Le travail que nous présentons dans cette thèse s’inscrit dans une problématique générale des EIAH. Il s’intéresse plus particulièrement aux Massives Open Online Courses (MOOC) et concerne plus précisément l’activité de conception de scénarios pédagogiques par des enseignants dans les environnements MOOC connectivistes (cMOOC). Le but principal est de proposer une approche, des modèles et des outils pour assister les enseignants dans le processus de scénarisation et d’opérationnalisation des scénarios pédagogiques dans le contexte des cMOOC. Afin de répondre à ces besoins, la première partie de cette thèse est consacrée à la spécification du processus de création et de déroulement d’un cMOOC. La deuxième partie du manuscrit est consacrée au modèle cORPS de description de scénarios pédagogiques orientés cMOOC.Pour réifier nos propositions, nous avons développé un outil de scénarisation pédagogique adapté au contexte des cMOOC, appelé MOOCAT. Cet outil est doté d’un service de déploiement automatique des scénarios pédagogiques et exploite la notion de workflow à travers la réutilisation et l’adaptation de la notation BPMN. Finalement, l’environnement MOOCAT a été expérimenté auprès de différents publics d’un point de vue utilité et utilisabilité. Les résultats obtenus permettent de confirmer que MOOCAT permet de concevoir des scénarios pédagogiques connectivistes. Les feedbacks des participants ont souligné particulièrement sa simplicité d’utilisation et le bénéfice d’avoir un outil de scénarisation visuelle. / The work presented in this thesis is part of a broader issue of Technology Enhanced Learning (TEL) field. It is particularly interested in Massive Open online Courses (MOOC) environments and concerns more specifically the activity of designing and conceiving pedagogical scenarios by teachers in connectivist MOOC (cMOOC).The main goal is to provide an approach, models and tools to assist teachers in the scenario conception process and the operationalization of pedagogical scenarios in a cMOOC context.In order to meet these needs, the first part of this thesis is devoted to specification of the cMOOC creation and execution process describing the involved stakeholders and the characteristics of each process step. The second part of the manuscript is consecrated to the cORPS model, which describes and defines a cMOOC-oriented pedagogical scenario.To reify our proposals, we have developed an authoring environment for cMOOC context, called MOOCAT. One of the specific characteristics of our tool lies in the exploitation and reuse of the BPMN notation. This tool and the associated operationalization service are covered in the third part of this manuscript.Finally, different publics of practitioners tested MOOCAT notably from a utility and usability point of view. The obtained findings confirm that MOOCAT can be used to design connectivist pedagogical scenarios and provide all the necessary elements for the design of such courses. Feedback from participants particularly highlighted its ease of use and the benefit of a visual authoring tool.

>Magister Scientiae - MSc / Many South African Deaf people use their mobile phones for communication with SMSs yet they would prefer to converse in South African Sign Language. Deaf people with a capital `D' are different from deaf or hard of hearing as they primarily use sign language to communicate. This study explores how to design and evaluate a prototype that will allow a Deaf person using SASL to tell a hearing doctor how s/he is feeling and provide a way for the doctor to respond. A computer{based prototype was designed and evaluated with the Deaf people in a previous study. Results from the user trial of the computer{based mock{up indicated that Deaf users would like to see the prototype on a cell phone. Those user trial results, combined with our own user survey results conducted with Deaf people, are used as requirements. We built a prototype for a mobile phone browser by embedding SASL videos inside XHTML pages using Adobe Flash. The prototype asks medical questions using SASL videos. These questions are arranged in an organized way that helps in identifying a medical problem. The answers to the questions are then displayed in English and shown to the doctor on the phone. A content authoring tool was also designed and implemented. The content authoring tool is used for populating the prototype in a context free manner allowing for plug and play scenarios such as a doctor's office, Department of Home A airs or police station. A focus group consisting of Deaf people was conducted to help in the design and pilot trial of the system. A final user trial was conducted with more than thirty Deaf people and the results are presented and analyzed. Data is collected with questionnaires, semi-structured interviews and video recordings. The results indicate that most of the Deaf people found the system easy to learn, easy to navigate through, did not get lost and understood the sign language in the videos on the mobile phone. The hand gestures and facial expressions on the sign language videos were clear. Most of them indicated they would like to use the system for free, and that the system did not ask too many questions. Most of them were happy with the quality of the sign language videos on the mobile phone and would consider using the system in real life. Finally they felt their private information was safe while using the system. Many South African Deaf people use their mobile phones for communication with SMSs yet they would prefer to converse in South African Sign Language. Deaf people with a capital `D' are different from deaf or hard of hearing as they primarily use sign language to communicate. This study explores how to design and evaluate a prototype that will allow a Deaf person using SASL to tell a hearing doctor how s/he is feeling and provide a way for the doctor to respond. A computer{based prototype was designed and evaluated with the Deaf people in a previous study. Results from the user trial of the computer{based mock{up indicated that Deaf users would like to see the prototype on a cell phone. Those user trial results, combined with our own user survey results conducted with Deaf people, are used as requirements. We built a prototype for a mobile phone browser by embedding SASL videos inside XHTML pages using Adobe Flash. The prototype asks medical questions using SASL videos. These questions are arranged in an organized way that helps in identifying a medical problem. The answers to the questions are then displayed in English and shown to the doctor on the phone. A content authoring tool was also designed and implemented. The content authoring tool is used for populating the prototype in a context free manner allowing for plug and play scenarios such as a doctor's office, Department of Home A airs or police station. A focus group consisting of Deaf people was conducted to help in the design and pilot trial of the system. A final user trial was conducted with more than thirty Deaf people and the results are presented and analyzed. Data is collected with questionnaires, semi-structured interviews and video recordings. The results indicate that most of the Deaf people found the system easy to learn, easy to navigate through, did not get lost and understood the sign language in the videos on the mobile phone. The hand gestures and facial expressions on the sign language videos were clear. Most of them indicated they would like to use the system for free, and that the system did not ask too many questions. Most of them were happy with the quality of the sign language videos on the mobile phone and would consider using the system in real life. Finally they felt their private information was safe while using the system. / South Africa

L’essor des périphériques mobiles (ex. tablettes, smartphones) ainsi que leurs applications pédagogiques et ludiques ont contribué à la naissance des Jeux Éducatifs Mobiles (JEM). De nombreux chercheurs ont prouvé les effets positifs de ces JEM sur la motivation des apprenants et même sur certains apprentissages. Cependant, l’utilisation de JEM en contexte scolaire reste très limitée. En effet, les JEM existants, parfois assez coûteux, sont souvent conçus pour un domaine très spécifique, et n’offrent donc pas de possibilités de réutilisation. De plus, les outils auteur existants sont, soit riches en fonctionnalités mais nécessitent un investissement important des enseignants pour être pris en main, soit simples à utiliser mais ne permettent pas de concevoir des JEM qui répondent aux besoins pédagogiques. Pour s’attaquer à ces problématiques, nous proposons JEM iNVENTOR, un outil auteur de JEM, fondé sur une approche de conception gigogne, destiné aux enseignants, conservateurs de musée, ou toute personne non-informaticienne, qui souhaitent scénariser leurs propres JEM et les déployer sur les systèmes mobiles.Le modèle de conception gigogne a été validé par une série d’expérimentations auprès d’une vingtaine d’enseignants ayant des niveaux d’expertises et des domaines d’enseignement très variés. Nous avons également mené des expérimentations de terrain, auprès d’environ 1500 étudiants et élèves, afin d’évaluer la qualité des JEM créés avec JEM iNVENTOR ainsi que leur impact sur les apprenants. / The rise of mobile devices (e.g. tablets, smartphones) and their educational and recreational applications have contributed to the emergence of Mobile Learning Games (MLGs). Indeed, MLGs show great potential for increasing engagement, creativity and authentic learning. Yet, despite their great potential for education, the use of MLGs by teachers, remains very limited. This is partly due to the fact that MLGs are often designed to match a specific learning context, and thus cannot be directly reusable for other contexts. In addition, existing authoring tools are either feature-rich but require a significant investment by teachers to be used, or simple to use but do not offer enough features for the design of MLGs that meet pedagogical needs. To tackle these problems, we propose JEM iNVENTOR, a MLG authoring tool, based on a nested design approach, intended for teachers, museum curators, or any person without computer skills, wishing to script their own MLG and deploy them on mobile systems.The nested design model was approved through a series of experimentations with some twenty teachers from a wide range of expertise levels and teaching fields. We also conducted field experimentations with about 1500 students and pupils in order to evaluate the quality of MLGs created with JEM iNVENTOR as well as their impact on learners.

Cette thèse aborde la thématique de la comparaison et de la construction de diagnostics des connaissances dans les Environnements Informatiques pour l'Apprentissage Humain (EIAH). Ces diagnostics sont utilisés pour déterminer si les apprenants maîtrisent ou non les connaissances ou conceptions du domaine d'apprentissage (par exemple math au collège) à partir des traces collectées par l'EIAH. Bien que ces diagnostics soient récurrents dans les EIAH, ils sont fortement liés au domaine et ne sont que peu formalisés, si bien qu'il n'existe pas de méthode de comparaison pour les positionner entre eux et les valider. Pour la même raison, utiliser un diagnostic dans deux domaines différents implique souvent de le redévelopper en partie ou en totalité, sans réelle réutilisation. Pourtant, pouvoir comparer et réutiliser des diagnostics apporterait aux concepteurs d'EIAH plus de rigueur pour le choix, l'évaluation et le développement de ces diagnostics. Nous proposons une méthode d'assistance à la construction et à la comparaison de diagnostics des connaissances, réifiée dans une première plateforme, en se basant sur une formalisation du diagnostic des connaissances en EIAH que nous avons défini et sur l'utilisation de traces d'apprenant. L'assistance à la construction se fait via un algorithme d'apprentissage semi-automatique, guidé par le concepteur du diagnostic grâce à une ontologie décrivant les traces et les connaissances du domaine d'apprentissage. L'assistance à la comparaison se fait par application d'un ensemble de critères de comparaison (statistiques ou spécifiques aux EIAH) sur les résultats des différents diagnostics construits. La principale contribution au domaine est la généricité de notre méthode, applicable à un ensemble de diagnostics différents pour tout domaine d'apprentissage. Nous évaluons notre travail à travers trois expérimentations. La première porte sur l'application de la méthode à trois domaines différents (géométrie, lecture, chirurgie) en utilisant des jeux de traces en validation croisée pour construire et appliquer les critères de comparaison sur cinq diagnostics différents. La seconde expérimentation porte sur la spécification et l'implémentation d'un nouveau critère de comparaison spécifique aux EIAH : la comparaison des diagnostics en fonction de leur impact sur une prise de décision de l'EIAH, le choix d'un type d'aide à donner à l'apprenant. La troisième expérimentation traite de la spécification et de l'ajout d'un nouveau diagnostic dans notre plateforme, en collaborant avec une didacticienne. / Comparing and building knowledge diagnostic is a challenge in the field of Technology Enhanced Learning (TEL) systems. Knowledge diagnostic aims to infer the knowledge mastered or not by a student in a given learning domain (like mathematics for high school) using student traces recorded by the TEL system. Knowledge diagnostics are widely used, but they strongly depend on the learning domain and are not well formalized. Thus, there exists no method or tool to build, compare and evaluate different diagnostics applied on a given learning domain. Similarly, using a diagnostic in two different domain usually imply to implementing almost both from scratch. Yet, comparing and reusing knowledge diagnostics can lead to reduce the engineering cost, to reinforce the evaluation and finally help knowledge diagnostic designers to choose a diagnostic. We propose a method, refine in a first platform, to assist knowledge diagnostic designers to build and compare knowledge diagnostics, using a new formalization of the diagnostic and student traces. To help building diagnostics, we used a semi-automatic machine learning algorithm, guided by an ontology of the traces and the knowledge designed by the designer. To help comparing diagnostics, we use a set of comparison criteria (either statistical or specific to the field of TEL systems) applied on the results of each diagnostic on a given set of traces. The main contribution is that our method is generic over diagnostics, meaning that very different diagnostics can be built and compared, unlike previous work on this topic. We evaluated our work though three experiments. The first one was about applying our method on three different domains and set of traces (namely geometry, reading and surgery) to build and compare five different knowledge diagnostics in cross validation. The second experiment was about designing and implementing a new comparison criteria specific to TEL systems: the impact of knowledge diagnostic on a pedagogical decision, the choice of a type of help to give to a student. The last experiment was about designing and adding in our platform a new diagnostic, in collaboration with an expert in didactic.

Les travaux effectués durant cette thèse s'inscrivent dans une problématique assez commune de nos jours : proposer de nouvelles méthodes de formation afin de s'adapter à l'évolution des besoins de la société et aux nouvelles technologies disponibles. En particulier, notre étude se focalise sur le besoin de formation à des activités métier de divers domaines (médical, automobile, aéronautique, etc.) de plus en plus complexes. Alors qu'il existe à l'heure actuelle des outils adaptés pour l'enseignement d'activités impliquant des actions avec des objets du monde réel (jeux sérieux), et d'autres outils adaptés pour l'enseignement d'activités se déroulant intégralement dans une application informatique (tutoriels de logiciel), il n'existe pas d'outil permettant d'enseigner des activités mêlant ces deux types d'opération. Dans ce mémoire, nous décrivons donc tout d'abord les différents travaux menés afin de répondre à cette première problématique. Après avoir étudié les caractéristiques respectives des Jeux Sérieux et des tutoriels de logiciel, nous formalisons l'outil de formation que nous avons conçu afin d'homogénéiser l'utilisation de ces deux catégories d'application dans un seul et même environnement. Nous introduisons alors les notions d'Environnement de Formation et de Scénario de Formation, qui font respectivement la distinction entre l'environnement dans lequel évoluent les apprenants au fur et à mesure des leçons, et la description formelle des activités à réaliser ainsi que des éléments pédagogiques et ludiques qui leurs sont liés.Cependant, le développement d'un tel outil représente une tâche particulièrement ardue pour les formateurs qui ne possèdent souvent pas l'expertise informatique requise. Cette observation vient en contradiction avec le fait que ces mêmes formateurs doivent être impliqués dans le processus de développement, du fait qu'ils possèdent à la fois l'expertise métier et l'expertise pédagogique liées aux activités métier à enseigner. Ainsi, l'étude de méthodes et d'environnements permettant de faciliter la création de tels outils constitue un deuxième axe de recherche de notre thèse. Suite à l’analyse un ensemble de langages textuels et graphiques, nous proposons dans un premier temps un langage dédié permettant de décrire nos Scénarios de Formation. Nous introduisons dans un second temps la représentation associée qui, à l'aide de plusieurs entités graphiques aux formes et à l'utilité bien définies, permet aux formateurs de décrire des scénarios en adéquation avec leurs compétences. Enfin, nous présentons l'environnement auteur permettant de faciliter la tâche aux formateurs grâce à diverses fonctionnalités d'automatisation et de capitalisation. L'ensemble de ces concepts forme la méthodologie globale que nous proposons dans cette thèse afin de rendre accessible la création de scénarios de formation aux formateurs.Finalement, ces différents travaux sont illustrés au travers de plusieurs applications ayant été implémentées afin de mettre en application nos contributions dans le contexte industriel du diagnostic automobile. Nous présentons et évaluons alors l'outil de formation et l'environnement auteur correspondants qui, ensemble, garantissent un processus industriel complet et plausible, depuis la création d'un scénario de formation jusqu'à son exécution. / The work carried out during this PhD thesis is related to a common issue these days: offering new training methods to adapt to the evolution of our society and to the new available technologies. Our study focuses on the necessity of training professional activities which take place in various domains (health, automotive, aeronautics, etc.), and which are becoming more and more complex. Nowadays, there are tools that are adapted to the training of activities involving interactions with objects from the real word (serious games), and there are other tools that are suitable for training activities which only involve the use of one or several business software applications (software tutorials). However, there are no fitting tools for training activities which involve both types of operation. In this manuscript, we first describe the work we performed to bring an answer to this problematic. After having studied the respective features of serious games and software tutorials, we formalize the training tool that we have designed to homogenize the use of these two application categories in a unique computer environment. We then introduce two notions. The first one is the notion of Training Environment, which stands for the environment in which trainees will progress to accomplish the different lessons being available through the tool. In a complementary manner, we define the notion of Training Scenario, which precisely is the formal description of one lesson in the Training Environment, with all its components: activities to be performed, pedagogical elements, and playful elements.However, the implementation of such a tool is a very complex task for trainers which often do not have the required computing expertise. This observation comes in contradiction with the fact that these very trainers must be involved in the development process, because they are the ones who own the professional expertise and the pedagogical expertise associated with the activities to be trained. Thus, the study of methods and environments easing the creation of such tools represent a second research axis for this thesis. After having analyzed a set of textual and graphical languages, we first propose a Domain Specific Modeling Language allowing the description of our Training Scenarios. Second, we introduce the associated representation which, thanks to several graphical entities well-defined, allows trainers to describe their own scenarios in line with their skills and expertise. Last, we present the authoring tool that allows to ease the scenario description task for trainers, thanks to various features which aim at automating the process and promoting reutilization. These concepts shape the global methodology that we propose in this manuscript to make training scenarios creation in trainers reach.Finally, these works are illustrated through the implementation of various applications which aims at putting into practice our contributions in the industrial context of automotive diagnostic. We then present and evaluate the corresponding training tool and authoring tool which together assure a complete and plausible industrial process, from the training scenario description to its execution.

Although the need for the incorporation of Information and Communication Technologies (ICT) in teacher training processes are affirmed in public policies governing education in Brazil, studies have shown that undergraduate students are not being adequately prepared for the pedagogical use of ICT in their teaching practice. In this sense, the goal of this research was to contribute to the initial training of teachers who will work in the Initial Grades of Elementary School, in the context of science teaching through the production of digital educational materials (DEM) supported by an authoring tool of comics. The research, qualitative and quantitative character, fits as an action research, in which subjects were students of Bachelor of Education (Day) and Bachelor of Education (Night) from the Federal University of Santa Maria (UFSM) in the context of curriculum components Science and Education I and Science and Education II. The research consisted of three stages, involving exploratory study, implementation and evaluation of educational workshops for the production of strips using the ToonDoo Maker authoring tool and organization, analysis and evaluation of MED produced considering technical, pedagogical and cognitive aspects. The data were collected through questionnaires survey type. The results showed that the authoring process as a pedagogical strategy, the contact with different languages offered by comics and the support of authoring tool used, proved to be able to contribute to the enhancement of the pedagogical use of ICT in initial teacher training being prepared to work in science teaching in Initial Grades of Elementary School. / Embora a necessidade da incorporação das Tecnologias da Informação e da Comunicação (TIC) nos processos de formação de professores esteja afirmada nas políticas públicas que regulamentam a educação brasileira, estudos têm demonstrado que estudantes de licenciaturas não estão sendo adequadamente preparados para o uso pedagógico das TIC em sua atuação docente. Nesse sentido, o objetivo desta pesquisa foi contribuir para a formação inicial de professores que atuarão nos Anos Iniciais do Ensino Fundamental, no contexto do ensino de ciências, por meio da produção de materiais educacionais digitais (MED) apoiados por uma ferramenta para autoria de histórias em quadrinhos (HQ). A pesquisa, de caráter quali-quantitativo, enquadra-se como uma pesquisa-ação, na qual os sujeitos foram os estudantes dos Cursos de Licenciatura em Pedagogia Diurno e Licenciatura em Pedagogia Noturno da Universidade Federal de Santa Maria (UFSM), no contexto dos componentes curriculares Ciências e Educação I e Ciências e Educação II. A pesquisa consistiu de três etapas, envolvendo estudo exploratório, implementação e avaliação de oficinas pedagógicas para a produção de tirinhas utilizando a ferramenta de autoria ToonDoo Maker e organização, análise e avaliação dos MED produzidos considerando aspectos técnicos, pedagógicos e cognitivos. A coleta de dados ocorreu por meio de questionários do tipo survey. Os resultados demonstraram que o processo de autoria como estratégia pedagógica, o contato com as diferentes linguagens proporcionadas pelos quadrinhos e o suporte da ferramenta de autoria, mostraram-se capazes de contribuir para a potencialização do uso pedagógico das TIC na formação inicial de professores que estão sendo preparados para atuar no ensino de ciências, nos Anos Iniciais do Ensino Fundamental.

Made available in DSpace on 2015-05-14T12:36:34Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 5661315 bytes, checksum: 3d034c11f7bf03d07a9ae05ed27d1b5c (MD5) Previous issue date: 2012-06-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The increasing use of computers in schools has been changing the standard of education in Brazil and enabling teachers to interfere with solutions that make the learning process more participatory and interactive. In this scenario the Digital learning objects (DLO) have been shown to be useful. The DLO construction for web or digital TV involves , well as pedagogical knowledge, specific knowledge of computers making its production time consuming and expensive for educational institutions. The cheapness and speed of development of an ODA are crucial factors for improving educational performance. The objective of this work is to develop an authoring tool called DITV-Learning that makes it possible to prepare for the DLO interactive digital TV (TVDI), by professionals who have little skill in computer science. / O uso crescente de computadores nas escolas vem mudando o padrão de ensino no Brasil e possibilitando que professores interfiram em soluções que tornem o processo de aprendizagem mais participativo e interativo. Neste cenário, objetos digitais de aprendizagem (ODA) têm se mostrado úteis. A construção de um ODA para web ou para TV digital envolve, além de saberes pedagógicos, conhecimentos específicos de informática, tornando sua elaboração cara e demorada para as instituições educacionais. No entanto, o barateamento e rapidez na elaboração de um ODA são fatores cruciais para a melhoria do desempenho educacional. O objetivo deste trabalho é desenvolver uma ferramenta de autoria chamada DITV-Learning que torne possível a elaboração de ODA para a TV digital interativa (TVDI) por profissionais que possuam pouca habilidade em informática. Esta ferramenta promoverá a abstração da complexidade das linguagens de programação envolvidas no processo de produção de um ODA para TVDI.

Les Serious Games sont des jeux vidéo qui n’ont pas pour objectif premier le divertissement et qui peuvent être utilisé pour l’enseignement. Pertinents dans de nombreux domaines d’éducation, ils posent pourtant des problèmes liés à leur création fastidieuse et coûteuse en moyens et en temps. Dans cette thèse, nous nous intéressons tout particulièrement aux Serious Games pour l’éducation, appelés Learning Games (LG) et plus particulièrement aux LG pour la formation continue pour les étudiants en école d’ingénieur. Tout d’abord, nous avons procédé à une étude des besoins concrets des créateurs de LG, ainsi qu’à un état de l’art des méthodologies et des outils existants. En premier lieu, ces recherches nous ont montré qu’il n’existait aucune solution adaptée pour faciliter la collaboration entre les différents concepteurs de LG, occupant des rôles complémentaires (expert du domaine, expert pédagogique, game designer…). Nos recherches mettent également en avant le besoin de modélisation et de représentation du scénario du LG pour aider les concepteurs à imaginer un LG qui soit à la fois ludique et attractif tout en gardant le fort potentiel éducatif indispensable à la formation. Pour répondre au premier besoin, nous proposons une méthodologie globale de création collaborative de LG, détaillant chaque tâche des acteurs ainsi que les outils mis à leur disposition. Pour répondre au deuxième besoin, nous proposons un modèle de scénarisation de LG qui représente d’un côté la structure pédagogique choisie par l’expert pédagogique et de l’autre côté la mise en scène ludique imaginée par le game designer. Pour réifier nos propositions, nous avons développé un environnement informatique d’aide à la conception, appelé LEGADEE (LEarning GAme DEsign Environment). LEGADEE guide chaque concepteur avec une « barre d’outils » adaptée à son rôle spécifique et qui propose également un système de validation qui analyse la création en cours. Enfin, nous avons imaginé un protocole d’évaluation pour valider notre environnement auteur ainsi que la méthodologie et le modèle proposés dans lequel nous comparons 24 scénarios de LG dont la moitié a été conçu avec LEGADEE et la moitié sans. Notre évaluation montre que l’utilisation de notre outil a tendance à améliorer certains critères qualité des LG. Elle montre aussi les limites de nos hypothèses et donne des pistes d’améliorations futures, tant sur LEGADEE que sur la méthode d’évaluation elle-même. / Serious Games are computer games that are designed for a primary purpose other than pure entertainment and that can be used for teaching. Although they are relevant to many fields of education, their development remains very expensive and time consuming. In this thesis, we focus mainly on Learning Games (LGs), that is on Serious Games designed for educational purposes, and more specifically on LGs used for training students in engineering schools. The first part of the thesis is devoted to an analysis of the needs of those who create LGs and a state of the art in terms of methodologies and tools available. Our study shows the need to facilitate collaboration between the various actors, with complementary roles, involved in the development of a LG (domain expert, pedagogical expert, game designer ...). Our research also highlights the need for models and visual representations of the LG scenario to facilitate the design of LGs that are fun and attractive while still maintaining their educational values. To address the first need, we propose a global collaborative methodology for creating LGs in which we indentify the tasks assigned to each actor who is involved in the creation process and the tools available. To meet the second need identified by our preliminary study, we propose a LG scenario model that represents the educational structure chosen by the pedagogical expert and also the way this structure is integrated into a game scenario imagined by the game designer. To reify our proposals, we have developed an authoring environment called LEGADEE (LEarning Game DEsign Environment) that guides each designer with a "toolbar" adapted to his or her role and also provides a validation system that analyzes the ongoing creation. Lastly, we have designed an evaluation protocol to validate our authoring environment as well as the methodology and the models proposed during which we compare 24 LGs of which half were created with LEGADEE and half without. Our evaluation indicates that our tool tends to improve the quality of LGs at several levels. It also brings to light the limits of our work and provides guidance for future improvements of LEGADEE and the evaluation process itself.

Cette thèse d'ingénierie des connaissances a pour objet la redocumentation de l'activité médiée informatiquement à base de fichiers traces. Au cours d’un tel processus, un utilisateur interprète et réécrit les traces dans un nouveau document, qui correspond à un genre particulier et décrit l'activité dans toute sa richesse ; il a notamment la possibilité de reformuler le contenu des traces, de l'enrichir avec d'autres informations (justification ou informations sur le contexte), de supprimer des parties, etc. Il s’agit ainsi de renforcer le statut documentaire des traces selon les trois dimensions de la lisibilité, de l’intelligibilité et de l’échange. Nous proposons une approche générique semi-automatique qui combine le contenu de traces de l’activité et les connaissances des utilisateurs dans des formes narratives, facilement échangeables, décrivant l’activité de façon personnalisée pour les utilisateurs. Celle-ci utilise des modèles formels pour les traces et les documents produits, ainsi que les principes de la théorie de la structure rhétorique (RST). Elle soutient la redocumentation à travers deux phases : une phase automatique pour générer un document initial fragmenté à partir de la trace d'activité comme une première description pour celle-ci et une phase interactive pour personnaliser cette description selon les besoins et les choix d'un utilisateur afin de produire un document. Nous proposons également la spécification de cette approche pour le cas particulier de la redocumentation par le texte et nous présentons ActRedoc, un outil auteur que nous avons développé pour implémenter cette approche spécifique en utilisant différentes technologies du Web Sémantique. Les résultats de notre travail ont été testés dans un environnement réel qui est celui de la redocumentation des traces de navigation dans un site d’archives de journaux du XIXème développé par la bibliothèque municipale de Lyon. Nous présentons ainsi les résultats d'une première évaluation de l'approche de redocumentation en texte et de l'outil ActRedoc auprès d'un groupe d'utilisateurs / This thesis is situated within the framework of knowledge engineering; it is particularly interested in the redocumentation of the computermediated activity from traces files. We suppose that during such a process, a user interprets and rewrites traces in a new document that corresponds to a particular genre and describes the traced activity in détails ; all this via the possibility to rewrite traces content, to enrich this content with other information (justifications or information on the context), to delete parts from it, etc. Therefore, we strengthen the documentary status of traces according to the three dimensions of legibility, comprehensibility and exchange. For implementing such a process, we propose a generic semi-automatic approach which combines the content of activity traces with users knowledge in narrative forms, easily exchangeable, to describe the traced activity in a personalized way for users. This Approach uses formal models for traces and documents (produced), as well as principles of the rhetorical structure theory (RST). It supports the redocumentation process through two phases: an automatic phase to generate an initial fragmented document from traces as a first description of the activity and an interactive phase to personalize this description according to the user needs and choices so that to produce an easily exchangeable document. We also propose a specification of this approach for the particular case of redocumentation by text and we present ActRedoc, an authoring tool that we developed by using different technologies of the Semantic Web in order to implement this specific approach. The results of our work were tested in a real environment which concerns redocumenting the activity of browsing a site of archives of newspapers of the XIXth century developed by the municipal library of Lyon. Thus, we present a first evaluation of the approach of redocumentation by text and of the authoring tool ActRedoc by a group of users

Made available in DSpace on 2016-08-17T14:52:42Z (GMT). No. of bitstreams: 1 Nilson Santos Costa.pdf: 955701 bytes, checksum: 32b64aae5f4201f9b4db958e974f82df (MD5) Previous issue date: 2002-03-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / One of the difficullties when building an Intelligent Tutoring System (ITS) is the domain model definition. This must be the result of knowledge acquisition from an experts, usually a teacher. This thesis presents the definition, modelling and implementation of an authoring tool. This tool, named authoring, provides cognitive evaluations to organize a knowledge set within an intelligent tutoring system. Through this tool, the knowledge (domain) of an Expert will be available for Mathnet System. This happens due to the edition or creation of an Expert authoring into a specific domain (knowledge). By the measures, it is possible the automation of a good curricular choice to the next phase to be some proposed by the peer, simulating the teacher s experience, in order to minimize the learning process and provide the use of many pedagogical strategies. Thus, the modelling and implementation of the authoring tool acts as a mechanism of creation and test of knowledge (domain). / Uma das maiores dificuldades na construção de um Sistema Tutorial Inteligente (STI) é a construção do Modelo de Domínio. Este deve ser o resultado da aquisição de conhecimentos a partir dos especialistas, geralmente professores da área e de pedagogia. Este trabalho apresenta a definição, modelagem e implementação de uma ferramenta de autoria. Esta ferramenta, denominada de autoria, terá medidas cognitivas para ordenar um conjunto de conhecimento para um Sistema Tutor Inteligente (STI). Com esta ferramenta, será disponibilizado o conhecimento (domínio) de um especialista para o sistema Mathnet1. Isto ocorrerá mediante a edição ou criação de uma autoria do especialista em um domínio específico (conhecimento). Por meio destas medidas será possível a automação de uma boa escolha curricular para a próxima etapa a ser trabalhada com o aprendiz (aluno), simulando a experiência do professor, a fim de minimizar o tempo de aprendizado e possibilitar a utilização de diversas estratégias pedagógicas. Desta maneira, a modelagem e implementação da ferramenta de autoria servirão como mecanismo de criação e testes de conhecimento (domínio).