I am aProfessor in Computer Science

iaelyon School of Management, Jean Moulin Lyon 3 University
Head of the SICAL research group of the LIRIS lab

My Research Interests

Tailored Gamification - User Engagement - Behaviour Analysis - Learning Analytics

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Current Research Areas

Technology Enhanced Learning (TEL)
Human-Computer Interaction (HCI)
Computer Supported Collaborative Learning (CSCL)

Awards

Best Industrial Paper award at CSEDU 2020
Honorable Mention Award at ACM CHI PLAY 2019
Best Paper award at CSEDU 2013

I aim at strengthening the motivation and engagement of learners using digital environments, with the goal to enhance behaviors favorable to learning: autonomy, critical thinking, reflexivity, etc. In short, skills that will ultimately enable all citizens to understand the complexity of today’s digital world.

News

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RENFORCE project - Kick-Off meeting, in Lyon.

The kick-off meeting of the RENFORCE project founded by the ANR was held on January 6, 2023 in Lyon

Our ANR project LudiMoodle+ has been selected!

Our project LudiMoodle+ "Ludification adaptative pour la réussite des élèves" will be funded by the French National Research Agency (ANR) for 2 years within the eFRAN 3 call, starting in January 2023. Coordinator: LIRIS lab-SICAL team (CNRS) / Partners: University Lyon 3 (PAPN), ECP (Lyon 2), Pimenko, Académie de Lyon

CHI2023 Associate Chair

I am proud to serve as an associate chair at the CHI2023, within the "Learning, Education, and Families" subcommittee.

Our ANR project RENFORCE has been selected!

Our project RENFORCE "Reflexive Multisensory Immersive Environment for Chemical Risk Training" will be funded by the French National Research Agency (ANR) for 4 years, starting in January 2023. Coordinator: LIRIS lab-SICAL team / Partners: LIRIS lab-ORIGAMI team, INL (CNRS), ECP (Lyon 2)

Latest Projects

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LudiMoodle+: Adaptive Gamification for Student Achievement

The LudiMoodle+ project has three objectives:
1. Deepen our knowledge on the impact of adaptive gamification on students' performance and self-regulation skills.
2. Develop a plugin for Moodle 4.0 that allows teachers to assign tailored game elements to students.
3. Disseminate the practices and recommendations resulting from the project by training secondary school teachers in the implementation of adaptive gamification.

RENFORCE: Reflexive Multisensory Immersive Environment for Chemical Risk Training

This project aims to:

(1) understand to what extent multisensory stimuli improve learner engagement and immersion, through the enhancement of the embodied experience, and how it improves learner performances in chemical risk training;

(2) understand how the visualization of behavioral and psychophysiological data during and after the VR experience can improve learner reflexivity and learning.

Lex.gaMe: A game-based personal learning environment for improving lexicon acquisition

Learning vocabulary is an essential part of mastering a second language. But the time allotted to language learning in French universities tends to make it necessary to focus class activity on interaction and collaborative tasks, sometimes leaving out explicit lexical work altogether. In this view, the Lex:gaMe project aims at providing learners and teachers with a set of tools targeting various aspects of lexicon oriented learning.

BODEGA: Embodiment in collaborative serious games for soft skills training: impact study on engagement and alignment in gradual multimodal situations

Serious games are often designed without a deep reflection on the impact of the modalities proposed to participants to exchange, either on the perception of others or on communication skills. The BODEGA project aims to study the influence of embodiment on participants’ social behaviours and engagement in a collaborative game designed to measure and/or develop soft skills.

Main Publications

keyboard_backspace International journals ETR&D 2019

Lavoué, E., Kazemitabar, M., Doleck, T., Lajoie, S. P., Carrillo, R., & Molinari, G. (2019). Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts. Educational Technology Research and Development, 1-24.

keyboard_backspace International journals IEEE TLT 2019

Lavoué E., Monterrat B., Desmarais M., George S. (2019) Adaptive Gamification for Learning Environments, IEEE Transactions on Learning Technologies, 12, 1, 16-28.

keyboard_backspace International journals IJHCS 2021

Lavoué, É, Ju, Q., Hallifax, S., Serna, A. Analyzing the relationships between learners’ motivation and observable engaged behaviors in a gamified learning environment. International Journal of Human-Computer Studies, 154, 102670, 2021. doi : 10.1016/j.ijhcs.2021.102670.

keyboard_backspace International conferences AIED 2020

Hallifax, S., Lavoué, E. Serna, A. (2020). To tailor or not to tailor gamification? An analysis of the impact of tailored game elements on learners’ behaviours and motivation. Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science, vol 12163. Springer, Cham, p.216-227. HAL : hal-02573200

keyboard_backspace International conferences CHIPLAY 2019

Stuart Hallifax, Audrey Serna, Jean-Charles Marty, Guillaume Lavoué, Elise Lavoué. Factors to Consider for Tailored Gamification. 6th ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (CHI PLAY’19), 22 October 2019, Barcelona (Spain), p. 559-572. HAL : hal-02185647. Honorable Mention Award (top 4%)

keyboard_backspace International journals IEEE TLT 2022

Reyssier, S., Hallifax, S., Serna, A., Marty, J.-C., Simonian, S. & Lavoué, E. The impact of game elements on learner motivation: influence of initial motivation and player profile. IEEE Transactions on Learning Technologies, 2022. To be published

keyboard_backspace International journals IJHCS 2020

Ez-Zaouia, M., Tabard, A., & Lavoué, E. Emodash: a Dashboard Supporting Retrospective Awareness of Emotions in Online Learning. International Journal of Human-Computer Studies. 139, 102411, 2020.

keyboard_backspace International journals UMUAI 2014

Bouvier P., Sehaba K., Lavoué E. A trace-based approach to identifying users’ engagement and qualifying their engaged-behaviours in interactive systems: Application to a social game. User Modeling and User-Adapted Interaction (UMUAI), 24(5), p. 413-451, 2014.

keyboard_backspace International journals Computers & Education 2015

Lavoué E., Molinari G., Prié Y., Khezami S. Reflection-in-Action Markers for Reflection-on-Action in Computer-Supported Collaborative Learning Settings, Computers & Education, 88, p. 129-142, 2015.