Toute situation d’apprentissage est conçue dans le but de répondre à des objectifs pédagogiques spécifiques. Les enseignants-concepteurs évaluent la corrélation entre cesobjectifs et le déroulement réel de la situation d’apprentissage en pratiquant une activité d’observation. Pour être efficace, cette activité a besoin d’être organisée. Le but de ce travail de recherche est de fournir des outils et des méthodes afin d’améliorer cette activité. C’est la raison pour laquelle nous avons proposé le concept de Stratégie d’Observation. Le but est d’apporter aux acteurs d’un système d’apprentissage, et particulièrement à l’enseignant-concepteur, un ensemble d’outils pour 1/ définir des stratégies d’observation et 2/ calculer et restituer les résultats à l’aide d’une interface de visualisation ergonomique et intuitive. Ces deux outils séparés, mais communiquant, sont conçus pour être utilisés avant, pendant et/ou après les sessions d’apprentissage. Le premier outil permet aux enseignants-concepteurs de spécifier la manière dont ils veulent organiser l’observation en utilisant un langage proche de leur langage pédagogique habituel. Ceci en manipulant des indicateurs prédéfinis et des moyens de perception mis à leur disposition, etc. Un tel langage permet de s’abstraire de l’environnement d’apprentissage et de ses éléments qui pourraient restreindre le potentiel de réutilisation des stratégies définies (traces, données brutes, moyens d’observation, etc.). Le destinataire des résultats de l’observation peut utiliser le deuxième outil pour visualiser les indicateurs dans un format adéquat et correspondant à la stratégie spécifiée. / Every learning situation is designed according to specific instructional objectives. Instructional designers evaluate the correlation between the objectives and the real progress of the learning session by practicing an observation activity. In order to be efficient, the observation must be organized. Our goal in this work aims to provide tools and methods to support the observation activity. That is why we propose the concept of Observing Strategy. Our research aims to provide the actors of a learning system (especially the instructional designers), with a homogeneous set of tools for 1/ defining observation strategies and 2/ calculating and displaying observation results with an ergonomic and intuitive visualization interface. These two tools are designed to be used before, during and/or after the learning sessions. The underlying idea is to propose two separated, but communicating, tools allowing the formalization of observation strategies independent from the chosen TEL system. With the first tool, instructional designers can specify the organization of the observation by using a language and semantics close to their pedagogical practices, handling pre-defined indicators, and available visualization tools etc. Such observation strategy language will not deal with TEL-systems-dependent elements that could restrict the potential reuse of strategies (tracks/raw data, observed data, observing means, etc.).The receiver of the observation results can use the second tool to visualize the results of the indicators’ calculation with the right format and according to the chosen strategy specification.

Stroke is a rapidly increasing disease worldwide, and speech and language impairments are common in stroke patients. A patient’s ability to speak, listen, read and write is reduced after stroke which affects the patient's independently living and quality of life. After an initial evaluation at the hospital, the stroke survivors are referred to the stroke rehabilitation centre where the speech therapists assist them in their challenging and long journey towards speech and language relearning. To enhance the patient's quality of life and to facilitate the speech therapists, technology-enhanced systems can play an important role. However, the currently used software applications such as online speech and language relearning applications are not specifically designed after the user’s need, and the user’s participation and empowerment are compromised. Medical caregivers and stroke patients are the main stakeholders and potential users of these software applications. Therefore, this study is aimed to understand the medical caregivers and the stroke patients’ needs for technology-enhanced speech and language relearning from medical caregivers’ viewpoint.  Design science research strategy was adopted to create, implement and evaluate the artefact. Some important stakeholders such as speech therapists, a stroke specialist doctor, information and technology professionals and one stroke survivor participated in this study. Following the speech therapist’s expert opinion, an application for speech and language assessment was developed as an artefact. The application was then evaluated for technology acceptance with the speech therapists. The Unified Theory of Acceptance and Use of Technology (UTAUT) was used as the theoretical foundation for making the interview questions and data analysis.  The user's requirements for software application differ from one patient to another depending upon the patient's overall health after stroke, their age, social life, the level of speech and language loss, and previous experience with technology use. Stroke is common in adults and adults like to participate in designing their relearning process; therefore, adults should be involved in deciding the learning objectives, and adult learning principles are helpful to understate their needs for speech and language relearning. Due to impaired physical and cognitive conditions, the patients need a bigger interface with larger fonts and pictures and more constructive colours than usual. Tablets with touch pens are preferred hardware. The speech therapist should have the possibility to change the exercises runtime according to the patient's abilities and stamina to do the exercises.  The technology acceptance evaluation showed that the developed application was easy to use and efficient for speech therapists. The study participants also highlighted some critical issues for better usability and technology acceptance. The application should be synchronized with speech therapists’ existing workflow and routines, and it should directly be connected to the hospital records system so that the patients’ data can easily be transferred to their journals.  The role of facilitating conditions such as proper education and training about the system, and personalised support is also important in technology acceptance. The user’s trust in the system’s security and privacy and their personal integrity were also highlighted as main determinants for technology adoption and use. To achieve better coherence between the users and technology, all the tasks/exercises and sub-tasks in the application should be designed in close collaboration with speech therapists and stroke patients. Due to the Covid-19 pandemic, only one stroke survivor was interviewed in this study. However, the patients’ perspective is of utmost importance, and in future research, they will be involved in the design and development of such technology-enhanced systems.

In recent years, the adoption of digital learning environments has been proven as a suitable complement to traditional lectures, allowing to involve students more actively. However, current approaches lack at supporting both lecturers' individual teaching scenarios and collaborative activities. Thus, this thesis introduces an adaptable collaborative learning environment that enables lecturers to model and execute customized teaching scenarios. In addition to expressive means of adaptation, it includes collaborative functions which support group and peer interactions. The approach was implemented in a role-based prototype called scenario-tailored Audience Response System (stARS), demonstrating its applicability through seven well-known teaching scenarios. Furthermore, a thorough evaluation based on various user studies and lecture experiments confirmed the ability to support lecturers' individual teaching scenarios and integrate advanced collaborative activities into digital learning environments.

In light of technological progress, companies, and public entities must remain aware of the significant opportunities presented by new technologies in terms of accelerating and optimizing knowledge acquisition. This research paper investigates the impact of pure question-based learning (pQBL) on academic performance in a primary school environment. The pQBL method involves learning only through interactive questions. Students receive formative feedback after each answer. The study aims to assess the effectiveness of pQBL in improving knowledge acquisition and retention among students and evaluate students' perceptions of the method. The study was conducted at Botlhale Cambridge International School in Gaborone, Botswana. The research employed a quasi-experimental design, with two classes receiving the pQBL treatment while a control group received traditional instruction. Pretests and posttests were administered to evaluate students' knowledge levels before and after the intervention, and the data were analyzed using the difference-in-difference (DiD) method and a regression model. The findings revealed that pQBL positively impacted academic performance in the subject of properties of substances in the two test group classes, resulting in improved knowledge retention compared to the control group. The results were statistically significant at a 10% level for both classes (P = 0.062 and 0.064, respectively). The survey conducted in the final stage of the study revealed that students responded favorably to the pQBL method. 73% of the students believed that the course helped them understand the course material, while approximately 50% found the course to be of moderate difficulty. Students appreciated the interactive nature of the course, finding it enjoyable and beneficial for those who required additional time to finish the course. However, some students pointed out that certain course parts could have been improved. The study results suggest that pQBL can be a promising strategy for enhancing academic performance and promoting active learning among primary school students in science classes. By capitalizing on the interactive nature of questions and providing timely feedback, pQBL can create an engaging and effective learning environment. However, more research needs to be conducted to assess the method's efficiency in different learning settings and subjects. / I takt med teknologiska framsteg behöver företag och offentliga aktörer vara medvetna om att nya teknologier ger stora möjligheter att förvärva kunskap snabbare och mer effektivt. Denna forskningsstudie undersöker effekterna av rent frågebaserat lärande (pQBL) på akademisk prestation i en grundskolemiljö. pQBL-metoden innebär inlärning endast genom interaktiva frågor. Eleverna får formativ återkoppling efter varje svar. Studien syftar till att bedöma effektiviteten av pQBL för att förbättra kunskapsförvärv bland elever, samt utvärdera elevernas uppfattning och åsikter om metoden. Studien genomfördes vid Botlhale Cambridge International School i Gaborone, Botswana. Forskningen använder en kvasi-experimentell design, där två klasser fick pQBL-behandlingen, medan en kontrollgrupp fick traditionell undervisning. För- och eftertester genomfördes för att utvärdera elevernas kunskapsnivåer före och efter ingripandet, och datan analyserades med hjälp av difference-in-difference-metoden (DiD) och en regressionsmodell. Resultaten visade att pQBL hade en positiv effekt på akademisk prestation i ämnet ämnets egenskaper i de två testgruppklasserna, vilket ledde till förbättrad kunskapsbehållning jämfört med kontrollgruppen. Resultaten var statistiskt signifikanta på en 10% nivå för båda klasserna (P = 0.062 och 0.064, respektive). Enkäten som genomfördes i den sista fasen av studien visade att studenterna reagerade positivt på pQBL-metoden. 73% av eleverna ansåg att kursen hjälpte dem att förstå kursmaterialet, medan cirka 50% av eleverna tyckte att kursen var av måttlig svårighet. Eleverna uppskattade kursens interaktiva natur och fann den rolig och givande för dem som behövde extra tid för att slutföra kursen. Dock påpekade vissa elever att vissa delar av kursen kunde ha förbättrats. Sammanfattningsvis antyder studieresultaten att pQBL kan vara en lovande strategi för att förbättra akademisk prestation och främja aktivt lärande bland grundskoleelever i naturvetenskapsklasser. Genom att dra nytta av frågornas interaktiva natur och ge tidig återkoppling kan pQBL skapa en engagerande och effektiv inlärningsmiljö. Mer forskning behöver dock genomföras för att bedöma metodens effektivitet i olika inlärningsmiljöer och ämnen.

Wearable technology has made a positive impact in the consumer industry with its focus on adult fitness. Devices and applications are pervasive, inexpensive and are in high demand. Our nation struggles with obesity and health concerns related to poor fitness. However, the research on such technology has been more focused on adults. Therefore, the need to investigate wearable technology for fitness improvement with children is essential. Children lead increasingly sedentary lifestyles through TV watching, technology-use and a reduction in physical activities. Further, our society is exposed to quick food loaded with calories. These factors contribute to the growing epidemic of childhood obesity. The need to educate students early, on their ability to monitor their fitness, is the focus of this research. This dissertation investigated the impact of an integrated technology-enhanced physical education model with 127 fifth grade students over an 11-week period. A detailed analysis, looking at theoretical perspectives across multiple data collections was conducted. This study answered the questions, 1. To what extent can students improve their performance with technology-enhanced physical education? 2. To what extent can students learn to self-monitor their performance levels? How do affective components impact teaching and learning with a technology-enhanced physical education model? Results showed that technology-enhanced physical education does improve performance measures, does improve students' ability to self-regulate and positively impacts student and teachers' affective states. However long term results were inconclusive, stimulating multiple, potential opportunities for continued research.

In the era of e-Learning, educational materials are considered a crucial point for all the stakeholders. On the one hand, instructors aim at creating learning materials that meet the needs and expectations of learners easily and effec-tively; On the other hand, learners want to acquire knowledge in a way that suits their characteristics and preferences. Consequently, the provision and customization of educational materials to meet the needs of learners is a constant challenge and is currently synonymous with technological devel-opment. Promoting the personalization of learning materials, especially dur-ing their development, will help to produce customized learning materials for specific learners' needs. The main objective of this thesis is to reinforce and strengthen Reuse, Cus-tomization and Ease of Production issues in e-Learning materials during the development process. The thesis deals with the design of a framework based on ontologies and product lines to develop customized Learning Objects (LOs). With this framework, the development of learning materials has the following advantages: (i) large-scale production, (ii) faster development time, (iii) greater (re) use of resources. The proposed framework is the main contribution of this thesis, and is char-acterized by the combination of three models: the Content Model, which addresses important points related to the structure of learning materials, their granularity and levels of aggregation; the Customization Model, which con-siders specific learner characteristics and preferences to customize the learn-ing materials; and the LO Product Line (LOPL) model, which handles the subject of variability and creates matter-them in an easy and flexible way. With these models, instructors can not only develop learning materials, but also reuse and customize them during development. An additional contribution is the Customization Model, which is based on the Learning Style Model (LSM) concept. Based on the study of seven of them, a Global Learning Style Model Ontology (GLSMO) has been con-structed to help instructors with information on the apprentice's characteris-tics and to recommend appropriate LOs for customization. The results of our work have been reflected in the design of an authoring tool for learning materials called LOAT. They have described their require-ments, the elements of their architecture, and some details of their user inter-face. As an example of its use, it includes a case study that shows how its use in the development of some learning components. / En la era del e¿Learning, los materiales educativos se consideran un punto crucial para todos los participantes. Por un lado, los instructores tienen como objetivo crear materiales de aprendizaje que satisfagan las necesidades y ex-pectativas de los alumnos de manera fácil y efectiva; por otro lado, los alumnos quieren adquirir conocimientos de una manera que se adapte a sus características y preferencias. En consecuencia, la provisión y personaliza-ción de materiales educativos para satisfacer las necesidades de los estudian-tes es un desafío constante y es actualmente sinónimo de desarrollo tecnoló-gico. El fomento de la personalización de los materiales de aprendizaje, es-pecialmente durante su desarrollo, ayudará a producir materiales de aprendi-zaje específicos para las necesidades específicas de los alumnos. El objetivo fundamental de esta tesis es reforzar y fortalecer los temas de Reutilización, Personalización y Facilidad de Producción en materiales de e-Learning durante el proceso de desarrollo. La tesis se ocupa del diseño de un marco basado en ontologías y líneas de productos para desarrollar objetos de aprendizaje personalizados. Con este marco, el desarrollo de materiales de aprendizaje tiene las siguientes ventajas: (i) producción a gran escala, (ii) tiempo de desarrollo más rápido, (iii) mayor (re)uso de recursos. El marco propuesto es la principal aportación de esta tesis, y se caracteriza por la combinación de tres modelos: el Modelo de Contenido, que aborda puntos importantes relacionados con la estructura de los materiales de aprendizaje, su granularidad y niveles de agregación, el Modelo de Persona-lización, que considera las características y preferencias específicas del alumno para personalizar los materiales de aprendizaje, y el modelo de Línea de productos LO (LOPL), que maneja el tema de la variabilidad y crea ma-teriales de manera fácil y flexible. Con estos modelos, los instructores no sólo pueden desarrollar materiales de aprendizaje, sino también reutilizarlos y personalizarlos durante el desarrollo. Una contribución adicional es el modelo de personalización, que se basa en el concepto de modelo de estilo de aprendizaje. A partir del estudio de siete de ellos, se ha construido una Ontología de Modelo de Estilo de Aprendiza-je Global para ayudar a los instructores con información sobre las caracterís-ticas del aprendiz y recomendarlos apropiados para personalización. Los resultados de nuestro trabajo se han plasmado en el diseño de una he-rramienta de autor de materiales de aprendizaje llamada LOAT. Se han des-crito sus requisitos, los elementos de su arquitectura, y algunos detalles de su interfaz de usuario. Como ejemplo de su uso, se incluye un caso de estudio que muestra cómo su empleo en el desarrollo de algunos componentes de aprendizaje. / En l'era de l'e¿Learning, els materials educatius es consideren un punt crucial per a tots els participants. D'una banda, els instructors tenen com a objectiu crear materials d'aprenentatge que satisfacen les necessitats i expectatives dels alumnes de manera fàcil i efectiva; d'altra banda, els alumnes volen ad-quirir coneixements d'una manera que s'adapte a les seues característiques i preferències. En conseqüència, la provisio' i personalitzacio' de materials edu-catius per a satisfer les necessitats dels estudiants és un desafiament constant i és actualment sinònim de desenvolupament tecnològic. El foment de la personalitzacio' dels materials d'aprenentatge, especialment durant el seu desenvolupament, ajudarà a produir materials d'aprenentatge específics per a les necessitats concretes dels alumnes. L'objectiu fonamental d'aquesta tesi és reforçar i enfortir els temes de Reutilització, Personalització i Facilitat de Producció en materials d'e-Learning durant el procés de desenvolupament. La tesi s'ocupa del disseny d'un marc basat en ontologies i línia de productes per a desenvolupar objec-tes d'aprenentatge personalitzats. Amb aquest marc, el desenvolupament de materials d'aprenentatge té els següents avantatges: (i) produccio' a gran esca-la, (ii) temps de desenvolupament mes ràpid, (iii) major (re)ús de recursos. El marc proposat és la principal aportacio' d'aquesta tesi, i es caracteritza per la combinacio' de tres models: el Model de Contingut, que aborda punts im-portants relacionats amb l'estructura dels materials d'aprenentatge, la se-ua granularitat i nivells d'agregació, el Model de Línia de Producte, que ges-tiona el tema de la variabilitat i crea materials d'aprenentatge de manera fàcil i flexible. Amb aquests models, els instructors no solament poden desenvolu-par materials d'aprenentatge, sinó que també poden reutilitzar-los i personalit-zar-los durant el desenvolupament. Una contribucio' addicional és el Model de Personalitzacio', que es basa en el concepte de model d'estil d'aprenentatge. A partir de l'estudi de set d'ells, s'ha construït una Ontologia de Model d'Estil d'Aprenentatge Global per a ajudar als instructors amb informacio' sobre les característiques de l'aprenent i recomanar els apropiats per a personalitzacio'. Els resultats del nostre treball s'han plasmat en el disseny d'una eina d'autor de materials d'aprenentatge anomenada LOAT. S'han descrit els seus requi-sits, els elements de la seua arquitectura, i alguns detalls de la seua interfície d'usuari. Com a exemple del seu ús, s'inclou un cas d'estudi que mostra com és el desenvolupament d'alguns components d'aprenentatge. / Ezzat Labib Awad, A. (2017). Enforcing Customization in e-Learning Systems: an ontology and product line-based approach [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90515

This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to use while factorising. The qualitative findings indicate that the participants found the screencasts valuable when they prepared for tests and examinations, as well as when they did not understanding a basic Mathematics concept. Access to technology in rural areas remains an obstacle to integrate technology learning tools on a large scale at the FET College. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to use while factorising. The qualitative findings indicate that the participants found the screencasts valuable when they prepared for tests and examinations, as well as when they did not understanding a basic Mathematics concept. Access to technology in rural areas remains an obstacle to integrate technology learning tools on a large scale at the FET College. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.

Ce travail de thèse s'inscrit dans le cadre du projet < personnalisation des environnements informatiques pour l'apprentissage humain (EIAH) > financé par la Région Rhône-Alpes. La personnalisation des EIAH est essentiellement dépendante de la capacité à produire des traces pertinentes et exploitables des activités des apprenants interagissant avec un EIAH. Dans ce domaine, l'exploitation des traces relève explicitement plusieurs problématiques allant de sa représentation de manière normalisée et intelligible à son traitement et interprétation en temps différé ou en temps réel au moment même de l'apprentissage. La multiplication des pratiques et des usages des traces requiert des outils génériques pour soutenir leurs exploitations. L'objectif de cette thèse est de définir les fondements théoriques de tels outils génériques permettant l'exploitation des traces d'interaction. Ceci nous a amené à définir la notion de Systèmes à Base de Trace modélisées : une classe de systèmes à base de connaissances facilitant le raisonnement et l'exploitation des traces modélisées. L'approche théorique proposée pour construire de tels systèmes s'articule autour de deux contributions : (1) La définition d'un cadre conceptuel définissant les concepts, l'architecture et les services mobilisés par les SBT. (2) La définition d'un cadre formel pour les systèmes à base de traces modélisées. Plus précisément, la proposition d'un langage pour l'interrogation et la transformation de trace modélisées à base de règles permettant des évaluations ponctuelles et continues. La sémantique formelle de ce langage est définie sous forme d'une théorie des modèles et d'une théorie de point fixe, deux formalismes habituellement utilisés pour décrire la sémantique formelle des langages de représentation de connaissances / This thesis is funded by the Rhône-Alpes Region as a part of the project < Personalisation of Technology-Enhanced Learning (TEL) Systems >. Personalising TEL Systems is, above all, dependent on the capacity to produce relevant and exploitable traces of individual or collaborative learning activities. In this field, exploiting interaction traces addresses several problems ranging from its representation in a normalised and intelligible manner to its processing and interpretation in continuous way during the ongoing TEL activities. The proliferation of trace-based exploitations raises the need of generic tools to support their representation and exploitation. The main objective of this thesis is to define the theoretical foundations of such generic tools. To do that, we define the notion of Trace-Based System (TBS) as a kind of Knowledge-based system whose main source of knowledge is a set of trace of user-system interactions. This thesis investigates practical and theoretical issues related to TBS, covering the spectrum from concepts, services and architecture involved by such TBS (conceptual framework) to language design over declarative semantics (formal framework). The central topic of our framework is the development of a high-level trace transformation language supporting deductive rules as an abstraction and reasoning mechanism for traces. The declarative semantics for such language is defined by a (Tarski-style) model theory with accompanying fixpoint theory