Elise Lavoué

Université Jean Moulin Lyon 3 | Université Jean Moulin

Several studies have been conducted in recent years into the effects of gamification on learner motivation. However, little is known about how learner profiles affect the impact of specific game elements. This research analyzes the effect of a gamified mathematic learning environment on the motivation and the motivated behaviors of 258 learners in...

Collaborative serious games have proven to be effective learning environments to enhance the development of learners’ soft skills, such as collaboration, negotiation and cooperation. To be effective, such role paying games should provide genuine interactions. However, little is known on how design choices, such as the viewpoint (either first or thi...

Collaborative serious games have proven to be effective learning environments to enhance the development of learners’ soft skills, such as collaboration, negotiation and cooperation. To be effective, such role paying games should provide genuine interactions. However, little is known on how design choices, such as the viewpoint (either first or thi...

Over the last ten years, gamification has been widely integrated in digital learning environments as a way to increase learners’ motivation. However, little is known about engaged behaviors adopted by learners when using gamified learning environments. In this paper, we analyze learners’ interactions with a gamified learning environment to study le...

Gamification, defined as the use of game elements in non game situations, is a widely used method to foster learner engagement and motivation. It is generally accepted that in order to be effective, gamification should be tailored to users. Currently, most systems adapt by assigning different game elements based on a single learner profile (e.g. do...

Teachers mixing in-class and remote online learning activities face numerous challenges in monitoring learners’ online activity and progress, especially when preparing in-class interventions. We present a design study of PROGDASH, a dashboard enabling teachers to monitor learners’ activity on an online grammar and spelling learning platform. We des...

Teachers mixing in-class and remote online learning activities face numerous challenges in monitoring learners’online activity and progress, especially when preparing in-class interventions. We present a design study of PROGDASH, a dashboard enabling teachers to monitor learners’ activity on an online grammar and spelling learning platform. We desi...

We present EMODASH, an interactive dashboard supporting tutors’ retrospective awareness of learners’ emotions in a video-conferencing learning environment. Socio-affective relationships play an important role in learning processes and learning outcomes, but they are harder to develop in online-learning. This can be explained by a lack of emotion aw...

Gamification is widely used to foster user motivation. Recent studies show that users can be more or less receptive to different game elements, based on their personality or player profile. Consequently, recent work on tailored gamification tries to identify links between user types and motivating game elements. However findings are very heterogene...

Gamification, the use of game elements in non-game settings, is more and more used in education to increase learner motivation, engagement, and performance. Recent research in the gamification field suggests that to be effective, the game elements should be tailored to learners. In this paper, we perform an in-depth literature review on adaptive ga...

Research on learner engagement has increased in recent years arguing that it favors academic success. Teachers want their learners to engage in meaningful learning activities, like mind mapping, but they lack clues for observing their engagement along the activity. In this paper, we propose indicators of behavioural and cognitive dimensions of lear...

This paper studies learners’ emotion awareness in university level academic contexts as a first step to help learners regulate their emotions. Existing emotion awareness tools offer little information on learners’ emotions and their antecedents. This study created an emotion-reporting grid for university students based on the emotions they experien...

Emoji are often used to express emotions or visually enrich text communications, but little is known about the impact of emoji in peer feedback. We conducted a qualitative study on emoji's roles in peer feedback in a small group collaborative design activity; the activity was conducted entirely online as part of a distance education class. Using co...

Gamification design is a complex process. Existing gameful design methods generally focus on high level motivational considerations. In order to provide designers with the tools to create meaningful and motivating game elements, we propose a design space that encapsulates lower-level design decisions, such as visual and operational aspects, during...

In spite of their effectiveness, learning environments often fail to engage users and end up under-used. Many studies show that gamification of learning environments can enhance learners' motivation to use learning environments. However, learners react differently to specific game mechanics and little is known about how to adapt gaming features to...

Notre travail a pour objectif d’aider les enseignants à suivre l’engagement des apprenants pendant des activités de construction de cartes mentales. Les cartes mentales sont utilisées pour aider les apprenants à organiser les contenus étudiés en classe. Étant donnée la complexité des cartes, les enseignants ont besoin d’outils qui assistent la comp...

Adaptation in learning environments can be performed according to various aspects, such as didactics, pedagogy or game mechanics. While most current approaches propose to adapt according to a single aspect, this paper proposes a Multi-Aspect Generic Adaptation Model (MAGAM). Based on the Q-matrix, this model aims at taking into account heterogeneou...

This book constitutes the proceedings of the 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, held in Tallinn, Estonia, in September 2017. The 24 full papers, 23 short papers, 6 demo papers, and 22 poster papers presented in this volume were carefully reviewed and selected from 141 submissions. The theme for the 12th EC-TEL...

Our work aims at helping teachers to monitor learners’ engagement during mind mapping activities. The use of mind maps helps students to elaborate cognitive learning strategies like creating and organizing contents. To assess the quality of these mind maps, teachers need tools to understand students’ choices and strategies when constructing their m...

Background. Many learning environments are quickly deserted by learners, even if they are efficient. Gamification of learning environments is a recent approach used to enhance learners’ motivation and participation. Aim. People have various expectations and react differently faced with specific game mechanics. An important goal lies in automaticall...

Learners' emotional state has proven to be a key factor for successful learning. Visualizing learners' emotions during synchronous on-line learning activities can help tutors in creating and maintaining socio-affective relationships with their learners. However, few dashboards offer emotional information on the learning activity. The current study...

La ludification est une approche de plus en plus utilisée pour répondre au manque de motivation des apprenants. Cependant, chacun a des sensibilités différentes aux mécaniques de jeu, et cela n’est généralement pas pris en compte. Cet article présente un modèle pour adapter les fonctionnalités ludiques selon les profils de joueur des apprenants. Un...

Dans les EIAH, l'adaptation peut se faire suivant plusieurs aspects, notamment didactique, pédagogique, ludique, ou encore en fonction du contexte. Alors que les approches actuelles proposent d'adapter suivant un seul aspect, cet article propose le modèle d'adaptation générique M AGAM ayant la capacité à prendre en compte de multiples aspects dans...

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...

Emotions can be used by students for diagnostic purposes, and can help them to regulate their learning process successfully. In the context of distance learning, few computer tools have been developed to promote awareness and use of emotions. In the present study, we designed a tool called EMORE-L (EMOtion Report for E-Learning) which is an emotion...

Learning Sciences argue that student engagement is composed of behavioral, motivational and cognitive dimensions. Many proposals in Learning Analytics have provided teachers with quantitative indicators focusing only on students' behaviors, such as the number and the duration of their actions with the learning environment. In this paper, we propose...

Les auteurs présentent ici les approches théoriques et méthodologiques qu’ils mobilisent dans leurs recherches pour étudier l’engagement et la persistance dans les dispositifs de formation à distance (FAD). Cet article s’organise en trois parties, correspondant à trois perspectives différentes de l’engagement : une partie sur l’engagement en FAD et...

Students’ ability to understand and manage emotions in self and others plays an important role in the success of collaborative learning (Järvenoja & Järvelä, 2009; Lajoie et al., 2015; Lavoué, Molinari, Prié, & Khezami, 2015). In online learning environments, the use of new social media technologies (blogs, forums, wikis, so-cial networking sites,...

Project-based Learning (PBL) enables learners to carry out challenging and authentic projects through investigations. However, PBL is difficult to implement successfully because learners often lack of the self-regulation skills required to monitor, reflect, manage and assess their project activities and learning. Furthermore, most learning systems...

In a learning situation, gamification is a way to motivate learners and enhance their participation to learning activities by adding game elements. But it still pays little attention to the individual differences among learners’ preferences as players. This paper presents a generic and adaptive gamification system that can be plugged on various lea...

Many learning environments are swiftly abandoned by the learners, even if they are effective. Gamification is as a recent game-based learning approach that can enhance the learners’ motivation. However, individual expectations and preferences towards game-like features may be very different from one person to another. This paper presents a model to...

Les environnements d'apprentissage sont fréquemment délaissés par les apprenants, malgré leur efficacité. La ludification est une approche de plus en plus utilisée pour répondre au manque de motivation des apprenants. La difficulté est que chacun a des sensibilités différentes aux mécaniques de jeu, et cela n'est généralement pas pris en compte. Ce...

We describe an exploratory study on the use of markers set during a synchronous collaborative interaction (reflection-in-action) for later construction of reflection reports upon the collaboration that occurred (reflection-on-action). During two sessions, pairs of students used the Visu videoconferencing tool for synchronous interaction and marker...

Background. Although the analysis of engagement is crucial for digital entertainment or learning games, the concept of players’ or learners’ engagement is still confusing. Indeed, in digital games research, several concepts referring to the idea of engagement such as immersion, involvement, presence, and flow are used. Also, while the characterizat...

Many learning environments are quickly deserted by the learners, even if they are efficient. Gamification appears as a recent game-based learning approach to enhance the learners’ motivation. The difficulty with this approach is that people have various expectations from games, and react differently face to specific game mechanics. In order to adap...

Most Learning Management Systems (LMS) focus on providing rich learning materials to the learners but rarely offer possibilities to monitor and analyze their learning processes. However metacognitive strategies argue that learners can improve their learning performances by monitoring their activities, especially in the context of Project-Based Lear...

Our research deals with the development of a new type of game-based learning environment: (M)MORPG based on mixed reality, applied in the archaeological domain. In this paper, we propose a learning scenario that enhances players’ motivation thanks to individual, collaborative and social activities and that offers a continuous experience between the...

Les concepteurs de jeux vidéo visent en permanence à créer un sentiment d’immersion aux joueurs afin de les plonger dans l’histoire qu’ils mettent en scène. Ce sentiment contribue grandement à la réussite d’un jeu vidéo. Pour ce faire, les concepteurs doivent créer un environnement, un monde, une histoire et des personnages non-joueurs (PNJ) crédib...

Analysing and monitoring users’ engaged-behaviours continuously and under ecologically valid conditions can reveal valuable information for designers and practitioners, allowing them to analyse, design and monitor the interactive mediated activity, and then to adapt and personalise it. An interactive mediated activity is a human activity supported...

Cet article propose une réflexion sur la pertinence de considérer l'engagement et/ou le sentiment de présence ressenti(s) par l'apprenant comme critère(s) pour (A) l'analyse et la conception, (B) l'évaluation et la validation voire (C) l'adaptation et la personnalisation des activités d'apprentissage en environnements virtuels immersifs et interact...

Many learning environments are deserted by the learners, even if they are effective in supporting learning. Gamification is becoming a popular way to motivate users and enhance their participation on web-based activities, by adding game elements to the learning environment. But it still pays little attention to the individual differences among lear...

Our research deals with the development of a new type of game-based learning environment: (M)MORPG based on mixed reality, applied in the archaeological domain. In this paper, we propose a learning scenario that enhances players' motivation thanks to individual, collaborative and social activities and that offers a continuous experience between the...

In this paper, we propose an environment to support collaborative modding, as a new way to learn a subject. Modding can be defined as the activity to modify an existing game with dedicated tools. In a constructivist approach, we base our work on the assumption that modding a learning game can help learners to acquire the concepts of the subject con...

Many learning environments are deserted by the learners, even if they are effective. Gamification is a growing approach used to raise learners' motivation by adding game elements in their environment, but it still pays few attention to the individual differences among learners' motivations. This paper presents a gamification system designed to be p...

Analysing learners' behaviour continuously and under ecological conditions can help designers, trainers and teachers to analyse, design, validate, and also to adapt and personalize the learning game. Metrics methods propose to collect any interactions between a user and the game. While classical metrics methods fall within quantitative approaches,...

In this paper, we propose an architecture of Project-Based Learning Management System (PBLMS). These systems offer learners indicators to support self-regulation in PBL. Indeed, when students are engaged in learning processes with LMS, they are supposed to be autonomous to find information or to organize their activities. Indeed, most of time, few...

Cet article propose une approche qualitative pour identifier et qualifier l'engagement des utilisateurs d'un jeu vidéo à visée ludique ou sérieuse, à partir de leurs traces d'interaction. L'engagement est un indicateur pertinent pour rendre compte de la motivation, de l'acceptation et de l'attachement en direction de l'activité médiatisée. Les conn...

This paper describes an exploratory study on the use of reflective markers set during synchronous collaborative learning sessions (reflection in action) for later construction of self-reflection reports upon the collaboration that occurred (reflection on action). During 2 sessions, students used the Visu tool for interaction and marker setting (pos...

Les jeux sérieux prennent une importance grandissante dans l’éducation. Généralement, la réalisation d’un jeu sérieux doit prendre en compte les aspects ludiques et éducatifs dès le début de sa conception. Une autre approche est de plus en plus utilisée : la ludification. Elle permet d’ajouter des aspects ludiques à une application éducative déjà e...

This paper proposes a qualitative approach for identifying learners' engagement from their traces of interactions performed in the learning game. Learners' engagement is an effective indicator of their motivation, acceptance and attachment to the learning activity. Engagement also informs about the relevance of the content and the effectiveness of...

Grâce à l'évolution du Web, les acteurs de l'apprentissage (apprenants, enseignants et concepteurs) ont accès à des plateformes éducatives sociales de plus en plus perfectionnées et complexes. Après la mise en place des Campus et Universités Numériques, le mouvement actuel des MOOCs ("Massive Open Online Courses") ouvre la voie vers de nouvelles si...