, , p.61
,
, Images tirées de la Tour
,
, , p.74
, Illustration des principales théories sur l'impact de la difficulté sur l'apprentissage, p.76
Forme mathématique et illustration d'une courbe psychométrique 2D, p.77 ,
, Représentation visuelle d'un espace de difficulté tridimensionnel utilisable par Parseval, vol.80
, Nuages de points projetés dans le plan factoriel de l'analyse en composantes principales menée sur les pré-tests des groupes Evasion et Luciole
, Illustration du biais d'agrégation lorsque la régression est effectuée sur des données non indépendantes
, Estimation des ordonnées à l'origine et des pentes des régressions linéaires réalisées pour chaque classe
, Évolution des taux de performances en tâche de report partiel et global pour les élèves ayant joué à Luciole et ceux ayant joué à Evasion
, Prédiction des scores d'empan visuo attentionnel par le modèle 0 par rapport aux observations réelles
Modélisation de l'évolution de l'empan visuo-attentionnel avant et après entraînement pour les classes ayant joué à Evasion et celles ayant joué à, p.95 ,
, Graphe des performances en lecture de texte et de pseudo-mots des élèves ayant joué à Evasion et à Luciole
, Histogramme des temps d'entraînement par classe pour Evasion
, Histogramme des durées quotidiennes d'entraînement par classe pour Evasion, p.97
, Évolution des durées quotidiennes d, p.98
, Classification des classes en fonction des 3 critères de bon suivi de protocole, p.99
, Histogramme de la semaine de démotivation perçue par les enseignants, p.100
, Histogrammes des appréciations des enseignants pour les quatre mini-jeux d'Evasion, vol.100
, Affichage du test de comparaison multiple des rangs moyens des appréciations des 4
Diagramme en violon des temps de jeu passés sur chaque mini-jeu, p.101 ,
, Évolution de la différence de score d'empan visuo-attentionnel en fonction du temps total d'entraînement
, Évolution de la différence de score d'empan en fonction du temps passé sur l'Attrape-Lettre102
, Répartition des élèves dans l'espace tridimensionnel des proportions des temps passés sur chaque
, Évolution du taux de réussite moyen au cours du temps pour les quatre mini-jeux d'Evasion105
, Nombre de configuration proposées pour chaque région de l'espace de difficulté associé à l'Attrape-Lettre
, Taux de réussite moyen calculé pour chaque case de l'espace de difficulté associé à l'Attrape-Lettre pour les élèves dont le taux de réussite est compris entre 0, p.107
, Évolution du taux de réussite individuel au fur et à mesure des événements pour les quatre mini-jeux
, Regroupement des élèves en fonction de la moyenne et de l'écart type de leur taux de réussite illustré ici sur l'Attrape-Lettre
, Évolution du niveau estimé K moyen en fonction du temps pour les quatre mini-jeux
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