13 research outputs found
ModÚlisation et détection de la persévérance en milieu scolaire en contexte informatique
The work presented in this manuscript is situated in the context of Education 4.0, and more particularly University 4.0. Education 3.0 has integrated for several years digital tools allowing to automate in part pedagogical activities (Moodle, MOOC, ...). Education 4.0 seeks to automate all or part of the educational process, in order to facilitate the monitoring and adaptation of courses to each learner. The concept of university 4.0 is the declination of education 4.0 in the university world.In order to automate the monitoring and adaptation of these processes, it is necessary to be able to observe and measure them. If we take the case of perseverance in the school environment, the difficulty lies in the fact that this property is intimately linked to the learner's psychological state. It is therefore necessary to develop a specialized measurement and evaluation probe based on the impact of this psychological state on the learner's observable behavior.The objective of this thesis is, starting from the definition of school perseverance and the identification of the motivational and psychological mechanisms that influence it, to propose a computerized meta-modeling and a methodology to build models of school perseverance specific to each educational context. These models are used to follow the evolution of a learner's perseverance during an educational activity on a computer-based platform.The proof of concept is realized through a case study, and concerns the detection of perseverance over a very short time (via the detection of the moments of dropping out, and of work). The pedagogical context is the use of the site code.org for the initiation to computer programming, for primary school students. The results obtained by the prototype were compared to the opinion of a group of experts. This analysis showed that the prototype (and thus the model) performed quite comparably to a teacher's, thus validating our approach and the initial hypothesis that moments of dropout and sustained work are perceptible in the user's interactions with the digital interface.This thesis was realized within the framework of the PIA2 project E-FRAN PERSĂVĂRONS, which aims to observe the impact of digital tools/objects on school perseverance.Le travail prĂ©sentĂ© dans ce manuscrit se situe dans le contexte de lâĂ©ducation 4.0, et plus particuliĂšrement lâuniversitĂ© 4.0. L'Ă©ducation 3.0 a intĂ©grĂ© depuis plusieurs annĂ©es des outils numĂ©riques permettant dâautomatiser en partie des situations activitĂ©s pĂ©dagogiques (Moodle, MOOC, ...). LâĂ©ducation 4.0 cherche quant Ă elle Ă automatiser tout ou partie des processus pĂ©dagogiques, afin de faciliter le suivi et lâadaptation des parcours Ă chaque apprenant. Le concept dâuniversitĂ© 4.0 est la dĂ©clination dâĂ©ducation 4.0 dans le monde universitaire.Pour pouvoir automatiser le suivi et lâadaptation de ces processus, il faut pouvoir les observer et les mesurer. SI lâon prend le cas de la persĂ©vĂ©rance en milieu scolaire, la difficultĂ© rĂ©side dans le fait que cette propriĂ©tĂ© est intimement liĂ©e Ă lâĂ©tat psychologique de lâapprenant. Il est donc nĂ©cessaire de dĂ©velopper une sonde de mesure et dâĂ©valuation spĂ©cialisĂ©e, basĂ©e sur lâimpact de cet Ă©tat psychologique sur le comportement observable de lâapprenant.Lâobjectif de cette thĂšse est, Ă partir de la dĂ©finition de la persĂ©vĂ©rance en milieu scolaire et lâidentification des mĂ©canismes motivationnels et psychologiques qui lâinfluencent, de proposer une mĂ©ta-modĂ©lisation informatique et une mĂ©thodologie permettant de construire des modĂšles de la persĂ©vĂ©rance en milieu scolaire propres Ă chaque contexte pĂ©dagogique. Ces modĂšles sont utilisĂ©s pour suivre lâĂ©volution de la persĂ©vĂ©rance dâun apprenant au cours dâune activitĂ© pĂ©dagogique sur une plateforme de type ordinateur.La preuve de concept est rĂ©alisĂ©e au travers dâun cas dâĂ©tude, et porte sur la dĂ©tection de la persĂ©vĂ©rance sur des temps trĂšs court (via la dĂ©tection des moments de dĂ©crochage, et de travail). Le contexte pĂ©dagogique est lâutilisation du site code.org pour lâinitiation sur ordinateur Ă la programmation informatique, pour des Ă©lĂšves de classes primaires. Les rĂ©sultats obtenus par le prototype ont Ă©tĂ© comparĂ©s Ă l'avis d'un groupe d'experts. Cette analyse a montrĂ© que le prototype (et donc le modĂšle) obtenait des performances tout Ă fait comparables Ă celles d'un enseignant, validant ainsi notre approche et l'hypothĂšse initiale selon laquelle les moments de dĂ©crochages et de travail soutenu sont perceptibles dans les interactions de l'utilisateur avec l'interface numĂ©rique.Cette thĂšse a Ă©tĂ© rĂ©alisĂ©e dans le cadre du projet PIA2 E-FRAN PERSĂVĂRONS, qui pour objectif dâobserver lâimpact des outils/objets numĂ©riques sur la persĂ©vĂ©rance scolaire
Modelling and detect school perseverance in a computer context
Le travail prĂ©sentĂ© dans ce manuscrit se situe dans le contexte de lâĂ©ducation 4.0, et plus particuliĂšrement lâuniversitĂ© 4.0. L'Ă©ducation 3.0 a intĂ©grĂ© depuis plusieurs annĂ©es des outils numĂ©riques permettant dâautomatiser en partie des situations activitĂ©s pĂ©dagogiques (Moodle, MOOC, ...). LâĂ©ducation 4.0 cherche quant Ă elle Ă automatiser tout ou partie des processus pĂ©dagogiques, afin de faciliter le suivi et lâadaptation des parcours Ă chaque apprenant. Le concept dâuniversitĂ© 4.0 est la dĂ©clination dâĂ©ducation 4.0 dans le monde universitaire.Pour pouvoir automatiser le suivi et lâadaptation de ces processus, il faut pouvoir les observer et les mesurer. SI lâon prend le cas de la persĂ©vĂ©rance en milieu scolaire, la difficultĂ© rĂ©side dans le fait que cette propriĂ©tĂ© est intimement liĂ©e Ă lâĂ©tat psychologique de lâapprenant. Il est donc nĂ©cessaire de dĂ©velopper une sonde de mesure et dâĂ©valuation spĂ©cialisĂ©e, basĂ©e sur lâimpact de cet Ă©tat psychologique sur le comportement observable de lâapprenant.Lâobjectif de cette thĂšse est, Ă partir de la dĂ©finition de la persĂ©vĂ©rance en milieu scolaire et lâidentification des mĂ©canismes motivationnels et psychologiques qui lâinfluencent, de proposer une mĂ©ta-modĂ©lisation informatique et une mĂ©thodologie permettant de construire des modĂšles de la persĂ©vĂ©rance en milieu scolaire propres Ă chaque contexte pĂ©dagogique. Ces modĂšles sont utilisĂ©s pour suivre lâĂ©volution de la persĂ©vĂ©rance dâun apprenant au cours dâune activitĂ© pĂ©dagogique sur une plateforme de type ordinateur.La preuve de concept est rĂ©alisĂ©e au travers dâun cas dâĂ©tude, et porte sur la dĂ©tection de la persĂ©vĂ©rance sur des temps trĂšs court (via la dĂ©tection des moments de dĂ©crochage, et de travail). Le contexte pĂ©dagogique est lâutilisation du site code.org pour lâinitiation sur ordinateur Ă la programmation informatique, pour des Ă©lĂšves de classes primaires. Les rĂ©sultats obtenus par le prototype ont Ă©tĂ© comparĂ©s Ă l'avis d'un groupe d'experts. Cette analyse a montrĂ© que le prototype (et donc le modĂšle) obtenait des performances tout Ă fait comparables Ă celles d'un enseignant, validant ainsi notre approche et l'hypothĂšse initiale selon laquelle les moments de dĂ©crochages et de travail soutenu sont perceptibles dans les interactions de l'utilisateur avec l'interface numĂ©rique.Cette thĂšse a Ă©tĂ© rĂ©alisĂ©e dans le cadre du projet PIA2 E-FRAN PERSĂVĂRONS, qui pour objectif dâobserver lâimpact des outils/objets numĂ©riques sur la persĂ©vĂ©rance scolaire.The work presented in this manuscript is situated in the context of Education 4.0, and more particularly University 4.0. Education 3.0 has integrated for several years digital tools allowing to automate in part pedagogical activities (Moodle, MOOC, ...). Education 4.0 seeks to automate all or part of the educational process, in order to facilitate the monitoring and adaptation of courses to each learner. The concept of university 4.0 is the declination of education 4.0 in the university world.In order to automate the monitoring and adaptation of these processes, it is necessary to be able to observe and measure them. If we take the case of perseverance in the school environment, the difficulty lies in the fact that this property is intimately linked to the learner's psychological state. It is therefore necessary to develop a specialized measurement and evaluation probe based on the impact of this psychological state on the learner's observable behavior.The objective of this thesis is, starting from the definition of school perseverance and the identification of the motivational and psychological mechanisms that influence it, to propose a computerized meta-modeling and a methodology to build models of school perseverance specific to each educational context. These models are used to follow the evolution of a learner's perseverance during an educational activity on a computer-based platform.The proof of concept is realized through a case study, and concerns the detection of perseverance over a very short time (via the detection of the moments of dropping out, and of work). The pedagogical context is the use of the site code.org for the initiation to computer programming, for primary school students. The results obtained by the prototype were compared to the opinion of a group of experts. This analysis showed that the prototype (and thus the model) performed quite comparably to a teacher's, thus validating our approach and the initial hypothesis that moments of dropout and sustained work are perceptible in the user's interactions with the digital interface.This thesis was realized within the framework of the PIA2 project E-FRAN PERSĂVĂRONS, which aims to observe the impact of digital tools/objects on school perseverance
Co-construction of Computer Science Knowledge-to-be-taught in a French Context
International audienceThe French national curricula for elementary and secondary schools introduced teaching Computer Science (CS) concepts as mandatory, beginning the 2016-2017 school year. This also raised questions related to specifically what CS concepts should be taught and how. Several proposals of textbooks, pedagogical kits and other knowledge-to-be-taught have been made; some of them contain apparently surprising and even what seems, at a first glance, scientifically incorrect knowledge, which could prove to be obstacles in pupils' learning. In this paper we analyze such proposals, and advance explanations based on the Theory of the Didactic Transposition of Knowledge (TDTK). The TDTK considers that the knowledge-to-be-taught is the result of a complex process of various interactions and negotiations between the numerous actors of the educational system. We identify such interactions, which explain the existence of didactic obstacles. Being aware of such caveats may reduce the apparition of this type of obstacles in future construction of similar CS bodies of knowledge-to-be-taught
Modelling Learnerâs Perseverance in Education Software
International audienceWith the arrival of digital tools, education research is evolving thanks to Technology Enhanced Learning Systems. These latter are becoming more and more person-alized taking into consideration the student's performance. However, a significant rate of dropout is often observed. In this paper, we address the question: How to keep students engaged in their learning processes ? Our purpose is to model student's perseverance, through student-mouse interactions, in order to adapt his/her curricula depending on his/her motivation. Our solution is based on Model Driven Engineering concept to ensure reusability and automatic computations
Detection and classification of dropout behavior
International audienceThis article presents the first results of our work aimed at detecting students' risk of dropping out and dropping out during block-based computer programming lessons in the classroom. We use information related to the use of the mouse and the interface of the programming software to detect behaviors characteristic of dropout. The paper describes the methodology chosen to build the rules for detecting these behaviors. The results obtained on a first case study are also given. These results were obtained within the framework of the PERSEVERONS project 1 , which aims to study the perseverance of students induced by the use of a digital object