Igor Jacques’s scientific contributions

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Publications (4)


Fig. 1. Mockup showing help option for vocabulary in a conversation with an NPC, and subsequent elaborated input.  
Fig. 2. System architecture realizing the adaptations  
Vocabulary Treatment in Adventure and Role-Playing Games: A Playground for Adaptation and Adaptivity
  • Chapter
  • Full-text available

September 2011

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491 Reads

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20 Citations

Communications in Computer and Information Science

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Igor Jacques

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Although there is pedagogical support for using computer adventure and role-playing games in order to learn a second language (L2), commercial games often lack the instructional qualities for making their language comprehensible for learners. In an interdisciplinary approach, this paper proposes a technique for adapting in-game text in order to teach L2 vocabulary, grounded in research on second language acquisition and adaptive learning systems. Keywordsadventure games–role-playing games–second language acquisition–vocabulary learning–input enhancement–adaptive learning systems–adaptivity

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Fig. 1. The MAPLE e-learning platform
Fig. 2. The reasoner architecture
A mobile and adaptive language learning environment based on linked data

January 2011

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172 Reads

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2 Citations

The possibilities within e-learning environments increased dramatically the last couple of years. They are more and more deployed on the Web, allow various types of tasks and fine-grained feedback, and they can make use of audiovisual material. On the other hand, we are confronted with an increasing heterogeneity in terms of end-user devices (smartphones, tablet PCs, etc.) that are able to render advanced Web-based applications and consume multimedia content. Therefore, the major contribution of this paper is an adaptive, Web-based e-learning environment that is able to provide rich, personalized e-learning experiences to a wide range of devices. We discuss the global architecture and data models, as well as how the integration with media delivery can be realized. Further, we give a detailed description of a reasoner, which is responsible for the adaptive selection of learning items, based on the usage environment and the user profile.


Fig. 1. Research landscape spanning instructional science, methodology and computer science
Table 1 . Shift in technology and the convergence between the learning and the technology [2]
Fig. 3. A prototype domain context ontology visualized with Ontology Definition Meta-model 
Fig. 4. Two example rules setting the state properties for each connected learner-object pair
Fig. 5. Example transformation of an OWL ontology to the relational database schema 
Ontology-Driven Adaptive and Pervasive Learning Environments – APLEs: An Interdisciplinary Approach

January 2011

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225 Reads

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6 Citations

Communications in Computer and Information Science

This paper reports an interdisciplinary research project on adaptive and pervasive learning environments. Its interdisciplinary nature is built on a firm collaboration between three main research domains, namely, instructional science, methodology, and computer science. In this paper, we first present and discuss mutual, as well as distinctive, vision and goals of each domain from a computer science perspective. Thereafter, we argue for an ontology-driven approach employing ontologies at run-time and development-time where formalized ontologies and rules are considered as main medium of adaptivity, user involvement, and automatic application development. Finally, we introduce a prototype domain context ontology for item-based learning environments and demonstrate its run-time and development-time uses.

Citations (3)


... Domain ontologies are widely used in educational and language processing solutions (Dahab et al., 2008;Wu and Hsu, 2002;Missikoff et al., 2002) and address a variety of domains with different characteristics in their structure and granularity depending on the aim of the solution and the modeling strategy of the ontology engineer (Gavrilova and Leshcheva, 2015). If the aim of the ontology is to support the task of learning, the ontology must express whether a concept requires the knowledge of another one or how a concept provides the details for other concepts (Soylu et al., 2011;Vas, 2007). These ontologies focus on explicitly answering the questions of "How do learners learn?" and "What do learners learn?" to be able to express all the knowledge requirements of the domain and the composition of the required knowledge. ...

Reference:

Implementing connectivism by semantic technologies for self-directed learning
Ontology-driven adaptive and pervasive learning environments
  • Citing Article
  • January 2011

... From the affective aspect, the use of digital games increases learners' intrinsic motivation, interest, and curiosity (Dickey, 2011;Lee, 2019;Malone, 2018). It encourages active participation, self-directed learning, and discovery learning (Cornillie, Jacques, De Wannemacker, Paulussen & Desmet, 2011;Lee, 2019). Digital games also promote incidental vocabulary learning by providing rich language input and an interesting learning environment (Chen et al., 2019;Sundqvist, 2019;Sykes & Reinhart, 2013). ...

Vocabulary Treatment in Adventure and Role-Playing Games: A Playground for Adaptation and Adaptivity

Communications in Computer and Information Science

... Domain ontologies are widely used in educational and language processing solutions (Dahab et al., 2008;Wu and Hsu, 2002;Missikoff et al., 2002) and address a variety of domains with different characteristics in their structure and granularity depending on the aim of the solution and the modelling strategy of the ontology engineer (Gavrilova and Leshcheva, 2015). If the aim of the ontology is to support the task of learning, the ontology must express whether a concept requires the knowledge of another one or how a concept provides the details for other concepts (Soylu et al., 2011;Vas, 2007). These ontologies focus on explicitly answering the questions of "How do learners learn?" and "What do learners learn?" to be able to express all the knowledge requirements of the domain and the composition of the required knowledge. ...

Ontology-Driven Adaptive and Pervasive Learning Environments – APLEs: An Interdisciplinary Approach

Communications in Computer and Information Science