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Résumés anglais
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Michel GALAUP, Hervé PINGAUD, Catherine PONS-LELARDEUX, Pierre LAGARRIGUE

Towards fulfilling the positive potential of student nurses: a case study with the serious game CLONE. (résumé) (article) (pdf)

Volume 28, 2021 - Article de Recherche

Numéro spécial : Les technologies positives pour l'apprentissage.

This article focuses on the serious game CLONE (CLinical Organizer Nurse Education) which aims to develop nurse-students organizational skills during their initial training. The training situations embedded have been designed from real cases to train students for employment. Our research aims to set up an assessment method, which allows describing different teaching use cases with Clone and assess the impact of Clone as a positive and welcoming learning environment on nurse student’s experience.

Élise LAVOUÉ, Audrey SERNA

Towards expressive adaptive gamification of digital learning environments. (résumé) (article) (pdf)

Volume 28, 2021 - Article de Recherche

Numéro spécial : Les technologies positives pour l'apprentissage.

Gamification is an approach used in education to increase learners’ motivation. Nevertheless, research about the impact of gamification reports mixed and even contradictory results. In this article, we present the concept of motivational affordances as a theoretical framework for meaningful gamification, that means that it makes sense to learners and responds to their motivational needs. We then describe the challenges of such an approach, and different design processes, in order to introduce our proposal to consider the characteristics of both the learning situation and the learners. Finally, we propose a complementary approach of adaptive learning environments, allowing us to meet the specific needs of each learner.

José Anibal SAMANIEGO CHO, Stéphanie MAILLES VIARD METZ, Julien VIDAL, Nathalie BLANC

Computer-mediated trust and Learning : a matter of environment. (résumé) (article) (pdf)

Volume 28, 2021 - Article de Recherche

Numéro spécial : Les technologies positives pour l'apprentissage.

In this study, we examine the impact of trust and emotion on a computer-mediated learning situation. Through a modified version of the « Trust Game », we compared two types of environment (Trustful vs Distrustful) in order to determine whether the decision-making processes vary as a function of this contextual factor or depend on the individuals’ initial trust level solely. Several measures were collected while participants were performing the task. Overall, this study highlights the importance of the intrinsic quality of the environment in terms of trust and only a minor effect of individuals’ initial trust level. Thus, these results provide promising lines for future research with the need to deepen our understanding of the link between trust and emotion.

Emmanuelle BRIGAUD, Lucie BACHELARD, Julien VIDAL, Aude MICHEL, Nathalie BLANC

Using virtual reality to explore artistic universes: experimental evidences. (résumé) (article) (pdf)

Volume 28, 2021 - Article de Recherche

Numéro spécial : Les technologies positives pour l'apprentissage.

Through a 360 ° video of Dali's artistic universe, this study examines the benefits of using virtual reality rather than computer, but also attempts to compare passive immersive experience (PC and VR) to active one (VR) within an implicit learning context. If a general increase in the positive state (wonder) was observed after the participants watched the video, a better memory of the elements of the artistic universe explored, and a more playful perception of the video were observed only when participants had the opportunity to control their movements in the environment. Overall, this study highlights the conditions under which virtual reality offers interesting opportunities in implicit learning context.

Géraldine BOIVIN-DELPIEU, Pierre JOUBERT

Didactics of physics and design of a simulator for astronomy teaching in primary school (résumé) (article) (pdf)

Volume 28, 2021 - Article de Recherche

This paper reports the methodology used for the design of a digital interface unit devoted to astronomical education. Didactic constraints used to support this work are presented following different food for thought: teachers’ skills; theoretical assumptions of learning based on epistemic tasks and modelization activities and institutional constraints related to learning concepts. And, we introduce the implementation of these constraints for the digital interface unit.

Mariam HASPEKIAN, Jean-Michel GELIS

Computer science, Scratch and robots: new teaching practices in mathematics? (résumé) (article) (pdf)

Volume 28, 2021 - Article de Recherche

Understanding the emergence of teaching practices is a challenge for research and training. We explore here the practices of five teachers first-time using programming language or robots. Using instrumental and ergonomic frames (schemes, instrumental geneses and distance) and professional didactics (new activity draws on old known practices), our results concern a reduction of distance to old practices and the existence of new didactic reference points.

Roger NKAMBOU, Ange TATO, Janie BRISSON, Serge ROBERT, Maxime SAINTE-MARIE

A hybrid approach to learner modeling in an intelligent tutoring system for logical reasoning learning (résumé) (article) (pdf)

Volume 27, 2020 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2019.

This paper presents a hybrid approach to learner modeling into MUSE-Logic, an ITS for logical reasoning learning. A Bayesian network built by experts is first proposed, followed by a model built from data that improves both the Bayesian network structure and its initialization for a new learner. A second model built from deep learning on data, completes the proposed hybrid solution. The combination of these three methods gives the learner model both expert and data validity, and significantly improves its predictive power.

Bertrand MARNE

Designing a serious game based on a toy-microworld (résumé) (article) (pdf)

Volume 27, 2020 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2019.

Ryan, Costello and Stapleton invite basing design of a serious learning games on a systemic toy, close to the concept of microworld. Their work points out that it is the best way to build entertaining serious games allowing exploration and experimentation (Ryan et al., 2012). In this paper we report an ecological evaluation (23 games prototype made) of their design method. We identify several issues and propose some solutions, including a full design pattern to build serious games based on toy-microworld.

Yvan PETER, Yann SECQ, Marielle LÉONARD

Patterns and loops : introdution to Computational Thinking (résumé) (article) (pdf)

Volume 27, 2020 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2019.

This article presents an experimentation to introduce Computational Thinking to primary school pupils. The aim is to enhance their capability to spot repetitive patterns and to express them as loops through unplugged and plugged-in activities. The results show a positive impact of the activities and the competencies acquired.

Fatima HARRAK, François BOUCHET, Vanda LUENGO

Relationship between performance, attendance and questions asked/voted online in a flipped classroom context (résumé) (article) (pdf)

Volume 27, 2020 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2019.

Students' questions are useful for their learning experience as well as to help teachers to adapt their pedagogy. We study here a corpus of questions asked online by students and how voting on these questions can be associated to learning. We have therefore developed a coding scheme of questions and built an automatic annotator to tag the whole corpus. The result reveals the voters perform better and attend class more often, and asking more questions is associated with better learning.

Éric BRUILLARD

Inclusive writing opens up surprising links. Reflections in informatics didactics (résumé)(texte)(pdf)

Volume 27, 2020 - Rubrique

This text presents a didactic reflection based on the transformations carried out automatically by software on some forms of inclusive writing. It explains the informatics knowledge needed to understand what is happening and presents some learning effects linked to the operation of some production software. It shows the importance of hijacking in order to understand non-visible functions and develop critical thinking.
inclusive writing, computer literacy, informatics learning, détournement

Michelle DESCHÊNES et Thérèse LAFERRIÈRE

Equipment and evaluation of a "clinical competencies certificate" (résumé) (article) (pdf)

Volume 27, 2020 - Article de Recherche

This study aims to examine the way in which teachers exercise their agency on a digital platform, that is, their ability to define and pursue professional development objectives. We present a functional prototype developed following codesign workshops with teachers. It includes content-based recommendation system algorithms for suggesting resources and peers. The codesign of the prototype continued during three iterations. The platform allowed participants to quickly access personalized and mutualized resources. It emerges that the digital platform was a technological mediator of agency.

Amélie DUGUET, Abraham TAMAYO

Representations of digital from students of Polytechnic School (résumé)(texte)(pdf)

Volume 27, 2020 - Rubrique

Over the last few decades, digital has gradually entered the field of higher education. This raises the question of the relationship between students and digital. Although some work has been done on this question on young people enrolled at the university, none has been produced on the other hand on the case of the Grandes Ecoles. In this article, we focus our attention on the case of the students of the “Ecole Polytechnique”. We show that they have a positive representation of digital technology, even considering that it may be a vector of educational innovation.

Olivier CATTEAU, Anne MAYÈRE, Nicolas SAVY, Odile BEYNE-RAUZY

Equipment and evaluation of a "clinical competencies certificate" (résumé) (article) (pdf)

Volume 27, 2020 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2019.

This paper presents the results of the study of the implementation of a clinical aptitude certificate through the design and implementation of an IT environment. This IT environment aims on the one hand to equip this examination, and on the other hand to conduct a reflexive approach concerning it. The students' results in this examination show no redundancy with those of the ranking tests typical of this training program. By comparing student feedback through anonymous questionnaires and the study of the training system itself, we question the underlying approach to skills in general and relational skills in particular.

Matthieu Cisel

Assessing the usefulness of a computer-based learning environment : Difficulties in a randomized experiment (résumé)(texte)(pdf)

Volume 27, 2020 - Rubrique

This paper presents, as an experience feedback, an attempt to assess the usefulness of a module of the Student-Researcher Digital Notebook, a computer-based learning environment intended for middle schools. This artefact aims at scaffolding the writing of scientific propositions –hypotheses, protocols, etc.– in the context of inquiry learning. We investigated the possibility of setting up a randomized experiment. This feasibility study, during which we were simultaneously a biology teacher and a researcher, led to a reflection on the difficulties of this approach, which we set out here. The accumulation of obstacles led us to prefer qualitative approaches for assessing the usefulness of the learning environment.

Joris FELDER

Method for analysing and modelling personal learning environments (résumé)(article)(pdf)

Volume 26, 2019 - Article de Recherche

This methodological contribution provides the researcher or educational engineer interested in studying or exploiting personal learning environments (PLE) with a method for analyzing and modeling them. Through a research-development approach, a generic model and an PLE modeling language were designed with the following quality criteria in mind: Expressiveness of PLE instances represented by the modeling, simplicity of interpretation by learners, ontological significance, pragmatism of use as a research method and as an educational engineering tool. The method was developed through a longitudinal study with 15 university students for which we modeled 60 instances of PLEs. We illustrate it with an application case and discuss its quality, limitations and perspectives.

Béatrice DROT-DELANGE, Jean-Philippe PELLET, Yannis DELMAS-RIGOUTSOS, Éric BRUILLARD

Computational thinking: Contrasting points of view(résumé) (texte) (pdf)

Volume 26, 2019 - Rubrique

Resulting from a round table organized during the Didapro 7 - DidaSTIC conference in Lausanne in February 2018, this text presents various contrasting analyses around the now very popular notion of computational thinking. It reviews the possible definitions of computational thinking and the many discussions that have taken place about it. It adopts three points of view: a historical point of view, a computer-scientist point of view and an epistemological point of view. The link with learning computer programming or, more broadly, with learning informatics is also discussed.

Catherine BONNAT, Patricia MARZIN-JANVIER, Isabelle GIRAULT, Cédric d’HAM

Knowledge modeling to design scaffold in a web environment. (résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

This paper presents a methodology to design learning situations in Biology, scaffold by the computer environment LabNbook. French students, aged 16-17, have to design an experiment about the alcoholic fermentation and write the corresponding experimental procedure in LabNbook. Our work is based on an experimental design activity model and its scaffold by a computer environment. We use the Anthropology Theory of the Didactic model and more specifically the praxeology. We present the transposition of this modeling, leading to a learning situation scaffold by a computer environment.

Nathalie GUIN, Christine MICHEL, Marie LEFEVRE, Gaëlle MOLINARI

The Grand Challenges from the ORPHÉE-RDV 2017 thematic workshops. (texte) (pdf)

Volume 25, 2018 - Rubrique

This paper presents the Grand Challenges identified during the thematic workshops organized during the ORPHEE-RDV' 2017. Six thematic workshops brought together researchers, practitioners and entrepreneurs in the field of e-education. Eight Grand Challenges emerged from this collaborative and interdisciplinary work. They raise questions about the integration of new methods and technologies into teaching arrangements, about how to foster the development of new skills by learners, and about

Nicolas BALACHEFF

Terms and expressions of research on Technology Enhanced Learning environments: Issues and questions. (résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

The international context and the fundamentally multidisciplinary nature of Technology Enhanced Learning (TEL) research raise problems of inter-comprehension between disciplines, between different languages through the filter of a common working language - English. Beyond problems with the translation of words, what is in question is a shared understanding of concepts. After a presentation of the main features of these problems, this paper presents the project of a dictionary of TEL research terms and expressions and describes its current state of realization.

Matthieu CISEL

The choice of a MOOC, a process influenced by the organization of courses in catalogues?(résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2017.

In this paper, we analyze registration data from the French MOOC platform France Université Numérique to interpret behaviors observed in individual courses, based on notions drawn from the webmarketing literature, such as the type of visit. Our interpretations are based on both surveys sent in a dozen of courses, and on the quantitative study of more than a million registrations from FUN. We explore various dimensions of users’ behavior. We show that learners discover the courses they register to mostly by navigating on the platform catalog, a particular case called the experiential visit. Our results show that behaviors observed in an online course included in a catalogue can be influenced by the characteristics of the said catalogue.

Mathieu VERMEULEN, Nadine MANDRAN, Jean-Marc LABAT, Gaëlle GUIGON

Toward a meta-design approach for learning games with the DISC model: From the design to the analysis of the students’ traces by the teachers (résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2017.

This paper proposes a formal model as part of a meta-design approach to learning games that strongly involves teachers in the design and use phases. Used as a conceptual guide in the design phase, the DISC model is composed of artifacts that ease the teacher-authors work. A first experiment allowed the creation of a learning game in fluid mechanics. An analysis of students’ traces of uses has been facilitated by visualizations and the structure of DISC. This work allowed a re-engineering of the learning game.

Rémi VENANT, Kshitij SHARMA, Philippe VIDAL, Pierre DILLENBOURG, Julien BROISIN

A study of learners’ behaviors in hands-on learning situations and their correlation with academic performance (résumé ) (article) (pdf)

Volume 25, 2018 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2017.

This study analyzes students’ behavior in a remote laboratory environment to identify new factors of prediction of learning success. Based on a sequential pattern mining of actions, we define learning strategies as indicators of higher level of abstraction. Results show that some of them are correlated to learners’ academic performance, such as the construction of a complex action step by step, more often applied by learners of a higher level of performance. While our proposals are domain-independent and can apply to other learning contexts, the results of this study then led us to instrument new visualization and guiding tools in our remote lab environment.

Karine AILLERIE, Kadri KALDMÄE, Jean-François CERISIER

Supporting rural school equipment policies: The example of an acculturation scheme for teachers in the integration of ICT in everyday practice. (résumé)(article) (pdf)

Volume 25, 2018 - Article de Recherche

This research is part of an equipment plan for primary schools in a community of rural communes. We describe and analyze a support system for the 13 teachers concerned, focusing on "scriptwriting activities of the teacher through the techno-pedagogical environment" (Poyet 2015). We also examine the methods of observation, analysis and comparison of the postures of the actors (teacher and student) of the rural school with the digital, as well as the possible transformations of these postures.

Rubiela CARRILLO, Yannick PRIÉ, Leslie GUILLAUME, Élise LAVOUÉ

Monitoring student engagement in mind mapping activities (résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2017.

Our work aims at helping teachers to monitor learners’ engagement during mind mapping activities. Teachers use mind maps to make students organize topics and learn contents. To assess these mind maps, teachers need tools to understand students’ choices during construction. In collaboration with teachers we have defined a set of indicators based upon learners’ interaction traces. Those indicators have been implemented in a dashboard dedicated to teachers. In this paper, we introduce the first version of the dashboard and describe its design, implementation, and the results of an evaluation based on usability and utility aspects.

Azzeddine BENABBOU, Domitile LOURDEAUX, Dominique LENNE

A model of prohibition and obligation dilemmas generation in virtual environments (résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2017.

Under the project Maccoy Critical, we would like to train individuals, in virtual environments, to handle critical situations such as dilemmas. These latter refer to situations where there is no “good” solution. In other words, situations that lead to negative consequences whichever choice is made. Our objective is to use Knowledge Models to extract necessary properties for dilemmas to emerge. To do so, our approach consists in developing a Scenario Orchestration System that generates dilemma situations dynamically without having to write them beforehand. In this paper we present this approach and expose a proof of concept of the generation process.

Sunny AVRY, Guillaume CHANEL, Mireille BETRANCOURT, Thierry PUN, Gaëlle MOLINARI

Influence of perceived control and value on collaborative problem solving in a video game: effects on emotions and their relationship with collaborative processes and performance (résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2017.

Biased feedbacks of control and value were used to influence the emotional appraisal during a collaborative problem-solving game. We investigated how these feedbacks modulate the intensity of experienced emotions as well as the relations between emotions, perceived collaboration and group performance. Different correlational patterns between emotions, socio-cognitive processes and performance occurred depending on the perceived control and value.

Gaëtan TEMPERMAN, Stéphanie MONTAGNE, Bruno DE LIÈVRE, Karim BOUMAZGUIDA

Analysis of the use of aids by QR codes and their effects in an augmented textbook (résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2017.

In daily life, QR codes are used to share and diffuse information. The effects of their uses are very little evaluated in education’s context. In this paper, we evaluate the effects of prompts of QR codes in a history course book with augmented reality. With an experimental design, our analysis realised in a primary school highlights that learners whose benefit from prompts to research and treat information progress more. The prompts are the most used by the learners with an advanced level. Moreover, prompts can impact to learners’performances during the learning process.

Mathieu MURATET, Amel YESSAD, Thibault CARRON, Arthur RAMOLET

Supporting learners traces analysis in serious game (résumé) (article) (pdf)

Volume 25, 2018 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2017.

Understanding play traces resulting from the learner's activity in serious games is a challenged research area when the serious game allows a large amount of free actions. In this paper, we present a technical and a methodological framework that assists designers to build Petri nets of a serious game and then use them to analyze player's traces and generate pedagogical labels about the learner's behavior. We carried out an experimental study to evaluate the effectiveness of the labeling algorithm and to validate the acceptation and the readability of the pedagogical labels by the teachers.

Matthieu CISEL

How do non-completers use pedagogical videos of MOOCs? An analysis (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Recherches actuelles sur les MOOC

Based on the learning analytics of six MOOCs, we show that non-completers are responsible for most of the actions realized on course videos. We aim at quantifying and interpreting some of the behaviors revealed by learning analytics. Some non-completers view all of the course videos, but these users are usually less common than completers. More frequently, they download all of them without viewing them on the platform. Following a mixed method approach, we carried out semi-structured interviews in order to interpret such behaviors. Focusing on the course videos is sometimes a forced decision, rather than a deliberate learning strategy. Non-completers who download all videos may archive them without further uses.

Jill-Jênn VIE, Fabrice POPINEAU, Éric BRUILLARD, Yolaine BOURDA

Simulation and validation of adaptive assessments in MOOCs(résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Recherches actuelles sur les MOOC

MOOCs receive learners from really diverse backgrounds. In order to address their needs, it is possible to extract their knowledge using adaptive tests, that choose the next question to ask according to the previous performance. Such tests can diagnose effectively the knowledge of the learner while reducing the number of questions asked. We show how it is possible to use questions from a MOOC session in order to validate an adaptive test model empirically, and illustrate it over a real dataset from a mathematical MOOC.

Joris FELDER

Understanding construction and regulation processes of university student's personal learning environment (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

This article positions the construction and regulation process of personal learning environment as a research object. It develops a model which conceptualise the PLE as the products of a learning activity, in which construction and regulation processes of the PLE are conducted by the student in interaction with the student’s perception of the learning system and his own definition of his learning project. This model is used to analyse five cases of university students, and allows to describe the construction and regulation process of the PLE. We discuss the heuristic value, as well as the limits and perspectives.

Laëtitia THOBOIS-JACOB, Eric CHRISTOFFEL, Pascal MARQUET

Do learning styles influence students‘ commitment in a flipped classroom context? (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

All students do not easily commit to the flipped instructional model (Chevalier et Adjedj, 2014). As the experiential learning model from D. Kolb (1984) identified four learning styles and modes, we compared how students of each learning style and mode group cope with the flipped classroom process. Do learning styles interfere with the way students perceive these video-lectures? More generally, can we suspect that flipped classrooms match more one way of learning among others? Significant differences appear between ways of learning: Flipped classrooms are especially well-perceived by students who mostly learn from experience. Those who mostly learn by conceptualization are the least satisfied in the flipped instructional model.

Giulia ORTOLEVA, Claire PELTIER et Mireille BETRANCOURT

MOOC: one word, multiple realities. Systematic characterization of MOOCs based on instructional design principles (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Recherches actuelles sur les MOOC

Although the term MOOC is prevalent in the media coverage and in the scientific literature, the actual courses offer a wide spectrum of variation, leading to a large number of initiatives proposing classifications and typologies in the last two years. This paper describes a complementary approach of systematic characterisation that consists of identifying the dimensions according to which the specificity of MOOC and their variation can be best described. Deliberately focused on instructional design issues, the model proposes seven dimensions of characterisation whose relevance is assessed through the analysis of four examples of MOOC.

Laure CHOTEL

Analyzing Instructional Design for Managing the « Massive » Participation in Language Learning MOOCs (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Recherches actuelles sur les MOOC

Managing the massive participation of learners in Language MOOCs is a real challenge for instructional design (interactivity, correction and feed-back, assessment, etc.). This paper provides the analysis from a Case Study on an English Language Learning MOOC which shows that while tasks, resources and tools were well designed to manage massive participation, the design features for correction, learner support, assessment and communication scenario were not adequately designed for efficient language learning and constitute real limitations for the LMOOC.

Eléonore VRILLON

Typology of MOOC of the French platform FUN: Method and research issue (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Recherches actuelles sur les MOOC

The growth of Massive Open Online Courses (MOOC) phenomenon is pursuing all around the world, but behind a general term MOOC are multifaceted. Because of this heterogeneity, the comparison of MOOC research results is particularly difficult, just as the understanding of this object and its issues. This article examines MOOC characteristics of the French national platform France Université Numérique (FUN) from October, 2013 till May, 2016. A set of information has been systematically identified in order to create an exhaustive and well-reasoned database. Multiple correspondence analysis (MCA) shows a typology of eight MOOC. This result enables a contextualization of MOOC specificities studied in research. It represents a methodological support for implementing empirical researches and exploring other scientific issues such as the place of MOOC in training and education, institutional motivation to produce MOOC or platforms characteristics.

Chantal ROUSSEL, Marie-Michèle LEMIEUX, Normand LANDRY, Ghislain SAMSON

The use of the e-textbook in higher education: Advantages and disadvantages (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

The results of this text draw on a synthesis of knowledge, done in 2015, surrounding the use of the e-textbook in higher education. The studies examined largely focus on applications in universities, even though a few among the studies refer to an equivalent education to Quebec technical college. In the synthesis of knowledge, the chosen articles mainly came from English scientific journals. The analysis highlighted the perceived or real advantages and disadvantages of using an e-textbook for both teachers and students. The main findings indicate that using an e-textbook provides particular advantages due to its interactivity. However, access and difficulties related to using the tool as such seem to present disadvantages.

Ben-Manson TOUSSAINT, Vanda LUENGO, Francis JAMBON

Analysis of Perceptual-Gestural Knowledge in an Intelligent Tutoring System (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

To cover the aspects of multimodal knowledge such as percep-tual-gestural knowledge, various devices are required. Traces produced by these devices provide rich information and often accurate on learners’ activity. However, those traces are multi-source and heterogeneous and, thus, difficult to process automatically. To foster their treatment, a formal representation that reflects consistent multimodal activity to which they are linked, is needed. This paper describes our proposal to formalize this type of traces re-corded from TELEOS, an Intelligent Tutoring System dedicated to percuta-neous orthopedic surgery.

Albert STREBELLE, Lionel MÉLOT, Amandine DUCARME, Christian DEPOVER

Analysis of social behaviours in the frame of collaborative learning of a floor robot programming activities (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

The article focuses on collaborative learning in the frame of programming activities of the Bee-Bot floor robot in school. We propose a method to analyse social behaviour of young children when they collaborate in small groups. This method took place in the frame of a participative observation whose goal was to analyse personal investment of the twenty-one subjects of a sample of pupils in primary school, aged five to six, during common manipulations of the programmable toy. On the other hand, the focus is set on determination of the way the intra-group collaboration operates. One of the outcomes of the research is the determination of fives behaviour profiles: competitors, leaders, conciliators, followers, not implicated ones and of collaborative dynamics based on combinations of profiles.

Denise SUTTER WIDMER, Nicolas SZILAS

Serious game, motivation, engagement, interest, flow, gameplay experience (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

We developed a video game in Algebra to investigate how motivation to learn and to engage in a learning activity relates to the experiential qualities reported by learners and to in-game behavior. We used a clustering method to reveal motivation student profiles. We show that some learners are more oriented toward the game, others are more interested in the learning content, and some are interested by neither one nor the other. These profiles correspond to different types of expectations and motivations that will determine the level of engagement in the game activity and learning. Unfilled expectations were found to negatively impact engagement and performance in the game.

Gaëtan TEMPERMAN, Sébastien WALGRAEVE, Bruno DE LIEVRE, Karim BOUMAZGUIDA

Development of conceptual and analytic skills through the combined use of a discussion board and an etherpad (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

In this article, a multilevel analysis approach was used to study the joint use of a collaborative writing tool (Etherpad) and a discussion forum in a computer-supported collaborative learning (CSCL) environment dedicated to practical activities in a university course (1st level). The learning sequence was designed so as to promote conceptual and analytic skills. The results showed that learners developed the targeted skills through elaborative tasks during which the two collaborative tools (Etherpad and forum) were used. Moreover, thanks to the analysis of traces of tools use in the CSCL environment, we were able to identify the process variables that partly explained the learning progress. We observed that these explanatory factors can, however, vary according to the nature of the task.

Nicolas SZILAS, Jean DUMAS, Urs RICHLE, Nicolas HABONNEAU

Contribution of a narrative simulation to the acquisition of social skills (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

This paper concerns the psychological assistance for youth with one parent suffering from a traumatic brain injury. It consists of a narrative simulation, an innovative solution for helping them to acquire some of the social skills needed in their situation. A technical and methodological description of the narrative simulation is followed by its evaluation, based on a questionnaire and a log analysis on 22 subjects concerned by the project, who used the software during one session. Among results, usability, curiosity and flow have been positively evaluated.

Esteban LOISEAU, Pierre LAFORCADE, Nour EL MAWAS, Sébastien IKSAL

Designing Visual Instructional Design Language from the abstraction of Learning Management System functionnalities (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

The GraphiT project aims to help teachers in specifying of pedagogically sound learning scenarios that can be executed for automatically setting-up the related Learning Management System course. We intend to provide teachers with LMS-specific instructional design languages and editors. To achieve this goal, we have to raise the LMS semantics in order to enrich the pedagogical expressiveness of the produced models. We propose a specific LMS-centered approach for abstracting the low-level concepts and turning these semantics into higher-level pedagogical building blocks. We present and illustrate our propositions focused on the Moodle LMS.

Franck SILVESTRE, Philippe VIDAL, Julien BROISIN

A new assessment process to improve the quality of feedbacks in online tests (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

Our previous works introduced Tsaap-Notes, a platform able to generate multiple choice test questions providing feedbacks. It reuses interactive questions asked during the lecture by the teacher, as well as the notes taken by students after the presentation of the results ; these are used as the feedbacks integrated into the generated tests. In this paper we introduce a new process called N phases process and its implementation within Tsaap-Notes. This process aims on one hand at increasing substantially the number of contributions of students and, on the other hand, at significantly improving the quality of the feedbacks used in the tests. Our approach has been validated during an experimentation conducted with two groups of master students enrolled in a computer science curriculum.

Baptiste MONTERRAT, Élise LAVOUÉ, Sébastien GEORGE, Michel DESMARAIS

The impact of adaptive gamification on learners engagement (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

Gamification is increasingly used to address the lack of learner motivation. However, gamification systems generally do not consider learner's preferences for game mechanics. This paper presents a model to adapt the gamification features to the learners according to their player profile. An evaluation of this model shows that adapted game features increase learner engagement, while counter-adapted game features decrease their motivation.

Lionel MÉLOT, Albert STREBELLE, Jérôme MAHAUDEN, Christian DEPOVER

The use of Facebook in a university setting (texte) (pdf)

Volume 24, 2017 - Rubrique

Numéro spécial : Sélection de la conférence EIAH 2015.

Today, the social media like 'Facebook' are part of our everyday life. They create a number of human interactions. This is why it seems relevant to question their uses as well as their representations by academic users. This research mainly focuses on educational and communicational uses by University students enrolled in a master's degree in educational sciences at the University of Mons (UMons), within their degree courses. We also focus on Facebook groups and more specifically on the activities performed by the students. We highlight the fact that learners recognize benefits to Facebook such as accessibility, convenience, swiftness and ease of communication. Nevertheless, they emphasize disadvantages associated with distraction and confidentiality.

Elena CODREANU, Christine MICHEL, Marc-Eric BOBILLIER-CHAUMON, Olivier VIGNEAU

Acceptance and appropriation of Virtual Learning Environments of primary school teachers (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Sélection de la conférence EIAH 2015.

This article presents an evaluation of the conditions of use of a VWE (Virtual Work Environment) by primary school teachers. To this end, we conducted two studies and used activity theory as theoretical framework. Our first study aims to assess real practices carried out with the VWE and analyzed publications’content in order to understand how users appropriate the tool. The second study describes how teachers perceive the role of the VWE in the evolution of their working practices (maintaining, transforming and restricting the existent practices). These studies indicate that technological appropriation is achieved through instructional and communicational uses. The acceptance of this VWE is due to its ease of use and interface adequacy to teachers and young children.

Rim BEJAOUI, Gilbert PAQUETTE, Josianne BASQUE et France HENRI

A framework for analyzing personalization of learning in MOOCs (résumé) (article) (pdf)

Volume 24, 2017 - Article de Recherche

Numéro spécial : Recherches actuelles sur les MOOC

We present a theoretically founded framework for analyzing personalization in MOOCs which includes an ontology of the various properties of learning personalization that can be applied in MOOCs and an analytical grid of these properties. The grid can assist the MOOC designer in his decision-making for learning personalization. We also present the validation results of the framework by experts.

Christelle MARIAIS, Aurélie BAYLE, Marie-Hélène COMTE, Jean-Marc HASENFRATZ, Isabelle REY

Two years of MOOC design at Inria: outcomes and feedback (texte) (pdf)

Volume 24, 2017 - Rubrique

Numéro spécial : Recherches actuelles sur les MOOC

This article presents six MOOCs produced by Inria Learning Lab (formerly Inria Mooc Lab) in 2014-2015 as well as feedbacks from participants, analysis of data and reflections. This report raises some issues and puts forward needs that should be addressed in future works. The aim is to guide the design of future MOOCs and to share this information with the MOOC designers’ community.

Jean ECALLE, Marion NAVARRO, Hélène LABAT, Christophe GOMES, Laurent CROS, Annie MAGNAN

Developing apps to stimulate reading learning: What are the scientific hypotheses? (résumé) (article) (pdf)

Volume 23, 2016 - Article de Recherche

The use of new technologies into academic learning and more specifically into reading is currently the subject of numerous works. The aim of this paper is to present examples of apps on tablets to help children with difficulties in learning to read. Having described the theoretical foundations and principles, three apps are successively presented to stimulate the alphabetic code and the decoding procedure. One is based on the stimulation of phonological skills, the second on learning letters emphasizing a multi-sensory approach and the third on the syllabic processing. The conclusion focuses on the use of tablets in teaching practices, their ergonomic aspects and conditions of their effectiveness.

Françoise POYET

Generalization of Virtual Work Environments usage in french secondary education: A diachronic analysis (2009-2014) (résumé) (article) (pdf)

Volume 23, 2016 - Article de Recherche

A diachronic survey spanning a five year period (2009-2014) to report on the evolution of pedagogical uses of digital work environments (DWEs) by middle and high-school teachers. The data so gathered among 1492 teachers in 2014 confirm with nuances the 2009 data. They highlight how the spreading of DWE uses does not follow a linear progression. Many trajectories of development appear displaying progressions, stagnations and regressions as to techno-pedagogical innovation. Our research shows how gaps have formed between less experienced and more experienced teachers.

Olivier GRUGIER

Meeting with new objects to touch screens in schools. A technological education (résumé) (article) (pdf)

Volume 23, 2016 - Article de Recherche

Numéro spécial : Enseigner, accompagner, apprendre, quels changements à l’heure du numérique ?

One of the areas of learning in primary school, is the discovery of the world" of the objects. Experimenting with the IWB, in an environment specially designed for group instruction, is a privileged occasion to allow children to build a body of knowledge. In order to achieve practical familiarization, children must act on object and develop a language. The analysis of data shows that children are aware of the manipulative practice of the teacher. The IWB is mainly perceived as an object for storing information.

Béatrice VERQUIN SAVARIEAU, Hervé DAGUET

The virtual classroom synchronous and distance learning pose new challenges for teachers. (résumé) (article) (pdf)

Volume 23, 2016 - Article de Recherche

Numéro spécial : Enseigner, accompagner, apprendre, quels changements à l’heure du numérique ?

This paper study an educational ICT context : the virtual classroom. We interviewed and observe blended learning teachers questioning their pédagogical praticices and role. The two main foci are: First, the virtual classroom is used as a space for visual representation. What pedagogy will be use by teacher? Second, the virtual classroom is a blended learning communication device. Should we think it to be a learning or a socializating space?

Cathia PAPI

On the Development of the E-Teaching Profession (résumé) (article) (pdf)

Volume 23, 2016 - Article de Recherche

Numéro spécial : Enseigner, accompagner, apprendre, quels changements à l’heure du numérique ?

While Internet permeates our work and life patterns, this research addresses the changes introduced via technological developments on the activities of professors who teach using Distance Education tools [DE]. Based on interview data obtained from professors with significant experience in the area, this analysis reveals that technology has allowed better course production as well as increased student guidance. Nevertheless, such technological tools remain largely subordinated to the pedagogical approaches deployed. Furthermore, this research finds that, independently of the technologies deployed, the division of tasks in DE courses remains largely unchanged due to ideological considerations proper to the DE model, namely, accessibility and quality.

Martine PETERS, Judith OUELLET ST-DENIS, Jacques CHEVRIER,
Raymond LEBLANC

reservice teachers vision of ICT integration as seen in concepts maps (résumé) (article) (pdf)

Volume 23, 2016 - Article de Recherche

Numéro spécial : Enseigner, accompagner, apprendre, quels changements à l’heure du numérique ?

In order to develop reflection among future teachers, they, as part of an initial training course, built two concept maps on the integration of ICT in a two-month interval. The recurring concepts in the heart of the maps and on their outskirts, were analyzed. The results show that future teachers are concerned about the competencies and roles of teachers and students in teaching and learning using ICT. They perceive technology as a motivational tool for students as well as a tool for their professional development. This research contributes to clarify the perception of future teachers of ICT integration.

Emmanuelle VOULGRE, Stéphanie NETTO

School radio : what kinds of training for teachers in Burundi and in France ? (résumé) (article) (pdf)

Volume 23, 2016 - Article de Recherche

Numéro spécial : Enseigner, accompagner, apprendre, quels changements à l’heure du numérique ?

This article falls within the scope of a research entitled SUPERE-RCF, framed by a group of experts IFADEM and funded by AUF and OIF. It offers a historical and geopolitical approach of radio to be left in particular examples of pedagogical broadcasts and school radios in France and Burundi mainly. We explore especially then the place of School Nderagakura Radio (RSN) to the prism of PADI square and the theory of social representations. Our qualitative analysis is based on 25 semi-structured and exploratory interviews led to Burundi. It enabled us to identify three groups having activities in link with this public radio: teachers of basic teaching, managers of supervision in the Ministry for Education and journalists themselves attached to this Ministry. The analysis of the interviews allows to questioning the pedagogic appreciation of the RSN with IFADEM in terms of supervision and of training of teachers. It also leads to identify and interrogate the opportunity offered by supervision system to make meet the different groups. Then, we analyze the anchoring of the device in teacher training in Africa and the role of NGOs. Our conclusion opens on problems related to the evolution of digital technologies that the teachers will be brought to suit in terms of literacy to advance their professional practices.

Eric SANCHEZ, Valérie EMIN-MARTINEZ, Nadine MANDRAN

Toward a model of play : an empirical study (résumé) (article) (pdf)

Volume 22, 2015 - Article de Recherche

This paper is based on a work carried out for the Tamagocours project, a game designed to learn the legal rules that comply with the policies for the use of digital resources for an educational context. We rely on the Theory of Didactical Situations to propose a model which encompasses two layers of play: (1) a layer of individual play in which the player/learner develops strategies and mobilizes knowledge to meet the challenge and (2) a layer of collaborative play where teammates formulate and establish the validity of the knowledge they used. We discuss this model through an empirical research, based on recording and analyzing the digital traces of nearly 200 students. The data analysis process combines a principal component analysis followed by a clustering method. These traces enabled for drawing a behavioral model of the players/learners, and to distinguish different classes of players according to their strategies.

Françoise POYET

Perception of usefulness and uses of digital work environments by high school teachers (résumé) (article) (pdf)

Volume 22, 2015 - Article de Recherche

This article analyses the ways in which high school teachers perceive the usefulness of digital work environments (below, digital work environment, "DWE"). A survey of 1492 teachers in French junior high schools and high schools within two regional education authorities (Academies of Auvergne and Isère) focused on how their perception of the usefulness of DWEs in teaching their subject relates to some psychosocial or techno-pedagogical factors. Three pedagogical use rationales hinging on these users' varying perceptions of usefulness of DWEs emerge: an innovation rationale based on socio-constructivist models, a reproduction rationale grounded in traditional models of transmission, and an obligation rationale due to the Ministry's directions.

Carole LE HENAFF, Brigitte GRUSON

Using speech synthesis to support the development of L1 written skills: a study of dictation exercises in grade 2 (résumé) (article) (pdf)

Volume 22, 2015 - Article de Recherche

We present the results of a research project on CALL and the learning of French writing with a speech synthesis tool, during dictation exercises in grade 2. We examine, thanks to the Joint Action Theory in Didactics, how the speech synthesis helps the students edit their writings in order to improve their spelling and morpho-syntax. The students actually use the synthesis to manage their working time and their listening strategies, but they also expect too much help in the editing process from the tool, which affects how they understand their errors.

Simon COLLIN, Nicolas GUICHON, Jean Gabin NTÉBUTSÉ

A Social-Critical Approach to Digital Technology in Education (résumé) (article) (pdf)

Volume 22, 2015 - Article de Recherche

This article aims to contribue to formalize a sociocritical approach of digital technology in education. Such a sociocritical approach focuses on the rela-tionships between students’ sociocultural profiles and contexts, and their disposition to learn with digital technology. This approach lies at the crossroads of sociology of use, on the one hand, which has granted little attention to educational uses of digital technology, and, on the other hand, education sciences, which have mainly consid-ered educational uses of digital technology within the school context. It is part of the theme of educational uses of digital technology (Baron, 2014) and it is complemen-tary to didactic and psychopedagogical approaches of digital technology, which are more commonly used. We first explain the foundation of this approach of digital technology in education. We then present an overview of three main research inter-ests of this approach, before discussing its methodological implications, its comple-mentarity with educational technology approaches and the challenges that are raised.

Karim SEHABA, Aarij Mahmood HUSSAAN

Architecture and models for adaptive generation of serious game scenarios. Application : Serious Game for Cognitive Rehabilitation (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Évaluation dans les jeux sérieux.

Our research work focuses on adaptive serious games. More pre-cisely, our work aims at the development of a generic and evolutive platform, which allows the generation of pedagogical scenarios adapted to the characteristics and needs of users. For that purpose, we have proposed an architecture that organizes the domain knowledge in three layers: domain concepts, pedagogical resources and game resources. The interaction traces are used in order to update the learner pro-file. The architecture and its associated models were developed into the platform GOALS (Generator of Adaptive Learning Scenarios). To validate our contributions, we have evaluated GOALS in various experimentations in the context of project CLES (Cognitive Linguistic Elements Stimulations). This project, in partnership with many teams specializing in video games, ergonomics of HCI and cognitive mechanisms, focuses on the development of a serious game for the cognitive stimulation.

Nicolas ROLAND, Laurent TALBOT

The personal learning environment : an hybrid instrument system. (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

Through a social-cognitive approach, this contribution aims to treat personal learning environment (PLE) as an instrument system on the one hand, and on the other hand to understand the ties that bind the digital and non-digital tools of that system. By means of logbooks, semi-structured interviews conducted with 28 students from 6 different educational environments and study document, we were able to identify the common pattern in the students’ personal learning environment as well as the PLE-development process. Our results led us first to question the technocentric definition of personal learning environment, therefore to comprehend the logics of appropriation in terms of personal and environmental factors, and to highlight the characteristics of this specific instrument system.

Daniel PERAYA, Philippe BONFILS

Function creep and new digital practices: the experience of Ingémedia students at the University of Toulon. (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

A This paper contributes to a study conducted for three years on the analysis of digital uses of students involved in project at the faculty of Ingemedia at the University of Toulon. It describes the collective virtual working environments adopted by these groups of students and attempts to analyze the functions of commu-nication and information mobilized for projects. The results show that some new cultural and social digital practices highly participate hijacking uses within the de-vices. The authors conclude with the emergence of what they call new online forms of "being together" for a better "working together".

Stéphanie MAILLES-VIARD METZ, Emilie VAYRE, Chrysta PELISSIER

Guide for the design of an EPA model by bachelor first year students: support for self-regulation of learning? (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

Regarding the characteristics of Personal Learning Environments (PLE) mentioned in the literature, we believe that designing a PLE in a pedagogical context will help students to develop self-determined motivational profile, increase their self-efficacy and experiment with new learning strategies. The objective of this paper is to report on the first phase of a longitudinal study aimed to test this hypothe-sis. In this context we present a state of art of the psychological dimensions involved, the pedagogical scenario and the evaluation device developed to measure the effects of the design of a PLE.

Jean HEUTTE

Persist in building one’s own personal learning environment: Respective roles and contributions of three théories of the self (self-determination, self-efficacy, autotelism-flow) (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

This paper presents a socio-cognitive model of student’ persistence to develop a Personal Learning Environment (PLE). Following the presentation of the problematic of the PLE in its socio-technical perspective, we will endeavour to synthesize key aspects of three theories of the self (see self-determination, self-efficacy and autotelism - flow) to highlight their complementarity to better understand the phenomenon of persistence, in terms of development of the PLE. Ultimately, the inclu-sion of the original tracks opens complementary theoretical and empirical research on the PLE, particularly in view to highlight some elements of an optimal learning environment.

Annie JÉZÉGOU

Human agentivity: a key driver for the development of a personal learning environment (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

Today, the semantic associated to the expression "personal learning environment" (PLE) is primarily linked to ordinary language, itself supported by scattered patchwork representations. It is still not supported theoretically, paving the way for multiple interpretations and diverse logics of action. The article presents the essential features of a theoretical framework for analysis and interpretation of the EPA, thereby obtaining their intelligibility. This theoretical framework is grounded in social cognitive theory of human agency. Conceptually, it articulates the foundations of this theory to the results of work on self-direction, collaboration, online learning communities as well as presence in e-learning.

France HENRI

Personal learning environments, study of an emerging research theme (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

We try in this article to characterize the research on personal learn-ing environments (PLE) and to trace its evolution based on an analysis of papers that illustrates the various conceptualizations on this matter. The notions of concrete object, research object and scientific object (Davallon, 2004) provide a framework for our study allowing for the identification of four markers which show diverse ways to approach PLE. Thus, the article is structured in four parts: the genesis of the PLE research, the quest for a definition of PLE, the problematization and theorization of PLE, and the confrontation through experiment. Our study is a contribution to the debate on PLE as a research thematic, on its formalization, its scientificity, and on the opportunity to develop a shared vison among researchers from different disci-plines interested by PLE.

Monique GRANDBASTIEN, Samuel NOWAKOWSKI

Embedded knowledge to customize learning environments: Application to OP4L platform (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

The design and implementation of personal learning environ-ments is based on the modeling of a set of diverse data and the use of available web technologies. This article gives a brief overview of the types of data most often used to customize the learning environments as well as of the way to process these data. It then focuses on knowledge based approaches and the use of shared ontological models to ensure data interoperability between services. This ap-proach is illustrated by the inclusion of the concept of on line presence in the OP4L platform and by students’ feedbacks.

Denis GILLET, Na LI

Personal learning environments and their integration in university education (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

In this paper, the concept of personal learning environment is first refined taken into account recent advances and the experience gathered in a Europe-an research project dedicated to responsive open learning environments. A prototypal implementation of a Web 2.0 platform enabling the construction, the sharing and the repurposing of personal learning environments is then introduced. Participatory design and validation activities carried out in the framework of higher education test beds aiming at understanding the benefits of personal learning environments in aca-demic institutions are presented. Finally, the broaden application framework for the deployment and the adoption of open user-centric environments for learning and knowledge management is tackled in various contexts, such as for implementing connectivist massive open online courses.

Cédric FLUCKIGER

Analysis of Personal Learning Environments in terms of instrumental discontinuity (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

The notion of PLE explains how students increasingly use daily digi-tal tools for their academic activities. We propose to revisit the notion of PLE noting that the instrument concept can help us to describe the discontinuity between academ-ic and private use universes. In that purpose, we show how it is not the same instru-ments that are used in practices in different contexts. We draw some conclusions on the notion of PLY

Brigitte DENIS, Noémie JORIS

Personal Learning Environments: Exploration of Higher Education’s Students’ Representations and Uses (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

Currently, it is difficult for a student to pursue higher education without using a digi-tal environment. This leads to the emergence the concept of Personal Learning Envi-ronment (PLE). The authors define it and consider his competition or complementarity with the digitals institutional environments. They report exploratory study results on students’ representations about their numeric learning environments and their interests about them. Data comes from questionnaires and interviews. Their analysis shows different profiles related to the PLE. Linking the results to learning theories and aspects of technical and educational design, they propose further inves-tigation and development related to the complementarity of PLE and institutional learning environments (ILE).

Bernadette CHARLIER

Personal Learning Environments: tools for learning beyond borders (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Les EPA : entre description et conceptualisation.

In this paper, we invite to apprehend Personal Learning Environments (PLE) as systems of instruments mediating cross boundaries learning experiences. Firstly, we justify this research object. Then, we elaborate a conceptual framework to study it at six levels: the learning experience, the individual and the social characteristics, the technical objects, the activities and the system of instrument. Eventually, this framework is used to analyse three cases of young adults. This exploratory research examines the heuristic value of our proposal, its limits and the opened perspectives.

Claver NIJIMBERE

Learning computer science by programming robots : the case of NAO (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

This article aims at studying the acquisition of comput-er knowledge by bachelor students in a context learning to program with Nao, an humanoid robot. It is a part of an ongoing doctoral disser-tation at the Paris Descartes University. Ethnographic observations were performed in the context of realizing projects. We have led peri-odical group discussions with students and with instructors. Results show the mobilization of much multidisciplinary computer knowledge. Advanced mathematical knowledge, mandatory for Nao’s performance, was limited by the lack of a model which would be required in order to breakdown the tasks into elementary actions.

Sébastien KUBICKI, Denis PASCO, Ingrid ARNAUD

Using in classroom a serious game on a tangible tabletop interface to improve students' activity: a comparative study in first grade (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Évaluation dans les jeux sérieux.

In this study, we evaluate in which extent a tangible tabletop interface can enhance students’ activity involve in playing a serious game. Participants were eleven first grade students. Each group practiced the game in class and then, the same serious game for a tangible tabletop interface. Time on task of each student was measured in the two conditions of practicing the game. Results indicate that the time students spend on task in playing the serious game on a tangible tabletop interface is significantly higher than the time they spend on task when playing the game in class. However, results revealed interindividual differences. Finally, data shown that students’ activity is mostly asynchronous in playing the serious game on a tangible tabletop interface while their activity is mostly synchronous in playing the game in class.

Michel GALAUP, Chantal AMADE-ESCOT

Appraising the didactical uses of a serious game by the mean of joint action analysis: the case of Mecagenius® (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Évaluation dans les jeux sérieux.

This article focuses on how a mechanical engineering serious game Mecagenius® is used by teachers in a high school and in a higher education institute of technology (IUT). To account of it we make a bottom-up analysis of the didactic transposition by means of analytical descriptors related to teacher and students’ didactical joint action. We first present the theoretical framework and the research method, then we illustrate how Mecagenius® is used by teachers through short ex-tracts borrowed from two case studies. The findings highlight the contrasting forms of artifact integration into teachers’ usual teaching practices. The conclusion discusses the contribution of this study for understanding the potential uses of serious games in ordinary teaching.

Damien DJAOUTI

Using analytics platforms for Serious Games evaluation: an experiment (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Évaluation dans les jeux sérieux.

User tracking is one of the keys to evaluate the effectiveness of Serious Games. Two main approaches are available to perform such user tracking: the first one is to insert the Serious Game inside a LMS through SCORM or IMS-LD, while the second one is to build a custom analysis tool for each Serious Game. In this article, we introduce a third approach to track Serious Games users: the use of generic metrics & analytics platforms. This article presents an experiment where two Serious Games have been assessed using two of these platforms: Google Analytics and Playtomic. We will first detail the context of this project, before analysing the data that has been collected. Thanks to the results of this experiment, we will then start a discussion about the advantages and the limits of these generic metrics & analytics platforms for Serious Games assessment, compared to the two others available approaches.

Jean HEUTTE, Michel GALAUP, Catherine LELARDEUX, Pierre LAGARRIGUE, Fabien FENOUILLET

Study of the psychological determinants of persistence in playing a serious game: assessing the optimal learning environment with Mecagenius® (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Évaluation dans les jeux sérieux.

The aim of this paper is to show the relevance of motivational key concepts in evalu-ating the use of serious game. This research involves 115 students training with Mecagenius® (serious game in mechanical engineering). The results of the explorato-ry study also confirm the relevance of the use of flow in Education scale (EduFlow) to evaluate the optimal learning experience with a serious game. It also appears that EduFlow is related to specific actions within the school context such as self-efficacy, motivational climate and interest.

Mathieu MURATET, Élisabeth DELOZANNE, Fabienne VIALLET, Patrice TORGUET

Teaching computer programming with a serious game: study on various university contexts (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Évaluation dans les jeux sérieux.

This paperstudies a large-scale use (388 students and 22 teachers), in various contexts and during several sessions of Prog&Play, afree serious game specially designed to teach computer programming fundamentals.In earlier quantitative studies, we found, through a students’ motivation survey,that the students’ interest for Prog&Play was not only related to the intrinsicgame quality, it was also related to the teaching context. In this paper, after presenting the project, weinvestigate conditions of the game adoption in different university teaching settings. Results from a qualitativestudy of 56 students’ and 17 teachers’ comments, suggest guidelines for asuccessful implementation of Prog&Play.

Sébastien GEORGE, Christine MICHEL, Audrey SERNA, Luca BISOGNIN

Evaluating the Impact of a Mixed Reality Learning Game (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

Numéro spécial : Évaluation dans les jeux sérieux

Mixed Reality Learning Games (MRLG) are digital environments which combine game-based learning and mixed reality technologies. They can provide new opportunities for learning. Nevertheless, we still know little about the learning outcomes and the situations they favor. We present in this paper an experimental study which aims to evaluate these impacts. We designed and developed a MRLG to teach Lean Man-agement principles in an engineering school. Four multi-touch tabletops are used, each one representing a workstation in a production line on which some actions are carried with tangible interfaces. We present the results of an experiment that com-pares two situations, one with the MRLG and the other with a non-computer version of the same learning game. The comparison revealed a tendency for the MRLG situa-tion to effectively have a positive impact on learning, particularly regarding theoreti-cal concepts.

Aina LEKIRA, Christophe DESPRÉS, Pierre JACOBONI, Dominique PY

Reporting interventions’ effects to the tutor with meta-indicators (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

In this paper, we study how to support a human tutor who regulates the learner’s activity, in the framework of mediated tutoring. Our goal is to provide the tutor with informations about the effect of his/her interventions. To achieve this, we propose an indicator-based approach and introduce the notion of meta-indicator. The distinguishing feature of meta-indicators is that they follow the evolution of indicators’ values. In order to evaluate our proposal, we have tried to meas-ure the impact of the information provided by meta-indicators, both on tutor activity and learner activity. We have conducted experiments, in ecological context, in the domain of object-oriented programming. The results suggest an improvement of the effects of tutoring inter-ventions and a positive impact on learners’ activity.

Ecaterina PACURAR, Nargis ABBAS

Professional high school teachers’ intention use of digital work environment (résumé) (article) (pdf)

Volume 21, 2014 - Article de Recherche

This research analyzes the intention use of digital work environment (DWE) by the secondary school teachers in France. It was investigated if there are significant cor-relations between teachers DWE intention use, subject teaching and gender difference. A theoretical framework is used to propose a hypothetical model. The gender, the subject teaching, the use of computers at home and the technical skills are the exogenous variables in this hy-pothetical model in order to measure the degree of sig-nificance of these variables on the intention use of DWE in secondary school. A survey research design was adopted to collect the data on the DWE use from the Acad-emy of Strasbourg Institution. Descriptive statistics and ANOVA was used to measure the difference among the groups. While structural equation modeling technique was used to test and validate the proposed model. The results tend to demonstrate that the DWE is perceived primarily as a "communication tool“or as a means to achieve the prescribed uses by the academic institutions.

Vincent Faillet, Pascal Marquet, Jean-Luc Rinaudo

The invisible student: a study on the use of clickers in high school classrooms. (résumé)(article) (pdf)