaborative learning. In J. Comp. Assisted Learning, 24 (5) pp. 394-406.

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Cherubini, Mauro and Dillenbourg, Pierre (2007): The effects of explicit referencing in distance problem solving over shared maps. In: GROUP07: International Conference on Supporting Group Work 2007. pp. 331-340.

Explicit Referencing is a mechanism for enabling deictic gestures in on-line communication. Little is known about the impact of ER on distance problem solving. In this paper, we report on a study where 120 students (60 pairs) had to solve a problem collaboratively, at a distance, using chat tools that differed in the way a user may relate an utterance to the task context. Results indicate that team performance is improved by explicit referencing mechanisms. However, when Explicit Referencing is implemented in a way that is detrimental to the linearity of the conversation, resulting in the visual dispersion or scattering of messages, its use has negative consequences for collaborative work at a distance. The role of a linear message history in the collaboration mechanisms was equally important than that of Explicit Referencing.

© All rights reserved Cherubini and Dillenbourg and/or ACM Press

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Rebetez, Cyril, Betrancourt, Mireille, Sangin, Mirweis and Dillenbourg, Pierre (2005): Collaborer pour mieux apprendre d'une animation. In: Proceedings of the 2005 Conference of the Association Francophone dInteraction Homme-Machine 2005. pp. 171-176.

Studying multimedia animations for learning leads to question their ability to enhance comprehension of complex materials in comparison with static graphics. An often raised difficulty is their changing nature and the burden of higher amounts of information to process at the same time. We suggest using a permanent summary of visual information through snapshots, accessible on the screen. We also studied the impact of static or dynamic presentations, and collaborative (peers) or individual learning conditions. The results of this experimental study show benefits of dynamic presentations for memorization. Deep learning is also better in animated condition but only for peers. Last, snapshots are helping individual learners but not the peers. We discuss and explain these results on the basis of guidelines and a splitinteraction hypothesis.

© All rights reserved Rebetez et al. and/or ACM Press

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Nova, Nicolas, Girardin, Fabien and Dillenbourg, Pierre (2005): Etude empirique de l'utilisation de la géolocalisation en collaboration mobile. In: Proceedings of the 2005 Conference of the Association Francophone dInteraction Homme-Machine 2005. pp. 207-210.

This paper describes a collaborative location based application in built-in environment. This system is basically a platform that aims at exploring the impacts of positioning technologies on collaborative processes involving geographically dispersed teammates. The paper presents the platform as well as the first results of an ongoing study in which we tested two interfaces: one with a location awareness tool and another without. Results show that being given the position of the partners does not lead to better performance. Moreover, participants who were not provided with the position of others sent more messages to each other's and made more mistakes when we asked them to draw the path taken by their partners.

© All rights reserved Nova et al. and/or ACM Press

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Scherly, Daniel, Roux, Laurent and Dillenbourg, Pierre (2000): Evaluation of hypertext in an activity learning environment. In J. Comp. Assisted Learning, 16 (2) pp. 125-136.

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Dillenbourg, Pierre and Self, John A. (1996): What If the Computer Doesn't Know the Answer?. In Communications of the ACM, 39 (8) pp. 103-105.

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