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Les learning analytics pour promouvoir l'engagement et la réflexion des apprenants en situation d'apprentissage pratique

Rémi Venant 1 
1 IRIT-SIERA - Service IntEgration and netwoRk Administration
IRIT - Institut de recherche en informatique de Toulouse
Abstract : Practical activities, used in exploratory learning, represent a major component of education: they make learners acquire not only knowledge, but also skills and attitude, and they help them bridging the gap between theories and the real world within they are applied. However, the physical laboratories hosting these activities rely on expensive infrastructures that make very difficult for institutions to cope with the high increase of the students' population. Within this context, virtual and remote laboratories (VRL) bring an affordable alternative to provide practical activities at scale. Numerous research works have come up for the last decade; they mainly focused on technological issues such as the federation of remote laboratories, their standardization, or the pooling of the resources they provide. Nevertheless, the recent literature reviews highlight the need to pay more attention to the educational facets of these innovative learning environments. With that purpose in mind, our works make use of the learners' traces collected through their practical learning sessions to sustain socio-constructivist theories, on which practical activities rely on, and thus to engage students in their learning tasks and further their reflection. Starting from the study of scientific research, we identify as a first step a set of criteria required to design practical learning systems that support social interactions between learners. We then developed Lab4CE, a web-based environment for Computer Science education. This environment relies on a cloud computing architecture to provide learners with their own virtual resources, and hides the complexity of the inherent management tasks while offering advanced educational capabilities. Indeed, Lab4CE builds on learning analytics to enable different forms of learning such as collaboration, cooperation, or peer assistance, but also to supply learners as well as teachers awareness and reflection tools that aim at promoting deep learning during and after practical activities. We carried out several experimentations in authentic and hands-on learning contexts. They stressed the fact that learners evaluate positively the usability of Lab4CE, and they significantly rely on our awareness and reflection tools. However, extra artifacts are required to increase their spontaneous engagement in social learning interactions. Moreover, theses experimentations suggested a significant correlation between, on the one hand, student's activity in the environment and the learning strategies they apply and, on the other hand, their academic performance. These first results allow us to assess that socio-constructivist theories leverage engagement and reflection within VRL. They also invite us to put our approach into practice in other learning settings, but also to extend the sources of information to deal with our behavioral analyses in depth, and thus to enhance our contributions regarding the adoption of practical learning within technological environments.
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Submitted on : Thursday, December 6, 2018 - 11:08:06 AM
Last modification on : Wednesday, September 21, 2022 - 3:52:18 AM
Long-term archiving on: : Thursday, March 7, 2019 - 1:25:33 PM


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  • HAL Id : tel-01946600, version 1


Rémi Venant. Les learning analytics pour promouvoir l'engagement et la réflexion des apprenants en situation d'apprentissage pratique. Environnements Informatiques pour l'Apprentissage Humain. Université Paul Sabatier - Toulouse III, 2017. Français. ⟨NNT : 2017TOU30164⟩. ⟨tel-01946600⟩



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