International audience

Massive Open Online Courses (MOOCs) face significant challenges due to low completion rates, primarily caused by insufficient personalized support for learners. To address this, we developed a pedagogical AI-powered conversational agent enhanced with Retrieval-Augmented Generation (RAG) to provide real-time, contextually relevant support. Our evaluation with 25 learners demonstrated a statistically significant knowledge gain in the experimental group compared to the control group. Additionally, the agent achieved a high System Usability Scale (SUS) score. These findings highlight the potential of AI technologies to enhance online learning environments and inform future research on their role as learning companions in distance education.

Existing research works show the role of game-based learning to increase lifelong learners’ learning andmotivation. Furthermore, many game design tools are increasingly available and easy-to-use even by peoplewithout any technical knowledge, making the choice of the tool difficult. The aim of this paper is to identifyand compare game design tools in order to help people to choose the most suitable game design tool for theirneeds. After having identified 9 criteria that characterize a game design tool, we have conducted a systematicliterature review following the PRISMA methodology. This methodology allows us to identify references via2 methods: databases and the interview with a pedagogical engineer. From 302 identified studies via 5databases (IEEE Xplore, ScienceDirect, Scopus, Springer, and Web of Science), 18 have been used for thediscussion. From the 8 game design tools advised by the pedagogical engineer, 3 have been used for thediscussion. These 2 methods allow us to identify 12 game design tools. This research work is dedicated toTechnology Enhanced Learning community and pedagogical community, and more specifically to gamedesigners, pedagogical engineers, teachers, and researchers who encounter difficulties in choosing the gamedesign tool the more suitable for their needs.

International audience

International audience

International audience

International audience

Preparing our children for the rapid economic, scientific and technological developments ahead is a top research aspect for many research communities and state institutions. In this context, STEM topics have an important role in the earlier educational stage and more specifically at primary school level. This paper investigates the learning impact of using Final Frontier, an immersive educational video game in a Slovak school for teaching concepts related to the solar system. The experimental study involved 44 children divided in two groups, a control group and an experimental group. The aim of this paper is to present an investigation on the effect of educational game on the learning outcome of the children when the Final Frontier game is used. The results show that Final Frontier game based learning brought better knowledge gain values. In addition, the majority of children perceived learning more entertaining and they believed that the game helped them to learn through problem solv ing tasks and interactive exploration of the planets virtual environment.

International audience

Teachers are facing many difficulties when trying to improve the motivation, engagement, and learning outcomes of students in Science, Technology, Engineering, and Mathematics (STEM) subjects. Game-based learning helps the students learn in an immersive and engaging environment, attracting them more towards STEM education. This paper introduces a new interactive educational 3D video game called Final Frontier, designed for primary school children. The proposed game design methodology is described and an analysis of a research study conducted in Ireland that investigated learner experience through a survey is presented. Results show that: (1) 92.5% of students have confirmed that the video game helped them to understand better the characteristics of the planets from the Solar system, and (2) 92.6% of students enjoyed the game and appreciated different game features, including the combination between fun and learning aspects which exists in the game.

Although Mathematics is a fundamental subject for many STEM related areas, undergraduate students find Mathematics a challenging and difficult subject, and they face difficulties in developing logical thinking and problem solving skills. This research-to-practice paper introduces Count With Me!, a novel immersive computer-based educational game that teaches counting principles. The paper analyses and discusses the impact of the game on the learning process and knowledge gain. Twenty-four 1styear undergraduate students took part in the case study. Knowledge tests were employed before and after the students interacted with the educational game. Although addition, multiplication, factorial, and permutation topics were already studied by the students in the high school, the pre-test results showed that some students face difficulties with these topics. The post test results analysis showed a statistically significant knowledge improvement and a high student engagement in playing the game and learning about the Mathematics concepts.

International audience

The use of existing LMSs presents many difficulties related to the design and operationalization of learning scenarios. Teachers have to encompass the LMS technical features and services in order to understand the underlying way of designing. Generic instructional design editors fail in bridging the gap between how they design a learning scenario and how the learning session can be set up within the target LMS. If LMSs could be able to make explicit their intrinsic and implicit learning design model, it can be exploited as a proprietary format to build tools and facilities dedicated to this LMS. The research presented in this paper aims to present our method in terms of necessary analysis and steps for the identification and the formalization of such LMSs’ instructional design languages. The method takes into account three different viewpoints: a viewpoint centred on the LMS macro-HMIs (Human-Machine Interfaces), a functional viewpoint and a micro viewpoint. We concretely illustrate the proposed method about the Moodle platform.

The pedagogical expressiveness of designed courses using Learning Management Systems (LMS) is highly dependent on the teachers' expertise about the use of the LMS at their disposal. The LMS semantics has to be raised in order to enhance the pedagogical expressiveness of the produced models. This paper deals with the proposition of a specific LMS-centered approach for abstracting the LMS low-level arameterizations and turning them into higher-level pedagogical building blocks. We choose to present and illustrate our propositions about the Moodle LMS.

Teachers confront many difficulties in the use, the design and the operationalization of their instructional scenarios on Learning Management Systems (LMSs). They don't often have a competence in IT, so they don't succeed to overcome technical and administrative features in order to concentrate on the instructional design language. In previous publications, we propose necessary analysis and steps for the identification and formalization of an LMS instructional design language. The objective of this paper is to validate our process on two versions of Moodle. The learning design model resulting from this process is exploited by pedagogical/IT engineers to build dedicated tools that fill the gap between Moodle technical services and teachers needs in term of instructional design.