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Modèle et outil pour assister la scénarisation des activités pédagogiques orientées RV

Abstract : The work presented in this thesis is integrated in the field of Virtual Environments for Human Learning (VRLE) whose main objective is to stimulate, support and personalize learning in virtual environments. Our mission thus established on the basis of the study and analysis of existing VRLE, was to propose technical and methodological solutions to: on the one hand, assist the teacher in the design and production of his VRLE adapted to his needs, and on the other hand, help the teacher to design, adapt and reuse his pedagogical scenarios based on virtual reality. These objectives guided the proposal of a methodological solution based on a design process that describes the course of an VRLE by detailing the actors involved and the specificities of each step of the process. We sought to provide solutions for structuring pedagogical situations in the form of reusable scenario models. During this stage, we have worked in partnership with pedagogical teams and we are initially proposing a VR-oriented pedagogical scenario model specific to this approach, characterized mainly by its genericity and flexibility, which favors its adaptation to different scenario realization contexts without the need to modify its description.Secondly, we have developed an authoring tool which reifies our VR-oriented pedagogical scenario model with the aim of enabling teachers to easily model and adapt their situations (in the form of scenarios) and generate their own VRLE. In this thesis we began by studying the literature developed on these topics. The second part of this thesis is devoted to the specification of the design and production process of VRLE. The third part of the manuscript is devoted to the development of a model of VR-oriented pedagogical scenarios. All of the points discussed in this chapter relate to educational scriptwriting and the importance of providing design patterns. We have also looked at the concepts of learning activities and learning objects inside a VRLE. These have been mentioned in the literature as essential elements for VR-oriented pedagogical situation modelling. We then show how to create an authoring tool that is simple to use, to be used by non-expert teachers, and at the same time rich in functionality to be able to adapt to their different needs. The answers to this research question will be the subject of the fourth part of this thesis.We have equipped our tool with a service for the automatic operationalisation of VR-oriented pedagogical scenarios. It has thus been experimented and evaluated with teachers with no previous experience in pedagogical scenario writing and teachers who have never been involved in the implementation of a VRLE. The editor was evaluated in particular from the point of view of utility and usability. The results obtained confirm that it is possible to design VR-oriented pedagogical scenarios as generic as possible and provides all the necessary elements for modelling such pedagogical situations. Feedback from participants particularly highlighted its ease of use and the benefit of being able to script in the virtual world.
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Submitted on : Thursday, January 6, 2022 - 2:59:14 PM
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Oussema Mahdi. Modèle et outil pour assister la scénarisation des activités pédagogiques orientées RV. Environnements Informatiques pour l'Apprentissage Humain. Le Mans Université, 2021. Français. ⟨NNT : 2021LEMA1009⟩. ⟨tel-03514974⟩



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