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- | Le but de mes recherches vise à scénariser et à modéliser l’activité humaine et sociale dans des environnements virtuels. | + | 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, |
- | Cette problématique soulève une question scientifique à laquelle je me suis intéressée : comment concevoir et scénariser des environnements virtuels à la fois crédibles en regard des comportements attendus, dotés de contenus didactiques et intégrants des aspects motivants pour faciliter l’engagement émotionnel de l’apprenant dans ses apprentissages ? | + | \\ |
- | Je m' | + | |
- | === Scénarisation adaptative et suivi de l’apprenant : === | + | |
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- | * Plateforme [[fr: | + | |
- | === Modélisation décisionnelle de Personnages Virtuels Autonomes : === | + | In order to make training through personal experience easier, it is necessary for the learner to face diverse potential situations of development (Vygotsky, 1978), i.e appropriate to her/his level of knowledge and of expertise on the task to be executed, while providing her/him the necessary resources to execute the task. To place the learner in potential development situations rather than in situation of failure, the situations need to be carefully tailored to be difficult enough, but not too much, and to target skills suitable to each learner. |
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- | === Encadrement de thèses en cours === | + | 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, |
- | * [[http:// | + | |
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- | === Encadrement de thèses passées | + | |
- | * [[http:// | + | |
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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, | ||
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+ | 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: | ||