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Competence-based Knowledge Space Theory (CbKST) is considered a well-fitting basis for adapting Serious Games (SGs). CbKST relies on the domain model associated to a given SG to infer the so-called competence structure. However, building... more
Competence-based Knowledge Space Theory (CbKST) is considered a well-fitting basis for adapting Serious Games (SGs). CbKST relies on the domain model associated to a given SG to infer the so-called competence structure. However, building such a model can be time-consuming and a tough task for experts. We propose another approach to overcome this issue by considering the Q-Matrix that contains the mapping between the SG activities and the addressed competences. We compare the two approaches, one based on the domain model and the other on the Q-Matrix, in three SGs. We apply both approaches to two SGs, while in a third one, we apply only the Q-Matrix approach since no domain model is available. The main findings when comparing both approaches refer to the issues derived from the generated competence structures and the definition of competences at a suitable granularity level. This exploratory work can provide meaningful insights when applying CbKST for adapting SGs.
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Research Interests: Philosophy and Humanities
The aim of this paper is to show how we can design a serious game and implement it. For this purpose, we propose a conceptual framework (a meta-design methodology) structuring the design of a serious game. Our conceptual framework is... more
The aim of this paper is to show how we can design a serious game and implement it. For this purpose, we propose a conceptual framework (a meta-design methodology) structuring the design of a serious game. Our conceptual framework is based on six independent yet complementary facets (or aspects) involved in the serious game development: the domain modelling (or domain simulation), the specification of learning objectives, the definition of interaction rules (or game rules), the level design and difficulty progression, the decorum description and the deployment of the game in an operational environment. They define a common language to improve communication and discussion between the stakeholders involved in the design and the serious game honing. Secondly, we have built a software framework for constructing serious games according to our conceptual framework. It aims to provide two main architectural requirements: reutilization and maintainability. We shall see what our design choices are and which solutions have been found according to the underpinning conceptual tools. We want to give a deeper understanding of our idea of a serious game by presenting a technical view of the design. We will give a thread example: a serious game (SpaceBidule) conceived in our laboratory.
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Research Interests: Humanities and MoD
Dans cet article nous présentons un premier ensemble de 17 Design Patterns (DP) pour la conception d’EIAH qui évaluent des apprenants en situation de résolution de problèmes. La démarche d’évaluation décrite par ces DPs comporte trois... more
Dans cet article nous présentons un premier ensemble de 17 Design Patterns (DP) pour la conception d’EIAH qui évaluent des apprenants en situation de résolution de problèmes. La démarche d’évaluation décrite par ces DPs comporte trois étapes : premièrement, recueil et analyse des informations sur un seul apprenant pour un seul exercice, deuxièmement construction d’une vue générale sur l’activité individuelle d’un apprenant sur un ensemble d’exercices et, troisièmement élaboration d’une vue générale sur l’activité de toute une classe sur un même ensemble d’exercices. Nous montrons que cet ensemble de DPs capitalisant l’expérience de plusieurs projets menés par les co-auteurs rend compte également de la conception de l’évaluation des apprenants dans d’autres EIAH décrits dans la littérature. Nous soutenons que l’approche Design Pattern facilite la communication entre les disciplines intervenant dans la conception des EIAH et permet de capturer leur expérience de conception pour faciliter la réutilisation dans des projets à venir. L’ensemble de DPs présentés ici est un premier pas en ce sens.
Research Interests: Sociology and Humanities
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. This paper describes a new algorithm for combinatorial optimizationproblems and presents the results of our experiments. HOLSA-Heuristic Oscillating Local Search Algorithmis a neighborhood searchalgorithm using an evaluation function f... more
. This paper describes a new algorithm for combinatorial optimizationproblems and presents the results of our experiments. HOLSA-Heuristic Oscillating Local Search Algorithmis a neighborhood searchalgorithm using an evaluation function f inspired from A*, a best-firststrategy, a pruning of states as in B&B and operators performing variablesteps. All these caracteristics lead to an oscillation principle wherebythe search alternates between improving the economic function and satisfying...
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One of the bases of adaptation and learning tracking is the learner’s modeling. Research in this field, or more generally in the field of user modeling, was sustained mainly on the detection of features related to the user’s knowledge,... more
One of the bases of adaptation and learning tracking is the learner’s modeling. Research in this field, or more generally in the field of user modeling, was sustained mainly on the detection of features related to the user’s knowledge, interests, goals, background, and individual traits [3]. We are interested in this last aspect, in particular the identification of the learning
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This paper proposes a formal model of learning games for teachers in higher education by involving them strongly in the design process. The evolution of the teaching profession was followed by the emergence of tools with interesting... more
This paper proposes a formal model of learning games for teachers in higher education by involving them strongly in the design process. The evolution of the teaching profession was followed by the emergence of tools with interesting potential such as, in the field of TEL and in a non-exhaustive way: serious games, MOOC, ubiquitous TEL, and so on. But there is a lack of tools to facilitate their design and use by teachers, especially for learning games. Based on the researches around learning games models, we will specify the characteristics we use to define the DISC model. This model is composed of elements easily adaptable to artifacts facilitating the work of authors. It was tested for the creation of a learning game with a teacher who is teaching fluid mechanics.
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This paper proposes a formal model of serious game understandable and usable by teachers in higher education. Serious games are often mentioned in higher education, but their use is restricted other than for teachers always looking for... more
This paper proposes a formal model of serious game understandable and usable by teachers in higher education. Serious games are often mentioned in higher education, but their use is restricted other than for teachers always looking for renewal. Indeed, there is a lack of tools to facilitate their creation and use, especially for teachers. This article presents serious games of the type case study designed empirically. To overcome this empirical aspect, we derive a formal model of serious play and methodology closely associating teachers in the creative process. We want to improve no only the design stage but also the use of serious games produced by teachers with their students. This model, called DISCO, will be the basis of a current work including an experimental approach taking into account the context of the job of teachers.
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... Supervised classification on navigational behaviours in web-based learning systems to identify learning styles Nabila Bousbia* ... Biographical notes: Nabila Bousbia is an Associate Professor of Computer Science at the National School... more
... Supervised classification on navigational behaviours in web-based learning systems to identify learning styles Nabila Bousbia* ... Biographical notes: Nabila Bousbia is an Associate Professor of Computer Science at the National School of Computer Science (ESI), Algeria. ...
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In this paper we shall introduce a new conceptual model for learner modelling based on multinets, which are Bayesian networks mixture. This conceptuel model makes it possible to take into account in a single student model different... more
In this paper we shall introduce a new conceptual model for learner modelling based on multinets, which are Bayesian networks mixture. This conceptuel model makes it possible to take into account in a single student model different Bayesian networks, with the same nodes but different structures. We also present experiemental results obtained with real students data.
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Une des reponses au formidable accroissement des besoins de formation de nos societes est l'utilisation de logiciels d'enseignement. Mais ceci impose qu'ils aient un comportement pedagogique satisfaisant. Quiz est un tuteur... more
Une des reponses au formidable accroissement des besoins de formation de nos societes est l'utilisation de logiciels d'enseignement. Mais ceci impose qu'ils aient un comportement pedagogique satisfaisant. Quiz est un tuteur intelligent qui enseigne les encheres au bridge. Il fait l'objet de deux theses d'universite. Dans celle-ci, sont presentees les bases de connaissances qui modelisent les differentes competences d'un enseignant. Dans la partie expertise du domaine, nous decrivons le systeme expert d'encheres de bridge en montrant que les conditions necessaires a un bon comportement pedagogique sont prises en compte (avoir plusieurs niveaux de resolution, etre fidele a la demarche humaine, engendrer des informations pour les autres agents). D'autre part, nous decrivons le systeme expert d'explications. Dans la partie expertise pedagogique, apres avoir presente notre modele de l'apprenant, nous explicitons trois niveaux d'interventions pedagogiques: le niveau strategique (definition et choix des strategies pedagogiques, structuration du domaine, determination du curriculum) et le niveau tactique (definitions et choix des exercices, des aides, des corrections, des presentations de cours) sont exprimees sous forme declarative par des plans et des regles tandis que le niveau operationnel est constitue d'un ensemble de procedures. Pour conclure, nous pensions avoir contribue a l'amelioration des capacites pedagogiques des tuteurs intelligents par la definition de deux niveaux de flexibilite et en precisant, pour chaque niveau, les criteres sur lesquels reposent les choix pedagogiques
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Bayesian Network (BN) are often used for student modelling but some problems remain, particularly the question of the structure of the BN. The key idea of this paper is that the structure of a BN-based Student Model (BNb-SM) depends on... more
Bayesian Network (BN) are often used for student modelling but some problems remain, particularly the question of the structure of the BN. The key idea of this paper is that the structure of a BN-based Student Model (BNb-SM) depends on the level of expertise of the student. Therefore, a model should be constituted with several concurrent BNs (same nodes, different structures), instead of a single one, as it is usually the case. We present a conceptual model, the multinet, that allows to take into account different BNs. A multinet is a probabilistic graphical knowledge representation that can be seen as a BN mixture. We present both theoretical and experimental results obtained with real student's data. These results give strong evidence in favour of our approach by showing that there is a correlation between the student's levels of expertise and the Bayesian networks which fit their interactions best.
Research Interests: Psychology, Computer Science, Artificial Intelligence, Machine Learning, Engineering Education, and 12 moreKnowledge Representation, Probability, Probabilistic Logic, Student Modelling, Bayesian methods, Conceptual Model, Bayesian Network, Random Variables, Network Topology, Graphical Model, Bayesian Probability, and Representation Politics
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Research Interests: Philosophy and Humanities
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Il y a, au dela des mots « Serious Game », des problemes qui meritent d'etre analyses. Si l'on cherche a definir ce terme en couvrant tous les objets et applications qui s'en reclament, on tombe, non pas dans le vide, mais... more
Il y a, au dela des mots « Serious Game », des problemes qui meritent d'etre analyses. Si l'on cherche a definir ce terme en couvrant tous les objets et applications qui s'en reclament, on tombe, non pas dans le vide, mais dans le trop plein. Il ne reste qu'une definition qui convienne : « Tout objet relevant du numerique qui n'est pas destine aux loisirs et qui utilise soit une technologie soit des principes de conception developpes a l'origine pour le jeu video »....
Research Interests: Humanities and Art
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Adapting Learning Paths in Serious Games (SGs) is a challenging problem. Indeed, learners are not alike; they have different range of abilities, competences, needs and interests. A well-fitting approach to create adaptive SGs is based on... more
Adapting Learning Paths in Serious Games (SGs) is a challenging problem. Indeed, learners are not alike; they have different range of abilities, competences, needs and interests. A well-fitting approach to create adaptive SGs is based on Competence-based Knowledge Space Theory (CbKST). CbKST allows sequencing the SG activities according to knowledge and competences of a domain model, and adaptation is based on suggesting activities that improve learners’ competences. However, differences among learners and the diversity of learning situations may drive teachers to consider implementing different adaptive approaches that fulfil their needs. In this work, we propose to use CbKST to enhance adaptation in SGs by considering not only the learner’s competence states but also teachers’ decisions based on their needs. More specifically, we have identified different needs concerning the possibility of advancing forward learning paths of SGs, as well as of reinforcing and deepening learners’ comprehension in specific subsets of competences. Therefore, we propose different recommendation strategies that allow teachers to modify the behaviour of adaptation in SGs, and we describe how we implemented and evaluated these strategies.
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Bayesian networks have been successfully used for student modeling in many systems. In this paper, we address the problem of Bayesian network structure construction and more particularly that of arc orientation. We think that, in the case... more
Bayesian networks have been successfully used for student modeling in many systems. In this paper, we address the problem of Bayesian network structure construction and more particularly that of arc orientation. We think that, in the case of cognitive task modeling, the traditional causal interpretation of arc orientation is not adequate. Instead, we use the information flow to provide a systematic a priori analysis of the conditional dependencies between variables. Finally, we explain why we think that different Bayesian networks should be taken into account and how this could be done
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Research in individual differences and in particular, learning and cognitive style, has become a basis to consider learner preferences in a Web-based educational context. How learnerpsilas learning style influences his/her navigation... more
Research in individual differences and in particular, learning and cognitive style, has become a basis to consider learner preferences in a Web-based educational context. How learnerpsilas learning style influences his/her navigation behavior has been investigated by several studies, which indicate that we can deduce the learning style from the navigation behavior. In this paper, we propose an indicator of ldquonavigation
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This paper details the development of a ldquobusiness gamerdquo created for a large financial institution. The objective of the game is to present the company to new employees. As the project unfolded, integrating the different kinds of... more
This paper details the development of a ldquobusiness gamerdquo created for a large financial institution. The objective of the game is to present the company to new employees. As the project unfolded, integrating the different kinds of knowledge into the game became the critical issue. The game has gone through 3 successive versions. A vast range of knowledge can be
Research Interests: Computer Science, Knowledge Management, Cognitive Modeling, Serious Games, Game Design, and 15 moreLearning Style, Game Development, Virtual Environment, Game Mechanics, Financial Institutions, Business Game, Game Developer, Game design document, Serious Game, Knowledge base, Prototypes, Scenario, Cognitive Model, Electronic Commerce, and Sequential Game
QUIZ is a Distributed Intelligent Tutoring System for learning bridge bidding. A set of generic tasks is distributed among four specialists (a tutor, a problem solver, an explainer and a problem generator), who perform their tasks in... more
QUIZ is a Distributed Intelligent Tutoring System for learning bridge bidding. A set of generic tasks is distributed among four specialists (a tutor, a problem solver, an explainer and a problem generator), who perform their tasks in parallel. These agents are heterogeneous. They own a private working memory and communicate by asynchronous messages passing. Increasing flexibility is a key point
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International audienc
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In the field of Interactive Learning Environments (ILE), most of the existing repositories or those under development are devoted to Learning Objects (LO). These objects have mainly static or dynamic content and are designed to be used as... more
In the field of Interactive Learning Environments (ILE), most of the existing repositories or those under development are devoted to Learning Objects (LO). These objects have mainly static or dynamic content and are designed to be used as such in an ILE. As far as we know, repositories where ILE designers can retrieve and re-use software components do not seem to exist. Therefore, we elaborated and implemented a repository to store software components that could be used to build an ILE. This objective has lead us to propose a specific metadata schema, named LSCM (Learning Software Component Metadata) to describe these software components. It is based on LOM for learning aspects and on BIDM (Basic Interoperability Data Model) for software aspects. In this paper, we first classify software components in four categories, according to their roles in the ILE construction. Then, we describe the main differences between LSCM and LOM. Finally, we describe the repository itself.