iaelyon School of Management, Jean Moulin Lyon 3 University
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 paper entitled "Influence of Scenarios and Player Traits on Flow in Virtual Reality" published in the IEEE Transactions on Visualization and Graphics (IEEE TVCG) journal.
Authors: Elise Lavoué, Sophie Villenave, Audrey Serna, Clémentine Didier, Patrick Baert, Guillaume Lavoué
Nous recrutement à partir de février 2024 un stagiaire de M2 ou PFE pour le développement d’un environnement de réalité virtuelle pour la formation aux risques chimiques, dans le cadre du projet ANR RENFORCE. L’objectif de ce stage/PFE orienté « développement » est de contribuer au développement de cet environnement en laboratoire de chimie, en intégrant un scénario construit lors du premier semestre 2023, en collaboration avec les différents acteurs du projet répartis sur les deux sites Lyon / Saint Etienne.Read more
Our paper entitled "How does adaptive gamification impact different types of student motivation over time?" has been published in the Interactive Learning Environment journal.
Authors: Stéphanie Reyssier, Audrey Serna, Stuart Hallifax, Jean-Charles Marty, Stéphane Simonian, Élise Lavoué
Our paper entitled "Investigating the Effects of Tailored Gamification on Learners' Engagement over Time in a Learning Environment" published in the PACM HCI journal has been invited to be presented at CHI PLAY 2023.
Authors: Audrey Serna, Stuart Hallifax, Élise Lavoué
The kick-off meeting of the LudiMoodle+ project founded by the National Research Agency (ANR) will held on May 15, 2023 in Lyon, in the presence of representatives of the partners and the ANR.
The kick-off meeting of the RENFORCE project founded by the ANR was held on January 6, 2023 in Lyon
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.
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.
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.
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.