iaelyon School of Management, University Jean Moulin Lyon 3
Head of the SICAL research group of the LIRIS lab
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.
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
I am proud to serve as an associate chair at the CHI2023, within the "Learning, Education, and Families" subcommittee.Read more
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)
Our paper entitled "The impact of game elements on learner motivation: influence of initial motivation and player profile" has been accepted for publication in the IEEE Transactions on Learning Technologies journal.
Authors: Stéphanie Reyssier, Stuart Hallifax, Audrey Serna, Jean-Charles Marty, Stéphane Simonian, Élise Lavoué
Since January 1, 2022, the Research Ethics Committee (CER) of the University of Lyon (CER-UdL) is ready to receive applications for expertise. It aims to support researchers who want to guarantee the ethics of their research protocols by providing independent opinions on research projects.Read more
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.
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.
We observe that digital learning environments are often underused by learners and teachers because they are not intrinsically motivating. In this context, the main issue of the LudiMoodle project is to propose a new approach to the gamification of digital learning environment on learners' motivation, by adapting game elements to their profile.
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.
Lavoué E., Monterrat B., Desmarais M., George S. (2019) Adaptive Gamification for Learning Environments, IEEE Transactions on Learning Technologies, 12, 1, 16-28.
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.
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
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%)
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
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.
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.
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.