Bertrand Schneider
Biographic Data
| ID | 3598950 |
|---|---|
| NAME | Bertrand Schneider |
| GIVEN NAMES | Bertrand |
| FAMILY NAME | Schneider |
| SIGNATURE | SCHNEIDER B |
| AFFILIATIONS | Harvard University |
| ORCID | 0000-0003-0922-2593 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Implementing multimodal learning analytics in authentic settings: A roadmap for ecological impact
Connecting joint visual attention, community belonging, and self-efficacy in makerspace environments using high frequency data
Observing Joint Visual Attention with Sensors: A Review of Research and Recommendations for Studying and Supporting Collaborative Learning
What are the potential benefits and drawbacks of quantifying learners’ collaborative behaviors with high-frequency data? To provide preliminary answers to this question, I conduct a literature review on joint visual attention (JVA) in collaborative learning settings, analyzed through the lens of sensing technologies. JVA is a fundamental mechanism for establishing a common ground between individuals; without it, it would be extremely challenging …
Exploring how shared gaze visualizations support remote one-on-one teaching: A mixed method study
Background The COVID pandemic exposed limitations in online learning platforms. This study explores Real-time Shared Gaze Visualizations (SGVs), which use eye-tracking data to restore non-verbal social cues and improve teacher-learner communication. We aim to: (1) identify gaze patterns linked to learning, (2) compare these patterns across visual augmentation conditions, and (3) examine their impact from a teaching perspective.Methods We analyze …
Should medical teachers spend more time modelling or coaching students? A dual eye‐tracking and randomised controlled study on peer instruction in sonography
How Distractions Undermine Attentional Synchronisation in Work‐Based Learning: A Randomised Controlled Study Using Dual Mobile Eye‐Tracking
Hands-on tasks make learning visible: A learning analytics lens on the development of mechanistic problem-solving expertise in makerspaces
This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors’ problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students’ abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving appr…
How well do collaboration quality estimation models generalize across authentic school contexts
Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log dat…
Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning
Creative instability
Barefoot Revolution
Die Revolution der Barfüßigen. Ein Bericht an den Club of Rome
VRÜ Verfassung und Recht in Übersee , Seite 108 - 111
No prominent works on this page.
Barefoot Revolution
Die Revolution der Barfüßigen. Ein Bericht an den Club of Rome
VRÜ Verfassung und Recht in Übersee , Seite 108 - 111
Creative instability
Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning
Hands-on tasks make learning visible: A learning analytics lens on the development of mechanistic problem-solving expertise in makerspaces
This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors’ problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students’ abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving appr…
How well do collaboration quality estimation models generalize across authentic school contexts
Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log dat…
Exploring how shared gaze visualizations support remote one-on-one teaching: A mixed method study
Background The COVID pandemic exposed limitations in online learning platforms. This study explores Real-time Shared Gaze Visualizations (SGVs), which use eye-tracking data to restore non-verbal social cues and improve teacher-learner communication. We aim to: (1) identify gaze patterns linked to learning, (2) compare these patterns across visual augmentation conditions, and (3) examine their impact from a teaching perspective.Methods We analyze …
Should medical teachers spend more time modelling or coaching students? A dual eye‐tracking and randomised controlled study on peer instruction in sonography
How Distractions Undermine Attentional Synchronisation in Work‐Based Learning: A Randomised Controlled Study Using Dual Mobile Eye‐Tracking
Implementing multimodal learning analytics in authentic settings: A roadmap for ecological impact
Connecting joint visual attention, community belonging, and self-efficacy in makerspace environments using high frequency data
Observing Joint Visual Attention with Sensors: A Review of Research and Recommendations for Studying and Supporting Collaborative Learning
What are the potential benefits and drawbacks of quantifying learners’ collaborative behaviors with high-frequency data? To provide preliminary answers to this question, I conduct a literature review on joint visual attention (JVA) in collaborative learning settings, analyzed through the lens of sensing technologies. JVA is a fundamental mechanism for establishing a common ground between individuals; without it, it would be extremely challenging …
Computer Science (7 works) · Psychology (7 works) · Innovative Teaching and Learning Methods (5 works) · Artificial Intelligence (4 works) · Cognitive psychology (3 works) · Engineering (3 works) · Analytics (2 works) · Club (2 works) · Creativity in Education and Neuroscience (2 works) · Design Education and Practice (2 works)