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Institut National des Sciences Appliquées de Lyon, France

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15 Papers

Design of a Motion-based Evaluation Process in Any Unity 3D Simulation for Human Learning

Topics: Augmented, Mixed and Virtual Environments; Simulation for Education and Training; Human Performance and Usability of Virtual Environments

Authors: Djadja Djadja , Ludovic Hamon and Sébastien George

Affiliation: LIUM - EA 4023, Le Mans Université, 72085 Le Mans, Cedex 9, France

Digital Object Identifier: 10.5220/0008989001370148

Proceedings of GRAPP 2020, ISBN: 978-989-758-402-2

Quick Abstract

This paper discusses the usability of a generic method for the evaluation of the user activity in Virtual Learning Environments (VLE) and its implementation with Unity. In the context of motion-based tasks, the learning process relies on the observation and imitation of the task demonstrated by the teacher. The learner task is compared to the teacher one in terms of: (a) motions shape of the user and the manipulated artefacts and (b), the sequential order of 3D checkpoints that the user must collide with. The integration of the evaluation system into any existing VLE rises challenges regarding the system architecture and the Human Computer Interface to set up the evaluation process. A usability test related to the design of this process is conducted for a pool shooting, a dart throwing and a letter writing simulation. The preliminary results show that: (i) the integration of an existing VLE into the evaluation system is feasible despite issues related to the interaction assets and (ii), all participants are satisfied by their designed evaluation process for pool shooting and dart throwing, they were unable to set up a satisfying evaluation for letter writing due to scale issues.

Social Robots in Collaborative Learning: Consequences of the Design on Students’ Perception

Topics: Active Learning; Constructivism and Social Constructivism ; Computer-Supported Collaborative Learning; Virtual and Augmented Learning Environments ; Learning with AI Systems

Authors: Alix Gonnot ¹ , Christine Michel ¹ , Jean-Charles Marty ² and Amélie Cordier ³

Affiliations: ¹ INSA de Lyon, Univ Lyon, CNRS, LIRIS, UMR 5205, F-69621 Villeurbanne and France , ² Université de Savoie Mont-Blanc, CNRS, LIRIS, UMR 5205, F-69621 Villeurbanne and France , ³ Hoomano, Lyon and France

Digital Object Identifier: 10.5220/0007731205490556

Proceedings of CSEDU 2019, ISBN: 978-989-758-367-4

Quick Abstract

The interest in using social robots in education is growing as it appears that they could add a social dimension that enhances learning. However, there is little use of robotics in collaborative learning contexts. This shows a lack of knowledge about students’ perception of social robots and their use for education purposes. This paper aims to fill this gap by analyzing, with experimental methods: (1) the influence of specific ways of interaction (facial expressions, voice and text) on the students’ perception of the robot and, (2) students’ acceptability criteria for using robots in a classroom. The target objective is to help the design of future learning situations. The study shows that the ways used to interact produce significant differences in the perception of the animation, the likeability, the attractiveness, the safety and the usability of the robot. The study also shows that major improvements must be made on the design of the hedonic characteristics of the interactions, especially identification and stimulation, to favor the student’s acceptance of this kind of learning support tools.

Related Ontology Subjects/Areas/Topics (3)

Active Learning

Pattern Recognition

Theory and Methods

Virtual Interactive Tablet to Support Vocational Training in Immersive Environment

Topics: Interactive Systems for Education and Training; Virtual, Augmented and Mixed Reality; Interaction Devices and Immersive Displays

Authors: Pierre Gac ¹ , Paul Richard ² , Yann Papouin ³ , Sébastien George ⁴ and Émmanuelle Richard ²

Affiliations: ¹ Université d’Angers, LARIS-EA 7315, 49000, Angers, France, DEC Industrie, 3 rue du Champ du Verger, 72200, ALLONNES and France , ² Université d’Angers, LARIS-EA 7315, 49000, Angers and France , ³ DEC Industrie, 3 rue du Champ du Verger, 72200, ALLONNES and France , ⁴ Le Mans Université, LIUM-EA 4023, 72085, Le Mans, Cedex 9 and France

Digital Object Identifier: 10.5220/0007456201450152

Proceedings of HUCAPP 2019, ISBN: 978-989-758-354-4

Quick Abstract

This paper presents a tool designed to assist a virtual reality learner in a vocational training context. The benefits of VR are spreading outside the video-games and research field, leading the vocational education institutions to consider using this technology for training purposes. By simulating emblematic professional situations, teachers can train students in good conditions regarding safety, logistics and financial resources. In the French vocational training system, VR is just at its beginnings and the lack of experiments with this training context highlighted the need for new tools allowing teachers to use VR with their students. The work presented in this paper is part of a global project aiming to create, design and assess new VR tools and methodologies for this specific context. In order to guide, inform and assist the user, we are presenting a generic tool that can ease VR sessions by proposing embedded tools within easy reach of the immersed user, such as a camera, an inventory, a printer or stock management. This tool is a virtual tablet that can be grabbed by the immersed user allowing her/him to interact efficiently with the virtual environment.

How to Promote Informal Learning in the Workplace? - The Need for Incremental Design Methods

Topics: e-Learning Platforms, Portals; Lifelong Learning: Continuing Professional Training & Development; Computer-Supported Collaborative Learning; Social Computing for Learning and Knowledge Sharing

Authors: Carine Touré ¹ , Christine Michel ² and Jean-Charles Marty ²

Affiliations: ¹ CNRS, LIRIS, UMR and Société du Canal de Provence, France , ² CNRS, LIRIS and UMR, France

Digital Object Identifier: 10.5220/0006355502200229

Proceedings of CSEDU 2017, ISBN: 978-989-758-240-0

Quick Abstract

Informal Learning in the Workplace (ILW) is ensured by the everyday work activities in which workers are engaged. It accounts for over 75 per cent of learning in the workplace. Enterprise Social Media (ESM) are increasingly used as informal learning environments. According to the results of an implementation we have conducted in real context, we show that ESM are appropriate to promote ILW. Indeed, social features are adapted to stimulate use behaviors and support learning, particularly meta-cognitive aspects. Three adaptations must nevertheless be carried out: (1) Base the design on a precise and relatively exhaustive informational corpus and contextualize the access in the form of community of practice structured according to collaborative spaces; (2) Add indicators of judgment on the operational quality of information and the informational capital built, and (3) Define forms of moderation and control consistent with the hierarchical structures of the company. Our analysis also showed that an incremental and iterative approach of user-centered design had to be implemented to define how to adapt the design and to accompany change.

Related Ontology Subjects/Areas/Topics (7)

Computer-Supported Education	Lifelong Learning: Continuing Professional Training & Development	Simulation Tools and Platforms
e-Learning	Simulation and Modeling	Social Context and Learning Environments
e-Learning Platforms

Supporting Decision-making Activities in Multi-Surface Learning Environments

Topics: Tools for Educational Communication and Collaboration; Computer-Supported Collaborative Learning

Authors: Lili Tong ¹ , Audrey Serna ¹ , Sébastien George ² and Aurélien Tabard ¹

Affiliations: ¹ Univ Lyon, France , ² UBL and Université du Maine, France

Digital Object Identifier: 10.5220/0006313200700081

Proceedings of CSEDU 2017, ISBN: 978-989-758-239-4

Quick Abstract

Collaborative decision-making is one of the emphasized student skills required by educators from different domains including science, technology and society. Multi-surface environments (MSE) appear particularly well suited for such learning activities, with large shared surfaces dedicated to the overview of information and context awareness, while personal surfaces serve browsing and analytical purposes. In this study, we present the design of Pickit, a MSE tool supporting collaborative decision-making activities. We show how Pickit is used by four groups of high school students as part of a learning activity. We analyze students’ interactions with digital devices that are related to given phases of the decision making process. Our results show that MSE are particularly interesting for such learning activities as they enable to balance personal and group work. The introduction of personal devices (tablets) makes free riding more difficult, while enabling development of personal judgment. By using Pickit, students successfully made their decisions and meanwhile better knew about the decision-making process.

Related Ontology Subjects/Areas/Topics (2)

Computer-Supported Education

Information Technologies Supporting Learning

A Triangulated Model to Assess Adoption of Virtual Learning Environments in Primary Schools

Topics: Virtual Learning Environments; Theoretical Bases of E-Learning Environments; Context Dependent Learning; Tools for Educational Communication and Collaboration; Children's Education using Computer Support

Authors: Elena Codreanu ¹ , Christine Michel ² , Marc-Eric Bobillier-Chaumon ³ and Olivier Vigneau ⁴

Affiliations: ¹ Université de Lyon, Université Lyon2, INSA-Lyon and WebServices pour l’Education, France , ² Université de Lyon and INSA-Lyon, France , ³ Université de Lyon and Université Lyon2, France , ⁴ WebServices pour l'Education, France

Digital Object Identifier: 10.5220/0005908702870293

Proceedings of CSEDU 2016, ISBN: 978-989-758-179-3

Quick Abstract

The objective of this paper is to highlight the existing theoretical approaches which study the issue of technological adoption, and to establish a triangulated model to explore Virtual Learning Environments adoption in primary schools. The theoretical models cover three approaches: the social acceptance, the practical acceptance and the situated acceptance. Our triangulated model proposes to explore three types of factors: technological factors, activity and task factors and perceptual factors in order to assess technological adoption.

Related Ontology Subjects/Areas/Topics (8)

Computer-Supported Education	Information Technologies Supporting Learning	Ubiquitous Learning
Context Dependent Learning	Social Context and Learning Environments	Virtual Learning Environments
e-Learning	Theoretical Bases of e-Learning Environments

The Acceptance of VLEs (Virtual Learning Environments) by Primary School Teachers

Topics: Virtual Learning Environments; e-Learning Platforms, Portals; Critical Success Factors in Distance Learning; K-12 Students; Classroom Management; Children's Education using Computer Support

Authors: Elena Codreanu ¹ , Christine Michel ² , Marc-Eric Bobillier-Chaumon ³ and Olivier Vigneau ⁴

Affiliations: ¹ Université de Lyon, Université Lyon2, GRePS, INSA-Lyon, LIRIS and WebServices pour l’Education, France , ² Université de Lyon, INSA-Lyon and LIRIS, France , ³ Université de Lyon, Université Lyon2 and GRePS, France , ⁴ WebServices pour l’Education, France

Digital Object Identifier: 10.5220/0005761502990307

Proceedings of CSEDU 2016, ISBN: 978-989-758-179-3

Quick Abstract

This article presents a study on the conditions of use of a VLE (Virtual Learning Environment) by primary school teachers. To this end, we used research related to activity theory and implemented qualitative methods (individual and collective interviews). Our study describes how teachers (8 participants) perceived the role of the VLE in the evolution of their working practices (maintaining, transforming or restricting existent practices), in their relationship with parents and in the follow-up of their students.

Related Ontology Subjects/Areas/Topics (12)

Classroom Management	e-Learning	Simulation and Modeling
Computer-Supported Education	e-Learning Platforms	Simulation Tools and Platforms
Critical Success Factors in Distance Learning	Information Technologies Supporting Learning	Social Context and Learning Environments
Domain Applications and Case Studies	K-12 Students	Virtual Learning Environments

Recommendation of Learning Resources based on Social Relations

Topics: e-Learning Platforms, Portals; Collaborative Learning; Theoretical Bases of E-Learning Environments

Authors: Mohammed Tadlaoui ¹ , Karim Sehaba ² and Sébastien George ³

Affiliations: ¹ Université de Tlemcen and INSA de Lyon, Algeria , ² Université de Lyon, France , ³ LUNAM Université and Université du Maine, France

Digital Object Identifier: 10.5220/0005452304250432

Proceedings of CSEDU 2015, ISBN: 978-989-758-108-3

Quick Abstract

Recommender systems are able to estimate the interest for a user of a given resource from some information about similar users and resources properties. In our work, we focus on the recommendations of educational resources in the field of Technology Enhanced Learning (TEL) and more specifically the recommendations which are based on social information. Based on the results of research in recommender systems and TEL, we define an approach to recommend learning resources using social information present in social networks. We have developed a formal model for the calculation of similarity between users and the generation of three types of recommendation. We also developed a platform that implements our approach.

Related Ontology Subjects/Areas/Topics (8)

Collaborative Learning	e-Learning Platforms	Social Context and Learning Environments
Computer-Supported Education	Simulation and Modeling	Theoretical Bases of e-Learning Environments
e-Learning	Simulation Tools and Platforms

Re-Designing Knowledge Management Systems - Towards User-Centred Design Methods Integrating Information Architecture

Topics: Communication, Collaboration and Information Sharing; Tools and Technology for Knowledge Management; Knowledge Management Projects; KM Strategies and Implementations

Authors: Carine Edith Toure ¹ , Christine Michel ¹ and Jean-Charles Marty ²

Affiliations: ¹ Université de Lyon and INSA-Lyon, France , ² Université de Savoie, France

Digital Object Identifier: 10.5220/0005137502980305

Proceedings of KMIS 2014/IC3K, ISBN: 978-989-758-050-5

Quick Abstract

The work presented in this paper focuses on the improvement of corporate knowledge management systems. For the implementation of such systems, companies deploy can important means for small gains. Indeed, management services often notice very limited use compared to what they actually expect. We present a five-step re-designing approach which takes into account different factors to increase the use of these systems. We use as an example the knowledge sharing platform implemented for the employees of Société du Canal de Provence (SCP). This system was taken into production but very occasionally used. We describe the reasons for this limited use and we propose a design methodology adapted to the context. Promoting the effective use of the system, our approach has been experimented and evaluated with a panel of users working at SCP.

Related Ontology Subjects/Areas/Topics (8)

Artificial Intelligence	Knowledge Management and Information Sharing	Symbolic Systems
Communication, Collaboration and Information Sharing	Knowledge Management Projects	Tools and Technology for Knowledge Management
KM Strategies and Implementations	Knowledge-Based Systems

What If We Considered Awareness for Sustainable Knowledge Management? - Towards a Model for Self Regulated Knowledge Management Systems Based on Acceptance Models of Technologies and Awareness

Topics: Enterprise Information Systems; Tools and Technology for Knowledge Management; Knowledge Management Projects; KM Strategies and Implementations

Authors: Carine Edith Toure ¹ , Christine Michel ¹ and Jean-Charles Marty ²

Affiliations: ¹ Université de Lyon and INSA-Lyon, France , ² Université de Savoie, France

Digital Object Identifier: 10.5220/0005158604130418

Proceedings of KMIS 2014/IC3K, ISBN: 978-989-758-050-5

Quick Abstract

We propose, in this paper, a model of continuous use of corporate collaborative KMS. Companies do not always have the guaranty that their KMS will be continuously used. This statement can constitute an important obstacle for knowledge management processes. Our work is based on the analysis of classical models for initial and continuous use of technologies. We also analyse the regulation concept and explain how it is valuable to support a continuous use of KMS. We observed that awareness may be a regulation means that allows taking this problem into account. Awareness is a concept, which has been profusely used to improve user experience in collaborative environments. It is an important element for regulation of activity. In our model, we assume that one can integrate awareness in information systems to positively influence beliefs about them. The final objective of our work is to refine some concepts to fit the particularities of collaborative KMS and to propose an awareness regulation process using the traces of the users’ interactions with the systems.

Related Ontology Subjects/Areas/Topics (8)

Artificial Intelligence	Knowledge Management and Information Sharing	Symbolic Systems
Enterprise Information Systems	Knowledge Management Projects	Tools and Technology for Knowledge Management
KM Strategies and Implementations	Knowledge-Based Systems