International audience

This article presents a design kit for Role Learning Games (RLG) as multiplayer and multi-role learning games. They use some concepts of Role-Playing Games (RPG). Indeed, RPG are growing in education, but teachers rarely have the tools to design one themselves. Based on a RLG model, a design kit was created: the RLG Kit. Following Design-Based Research, we submitted the kit to teachers through three qualitative experiments to assess its usability. We wanted to know if users understood how to use each element of the kit, if they succeeded in creating a RLG scenario with the kit and thus to improve it.

In previous research, we presented a methodological framework that provides players with adaptive feedback. The core of this framework relies on modeling the learning game with a Petri net. However, this modeling is a challenging task. Indeed, Petri nets are well adapted to model dynamic and complex systems but require a mastery of the underlying mathematical formalism to build them manually. In particular, when the learning game is characterized by a large freedom of action. In this paper, we present an authoring tool and its domain-specific language to assist designers to model learning games with Petri nets. We carried out a case study where our contribution was implemented. Results show that our contribution helps designers to build the Petri net in combination with classical Petri net editors which are still useful to visualize, to check and to validate the Petri nets built.

Computational psychometrics data and soft skills recognition have become prevalent means in personnel selection processes. Likewise, companies have shown a growing interest in using computational data and machine learning to predict employee behavior. With the aim to enhance selection strategies and applicant reactions simultaneously, the human resources population is researching and developing reliable and valid tools to fit the right person with the right job. In an innovative approach, gamified situational judgment tests have recently received positive results in behavior assessment in combining the acknowledged traditional situation judgment test approach with the advantages of gamification. To pursue previous work in the field and explore this new area of research, we proposed a novel approach to enhance the reliability and validity of gamified situational judgment test’s scoring system based on computational psychometrics data. Our approach has been tested and compared to the initial scoring system of an existing gamified situational judgment test intended to assess bank managers across four soft skills.

International audience

International audience

The ability to self-regulate one's learning (SRL) is considered to have a significant impact on educational outcomes. We present here a research work aiming first at detecting self-evaluation and self-efficacy deficits for young (5-7 years old) students, in the context of a literacy web application. From SRL answers we were able to characterize some answer patterns associated to SRL deficits, showing that around 30% of students seem to suffer from at least one of the four deficits considered in this study. We also surveyed close to 300 teachers to find out how they would like to be informed about their students' SRL deficits and how they would address them, so that the remediation of deficits in the application could be co-designed with them.

Serious games have been used for several years in order to offer continuous and professional training to the companies employees. These games have unevenly affected different fields, they are less present in certain areas (industry) than others (medical, service, …) because of inherent specificity. In this article, we propose an approach to facilitate the implementation of a playful scenario dedicated to industrial trainings. This approach is based on multifaceted resource modelling. It is also illustrated by two examples of serious games: in a steel manufacturing company and in the medical domain.

Serious games are becoming an increasingly used alternative in technical/professional/academic fields. However, scenario development poses a challenging problem since it is an expensive task, only devoted to computer specialists (game developers, programmers…). The ultimate goal of our work is to propose a new scenario-building approach capable of ensuring a high degree of deployment and reusability. Thus, we will define in this paper a new generation mechanism. This mechanism is built upon a model driven architecture (MDA). We have started up by enriching the existing standards, which resulted in defining a new generic meta-model (CIM). The resulting meta-model is capable of describing and standardizing game scenarios. Then, we have laid down a new transformational mechanism in order to integrate the indexed game components into operational platforms (PSM). Finally, the effectiveness of our strategy was assessed under two separate contexts (target platforms) : the claroline-connect platform and the unity 3D environment.

The MOOCs (Massive Open Online Courses) represent a category in the frame of TEL (Technology Enhanced Learning) particularly fashionable today since they allow the largest number of learners to access specific teachings. However, the principle of proposing very sequential and linear pedagogical paths is not attractive enough. In fact, the low success rate shows that it is necessary to maintain the motivation and attractiveness of the learner according to his learning progress. In this context, we propose in this article, an approach concerning paths' flexibility within a MOOC that can meet the needs of the learner. In fact, our proposed approach relies on a retroaction cycle around the learners' global representation (skills, sociological characteristics, practices). The elaborated proposals in this paper were experimented in a new MOOC platform: Claroline Connect.

The MOOCs are environments that permit a massive provision of mediatized contents. Despite the success of this phenomenon, the course drop out rate remains very high. In this paper, we want to address the issue of the attractiveness of these contents, because even though they are rich, the proposed resources are rarely complex. However, the provision of complex resources, allowing a practical experience, facilitates the acquisition of knowledge and the global attractiveness of MOOCs. Most of the TEL standards formalize pedagogical resources which can be complex in their structure but simple in their use. In this article, we propose a modeling of complex resources based on SOA to facilitate their integration in a MOOC platform. The proposed model has been tested in a MOOC platform (Claroline Connect) with two types of complex resources: a remote laboratory and a serious game.

International audience

In order to help teachers adapt the educational scenarios of Serious Games to their specific needs, we have built a model called MoPPliq capable of formalizing the flow of activities in the game. This model integrates all the functionalities necessary to allow teachers to restructure the Serious Game scenario without altering the logic of the game's storyline. In this paper, we describe the MoPPliq model and discuss our evaluation of its expressivity by using model transformation.

The research reported here takes place in the industrial Research and Development context. Competitiveness and innovation need change habits especially for R&D managers and stakeholders. They have to improve their operational and managerial skills. Our goal is to ensure the learning, the acquisition of concepts and foundations related to innovation process in order to enhance professional R&D practices. In this paper, we propose a way to build R&D actors skills and knowledge through the combination of training and professional practices and with appropriate tools. Therefore, we propose to develop an interactive virtual coach architecture integrated within a traced R&D project management device. This coach can accompany the professional device users in real time and regulate their behaviors regarding knowledge levels evolution and to perpetuate their skills. This approach is illustrated through an accompaniment session that we are performing with our team towards our clients. The intelligent reasoning of the coach is taken into account thanks to users activity traces analysis and multi agent architecture concepts described in this paper.

Learning with Computer Based Learning Environments changes habits, especially for teachers. In this paper, we want to demonstrate how to supply the teacher with understandable feedback on the on-going activity and to offer the appropriate tools to react on the environment. We propose to develop interactive indicators based on activity traces left by the users and use them to regulate the learning activity. This approach is illustrated through a learning game that we are developing in our team.

Learning games are interesting environments presenting factual advantages. New usages emerge for learning and we need to consider them for the design of these games. Collaborative support, observation capacities and immersion are aspects that are directly linked with these learning environments. In this paper, we focus on the ldquoimmersionrdquo feature and we propose some guidelines in order to take it into account as much as possible while designing an educational game. In order to illustrate our purpose, we present a learning role-playing game ldquoWorld of SeReComrdquo.

The work reported here deals with the observation of pedagogical activities in educational platforms. Userspsila behavior is observed through the traces of their activity. In this paper we present a flexible observation solution based on a set of dedicated software agents that enables the teacher to dynamically adapt his/her observation scenario during the learning session. A multi-agent system with a dedicated agent configuration language is described.

Our work aims at providing teachers with an observation tool making the learning task flexible and more adaptive. The main point of this paper deals with an agent approach to support the observation task of the teacher during a learning session. A multi-agent system architecture is proposed and discussed

In this paper, we propose an approach based on visualization to support the teacher to observe the students’ activities. After comparing the teaching in classical rooms and in e-learning systems, we present some visualization techniques used in various domains. The paper then focuses on visualization techniques in order to help the teacher to better interpret what happens during the learning session.