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Dans un contexte marqué par une rupture entre la culture numérique des jeunes et la culture universitaire, les pédagogies basées sur l’usage de jeux sérieux apparaissent comme une solution de remplacement aux pratiques traditionnelles. Ils sont en effet susceptibles de solliciter la motivation des étudiants et de leur permettre de développer des connaissances dans le cadre de situations d’apprentissage complexes, et, dans un certain sens, plus authentiques. Nous discutons ici, à partir des travaux de deux équipes, de différentes acceptions retenues pour l’expression « jeu sérieux ». Nous montrons l’impact de ce choix sur le processus de conception d’un jeu ainsi que sur l’évaluation des apprentissages.Within a context characterized by a gap between youth digital culture and university traditional habits, game-based learning is now considered as an alternative pedagogy. Serious games have the power to foster motivation and to allow the learners to face “authentic” and complex situations to develop knowledge. This paper is based on the research works of two different research teams. It aims at discussing the uses of different definitions for the expression “serious game”. We show that the choice of a definition has an important impact on the design of the game and on the knowledge assessment process

National audienceCe texte est issu d’une recherche sur la résolution de problèmes professionnels qui a été faite par une équipe regroupant des chercheurs venant de trois horizons différents : psychologie cognitive, intelligence artificielle, didactique professionnelle. On a utilisé le matériau recueilli en 1992-95 par Pierre Pastré et qui portait sur l’activité de régleurs procédant à la correction de défauts sur des objets plastiques produits par des presses à injecter ; cette résolution de problèmes professionnels s’est faite sur simulateur. L’objectif de la recherche était de modéliser l’activité des régleurs à partir de deux approches : une approche par les contraintes (Richard), une approche par les connaissances (Labat et al.). Les résultats de ces modélisations ont permis en retour une analyse plus fine des stratégies mobilisées par les régleurs. C’est cette analyse des stratégies des régleurs, dans leur organisation et dans leurs évolutions, qui est présentée dans ce papier. L’analyse y est faite dans une perspective de conceptualisation dans l’action. Deux résultats principaux apparaissent : la grande majorité des stratégies des régleurs combinent une approche orientée empirique (conduite par les défauts) et une approche orientée symbolique (conduite par la courbe des pressions), avec une évolution où la part d’approche symbolique prend de plus en plus d’importance, mais sans qu’il y ait disparition de l’approche empirique. Par ailleurs, le moment crucial dans l’évolution des stratégies se situe au moment où les régleurs passent d’une conceptualisation de type linéaire (un défaut – une cause) à une conceptualisation de type systémique (prise en compte des compensations)

Identifying learners' behaviors and learning preferences or styles in a Web-based learning environment is crucial for organizing the tracking and specifying how and when assistance is needed. Moreover, it helps online course designers to adapt the learning material in a way that guarantees individualized learning, and helps learners to acquire meta-cognitive knowledge. The goal of this research is to identify learners' behaviors and learning styles automatically during training sessions, based on trace analysis. In this paper, we focus on the identification of learners' behaviors through our system: Indicators for the Deduction of Learning Styles. We shall first present our trace analysis approach. Then, we shall propose a 'navigation type' indicator to analyze learners' behaviors and we shall define a method for calculating it. To this end, we shall build a decision tree based on semantic assumptions and tests. To validate our approach, and improve the proposed calculation method, we shall present and discuss the results of two experiments that we conducted.

International audienceGame-based learning or serious game is becoming an important trend in e-learning research area because it seems address several typical e-learning problems such as high dropout rates due to frustration and the lack of motivation to continue studying and the cognitive overload of the learner. However, an important problem of serious games is the difficulty for instructors to adapt the storyboard, the scripts and the game levels of the videogame to new pedagogical objectives once the game development is achieved. This paper presents SeGAE, an author-friendly environment that offers to instructors a set of editors in order to modify the game design by defining new characters, objectives, victory conditions, authorised actions among other objects in the serious games even after the development stage. Particularly, we apply our authoring approach on Blossom Flowers, a serious game developed by Ktm Advance. This paper presents SeGAE, an author-friendly environment that offers to instructors a set of editors in order to modify the game design by defining new characters, objectives, victory conditions, authorised actions among other objects in the serious games even after the development stage. Particularly, we apply our authoring approach on Blossom Flowers, a serious game developed by Ktm Advance

After a study, we established that one of the obstacles of the adoption of serious games (SGs) by teachers was that they cannot shape their educational scenarios to their specific teaching context. The work we present in this paper tackles the general problem of designing tools to help them customise the educational scenarios of SGs. Our approach is to provide a model suited to describe SGs that are composed of several stages, and to provide its implementation in an authoring tool in order to help the teachers to visualise, modify and check the consistency of the scenarios. The evaluation of our model shows that it is capable of describing most of the SGs we targeted, and the first user tests of our authoring tool prototype are also promising.

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MOOCs are part of the ecosystem of self-learning for which self-regulation is one of the pillars. Weakness of self-regulation skills is one of the key factors that contribute to dropout in a MOOC. We present a conceptual framework to promote self-regulated learning in a MOOC. This framework relies on the use of a virtual companion to provide metacognitive prompts and a visualization of indicators. The aim of this system will not only be to improve the quality of learning on the MOOC but also to help reducing attrition.