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- | La Représentation des Connaissances dans les Environnements Virtuels Informés nous permet de modéliser les processus décisionnels variables de Personnages Virtuels Autonomes et d' | + | Virtual reality enables learners to experiment, to be trained and to visualize the impact of their decisions. It is often used to teach technical gestures or technical skills, but is still under used to train people to complex socio-technical situations. We are particularly interested in training to manage critical situations and to manage crisis situations. In order to manage this type of situations, it is important that operators are trained on both technical and non-technical skills |
- | === Conception d’Environnements Virtuels pour l' | + | \\ |
- | * RVPI | + | |
- | * SOFI/ | + | |
- | === Interprétation et suivi des comportements de l’apprenant : === | + | |
- | * [[fr: | + | |
- | * [[fr: | + | |
- | * [[fr: | + | |
- | === Modélisation décisionnelle de Personnages Virtuels Autonomes : === | + | |
- | * Plateforme [[fr: | + | |
- | * [[fr: | + | |
- | * [[fr: | + | |
- | * [[fr: | + | |
- | === Encadrement de thèses en cours === | + | In order to make training through personal experience easier, it is necessary for the learner to face diverse potential |
- | * [[http:// | + | |
- | * [[http:// | + | |
- | * [[http:// | + | |
- | === Encadrement de thèses passées | + | |
- | * [[http:// | + | |
+ | To support this kind of training, a huge work needs to be done on the scenarios authoring. This necessary amount of work to scale up to coherent and precisely controlled scenarios is called authoring bottleneck. It shows the necessity to set up generical orchestration systems independent from the applications, | ||
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+ | We propose the platform HUMANS (HUman Models based Artificial eNvironments Software platform). HUMANS is an orchestration system aiming towards apparently contradictory objectives such as: | ||
+ | * agency, allowing trial-and-error training, | ||
+ | * dynamical aspect and efficiency of the scenario control in order to guarantee the training, | ||
+ | * coherence between representatives and real behaviors and transfer from and toward real situations, | ||
+ | * encouragement of reflective learning through explicability, | ||
+ | * system adaptability, | ||
+ | |||
+ | The socio-technical environments we are looking into have a strong collective dimension. We are particularly interested in training learners to team management, leadership, communication, | ||
- | === Suivi de thèse | ||
- | * Wajih Bouslimi ([[fr: | ||