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1. Designing acceptable emerging technologies: what contribution from ergonomics?

Author

Emilie Loup-Escande, Guillaume Loup, Centre de Recherche en Psychologie : Cognition, Psychisme et Organisations - UR UPJV 7273 (CRP-CPO), Université de Picardie Jules Verne (UPJV), Informatique, BioInformatique, Systèmes Complexes (IBISC), Université d'Évry-Val-d'Essonne (UEVE)-Université Paris-Saclay, and FEDER

Subjects
050210 logistics & transportation, Engineering, Emerging technologies, business.industry, 05 social sciences, Human factors and ergonomics, Human Factors and Ergonomics, Ecological approach, Acceptance, Prospective ergonomics, Risk analysis (engineering), 0502 economics and business, Ecological psychology, [INFO.INFO-ET]Computer Science [cs]/Emerging Technologies [cs.ET], 0501 psychology and cognitive sciences, business, Experimentation, 050107 human factors
Abstract

International audience; Ergonomics has several theoretical frameworks at its disposal for assessing the acceptability of technologies, and it uses numerous methodologies that exist within the discipline. Authors generally base their studies on one or other of these theoretical and methodological approaches, which are sometimes seen as mutually incompatible. The present article, however, seeks to demonstrate the interest of combining three methodological approaches (i.e., experimental, ecological, and prospective methodologies) in designing emerging technologies that will be accepted. Our first focus is conceptual, and the arguments we present for taking a holistic view of the acceptability of emerging technologies are based on the foundations, the contributions and the limitations of three theoretical frameworks of acceptance (i.e., social acceptance, practical acceptance, and situated acceptance). Our second focus is methodological: using our own work as evidence we argue that an experimental methodology can further both the practical acceptance and the social acceptance of Virtual Reality, that an ecological methodology can further its situated acceptance, and that a prospective methodology has relevance to all three facets. We discuss and suggest some recommendations regarding the use of these methodologies according to the type of design project.Highlights A holistic view of the acceptability of emerging technologies based on social, practical and situated acceptance is proposed. The experimental approach informs the practical and social acceptance of virtual reality. The ecological approach promotes situated acceptance of emerging technologies. The prospective approach is relevant to social, practical and situated acceptance.

Published
2020
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2. Towards an Immersive Debriefing of Serious Games in Virtual Reality: A Framework Concept

Author

Guillaume Loup, Jean-Yves Didier, Jonathan Degand, Informatique, BioInformatique, Systèmes Complexes (IBISC), and Université d'Évry-Val-d'Essonne (UEVE)-Université Paris-Saclay

Subjects
Reflection (computer programming), 030504 nursing, Game engine, Computer science, Replay system, Trainer, Debriefing, 030208 emergency & critical care medicine, Context (language use), Serious game, Virtual reality, 03 medical and health sciences, 0302 clinical medicine, Human–computer interaction, [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC], 0305 other medical science, Simulation
Abstract

International audience; Debriefing and simulation are two complementary and indivisible phases for the use of serious game. However, practices of debriefing vary depending on the objectives and the context. With the advent of new virtual reality simulations, it is interesting to identify methods of debriefing for the trainer and learner in this situation. This paper provides a global review of debriefing in a serious game context and considers the findings tied to a virtual reality context. The purpose of this analysis is to find a proper solution and to use virtual reality technology to improve the debriefing experience. We finally propose a tool for virtual reality simulations that provides an immersive debriefing system that includes a replay system of the simulation occurred as well as a possibility to restart at any moment of the replay. As such, we think that the participant can have a better understandingand reflection of what he/she has experienced as well as a possibility to exploreother choices.

Published
2021
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3. From Design to Management of Digital Epistemic Games

Author

Guillaume Loup, Eric Sanchez, Claudine Piau-Toffolon, Lahcen Oubahssi, IUT de Laval, Le Mans Université (UM), Laboratoire d'Informatique de l'Université du Mans (LIUM), Informatique, Biologie Intégrative et Systèmes Complexes (IBISC), Université d'Évry-Val-d'Essonne (UEVE), EducTice, LEPS, Sciences et Société, Historicité, Éducation et Pratiques (EA S2HEP), École normale supérieure - Lyon (ENS Lyon)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Université de Lyon-École normale supérieure - Lyon (ENS Lyon)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Université de Lyon, Informatique, BioInformatique, Systèmes Complexes (IBISC), Université d'Évry-Val-d'Essonne (UEVE)-Université Paris-Saclay, École normale supérieure de Lyon (ENS de Lyon)-Université Claude Bernard Lyon 1 (UCBL), and Université de Lyon-Université de Lyon-École normale supérieure de Lyon (ENS de Lyon)-Université Claude Bernard Lyon 1 (UCBL)

Subjects
Attractiveness, Knowledge management, Process (engineering), Computer science, business.industry, 4. Education, Applied Mathematics, Design tool, Context (language use), Epistemic games, ADDEGames, JENlab, Computer Graphics and Computer-Aided Design, Education, Human-Computer Interaction, Digital Epistemic Games, Artificial Intelligence, Multidisciplinary approach, Acceptance testing, Agile approach, Assistance Design Tool, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, business, Game-Based Learning, Software
Abstract

International audience; The development of pedagogies that can provide alternatives to traditional approaches is becoming increasingly important as a means of enhancing the attractiveness of training courses, appealing to new types of learners and designing learning systems that help to develop multidisciplinary skills. In this context, the JEN.lab project aims to offer innovative perspectives for learning based on the design of digital epistemic games (JENs in French). The research effort presented in this paper is part of the JEN.lab project. We aim to study problems related to the modelling and design of digital epistemic games. We propose a co-design process and an assistant tool supporting this process to guide teachers in designing digital epistemic games called ADDEGames (Assistance Design tool for Digital Epistemic Games). Our approach is based on: (i) the learners and the situation that emerges when they play the game, rather than the device used to play; and (ii) the teachers who want to manage a game-based learning situation. The iterative and participative development process and acceptance test using an agile approach are presented.

Published
2020
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4. From Design to Management of JENs (in the JEN.Lab Project)

Author

Lahcen Oubahssi, Claudine Piau-Toffolon, Guillaume Loup, and Éric Sanchez

Subjects
lcsh:Computer software, lcsh:QA76.75-76.765, JENlab, Game-Based Learning, Digital Epistemic Games, ADDEGames, Assistance Design Tool, lcsh:Electronic computers. Computer science, lcsh:L, lcsh:QA75.5-76.95, lcsh:Education
Abstract

The development of pedagogies that can provide alternatives to traditional approaches is becoming increasingly important as a means of enhancing the attractiveness of training courses, appealing to new types of learners and designing learning systems that help to develop multidisciplinary skills. In this context, the JEN.lab project aims to offer innovative perspectives for learning based on the design of digital epistemic games (JENs in French). The research effort presented in this paper is part of the JEN.lab project. We aim to study problems related to the modelling and design of digital epistemic games. We propose a co-design process and an assistant tool supporting this process to guide teachers in designing digital epistemic games called ADDEGames (Assistance Design tool for Digital Epistemic Games). Our approach is based on: (i) the learners and the situation that emerges when they play the game, rather than the device used to play; and (ii) the teachers who want to manage a game-based learning situation. The iterative and participative development process and acceptance test using an agile approach are presented.

Published
2020

5. Effects of Travel Modes on Performances and User Comfort: A Comparison between ArmSwinger and Teleporting

Author

Guillaume Loup, Emilie Loup-Escande, Informatique, Biologie Intégrative et Systèmes Complexes (IBISC), Université d'Évry-Val-d'Essonne (UEVE), Centre de Recherche en Psychologie : Cognition, Psychisme et Organisations - UR UPJV 7273 (CRP-CPO), and Université de Picardie Jules Verne (UPJV)

Subjects
Computer science, 05 social sciences, Human Factors and Ergonomics, Virtual reality, Teleportation, Commercialization, Computer Science Applications, Human-Computer Interaction, Human–computer interaction, [SCCO.PSYC]Cognitive science/Psychology, 0502 economics and business, [INFO]Computer Science [cs], 050211 marketing, 0501 psychology and cognitive sciences, ComputingMilieux_MISCELLANEOUS, 050107 human factors
Abstract

The commercialization of Head-Mounted Displays (HMDs) aimed at the general public has led several videogame and virtual reality companies to offer new modes for continuous travel, in additi...

Published
2018
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6. ADDEGames: An Assistance Design tool for Digital Epistemic Games

Author

Guillaume Loup, Oussema Mahdi, Lahcen Oubahssi, Claudine Piau-Toffolon, and Oubahssi, Lahcen

Subjects
Process (engineering), Computer science, 05 social sciences, Design tool, 050301 education, Virtual reality, Epistemic games, Field (computer science), [INFO.EIAH] Computer Science [cs]/Technology for Human Learning, Human–computer interaction, 0501 psychology and cognitive sciences, 0503 education, 050107 human factors, ComputingMilieux_MISCELLANEOUS
Abstract

Helping learners to easily develop their skills and adapt to their new profiles, are among the biggest challenges of the actors of the training field. The JEN.lab project aims to offer innovative perspectives for learning based on the design of digital epistemic games. Though designing activities are complex especially for teachers. The research effort presented in this paper is part of the JEN.lab project. We aim to study problems related to modeling and designing digital epistemic games (DEG). We propose a co-design process and an assistant tool to guide teachers to design DEG, called ADDEGames.

Published
2018

7. Towards a Model of User Experience in Immersive Virtual Environments

Author

Guillaume Loup, Emilie Loup-Escande, Olivier Christmann, Simon Richir, Katy Tcha-Tokey, Laboratoire Angevin de Mécanique, Procédés et InnovAtion (LAMPA), Université de Bordeaux (UB)-Institut Polytechnique de Bordeaux-Centre National de la Recherche Scientifique (CNRS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE)-Arts et Métiers Sciences et Technologies, HESAM Université (HESAM)-HESAM Université (HESAM), Centre de Recherche en Psychologie : Cognition, Psychisme et Organisations - UR UPJV 7273 (CRP-CPO), Université de Picardie Jules Verne (UPJV), Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), Laval Agglomération and Mayenne department, Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE)-Centre National de la Recherche Scientifique (CNRS)-Arts et Métiers Sciences et Technologies, and HESAM Université (HESAM)-HESAM Université (HESAM)-Institut Polytechnique de Bordeaux-Université de Bordeaux (UB)

Subjects
Article Subject, Computer science, Judgement, Scientific literature, Virtual reality, lcsh:QA75.5-76.95, Sciences de l'information et de la communication [Sciences de l'Homme et Société], User experience design, Human–computer interaction, Immersion (virtual reality), 0501 psychology and cognitive sciences, Immersive Virtual Environments, [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC], 050107 human factors, business.industry, 05 social sciences, 050301 education, Usability, [INFO.INFO-GR]Computer Science [cs]/Graphics [cs.GR], Human-Computer Interaction, User Experience, Virtual learning environment, lcsh:Electronic computers. Computer science, business, 0503 education, Knowledge transfer, Model
Abstract

There are increasing new advances in virtual reality technologies as well as a rise in learning virtual environments for which several studies highlighted the pedagogical value, knowledge transfer, and learners’ engaged-behaviors. Moreover, the notion of user experience is now abundant in the scientific literature without the fact that there are specific models for immersive environments. This paper aims at proposing and validating a model of User eXperience in Immersive Virtual Environment, including virtual learning environments. The model is composed of 10 components extracted from existing models (i.e., presence, engagement, immersion, flow, usability, skill, emotion, experience consequence, judgement, and technology adoption). It was validated in a user study involving 152 participants who were asked to use the edutainment application Think and Shoot and to complete an immersive virtual environment questionnaire. The findings lead us to a modified user experience model questioning new paths between user experience components (e.g., the influence of experience consequence on flow).

Published
2018

8. A Visual Programming Tool to Design Mixed and Virtual Reality Interactions

Author

Audrey Serna, Guillaume Loup, Sébastien George, Iza Marfisi, Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-École Centrale de Lyon (ECL), Université de Lyon-Université Lumière - Lyon 2 (UL2)-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Université Lumière - Lyon 2 (UL2), and Buche, Cédric

Subjects
Mixed and Virtual Reality, Computer science, [INFO.INFO-SE] Computer Science [cs]/Software Engineering [cs.SE], [INFO.INFO-GR] Computer Science [cs]/Graphics [cs.GR], multiplatform, 02 engineering and technology, [INFO.INFO-SE]Computer Science [cs]/Software Engineering [cs.SE], Virtual reality, Software, immersive interactions, [INFO.EIAH] Computer Science [cs]/Technology for Human Learning, Human–computer interaction, 020204 information systems, 0202 electrical engineering, electronic engineering, information engineering, Architecture, script generator, Technology Enhanced Learning, Visual programming language, game engine, business.industry, Game engine, 020207 software engineering, sharing expertise, [INFO.INFO-GR]Computer Science [cs]/Graphics [cs.GR], [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, business, 3D game engine
Abstract

International audience; Mixed and Virtual Reality (MVR) devices are now more accessible. However, developing MVR applications is still complex for the majority of developers, because it requires specific expertise. For the past few years, several packaged solutions offered to assist developers who are non-MVR experts. These solutions rarely offer full freedom to create specific interactions adapted to the context. We therefore propose a new MVR tool named MIREDGE (MIxed and virtual REality Development tool for Game Engine). Its interface allows visual programming of MVR interactions. This solution aims at allowing developers to capitalize, re- use, share and associate interaction algorithms. It also takes into account software and hardware compatibility in order to compose new algorithms. The specific architecture of MIREDGE provides opportunities for MVR and non-MVR developers to collaborate to meet a common need: writing efficient MVR interaction algorithms. MIREDGE Editor was evaluated by 31 MVR and non-MVR developers. Results shows that MIREDGE Editor seems effective and efficient particularly for non-MVR developers.

Published
2018

9. REARTH un exemple de Jeu Épistémique Numérique De la conception à l’expérimentation

Author

Frank Sauret, Valérie Emin-Martinez, Guillaume Loup, Lahcen Oubahssi, Claudine Piau-Toffolon, Eric Sanchez, Audrey Serna, Modèles et Technologies pour l’Apprentissage Humain (MeTAH ), Laboratoire d'Informatique de Grenoble (LIG ), Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes [2016-2019] (UGA [2016-2019])-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes [2016-2019] (UGA [2016-2019]), Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), Université de Fribourg, Albert-Ludwigs-Universität Freiburg, Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-École Centrale de Lyon (ECL), Université de Lyon-Université Lumière - Lyon 2 (UL2)-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Université Lumière - Lyon 2 (UL2), and Piau-Toffolon, Claudine

Subjects
[INFO.EIAH] Computer Science [cs]/Technology for Human Learning, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning
Abstract

National audience; RESUME : Cet article a pour objet de présenter le projet JEN.lab et le JEN REARTH ainsi que son expérimentation et les premiers enseignements que nous en avons tiré. Un des objectifs du projet JEN.lab lancé en 2013 et financé par l'Agence Nationale de la Recherche est de concevoir des jeux épistémiques numériques (JEN) expérimentés en conditions écologiques. Les JEN apparaissent comme une pédagogie alternative aux approches traditionnelles favorisant tant le développement de compétences que de savoirs strictement disciplinaires. Dans ce cadre, le jeu Rearth a été conçu et expérimenté en partenariat avec des enseignants du lycée Aristide Briand de Saint-Nazaire pour des classes de STI2D. Le but est de développer chez les élèves, des compétences dans différents domaines de la technologie, de l'architecture et du développement durable en proposant des JEN en tant que situations d'apprentissages ludiques et authentiques.

Published
2017

10. Toward a Play Management System for Play-Based Learning

Author

Eric Sanchez, Audrey Serna, Iza Marfisi-Schottman, Guillaume Loup, Sébastien George, Lahcen Oubahssi, Claudine Piau-Toffolon, École normale supérieure - Lyon (ENS Lyon), Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-École Centrale de Lyon (ECL), Université de Lyon-Université Lumière - Lyon 2 (UL2)-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Université Lumière - Lyon 2 (UL2), ANR-13-APPR-0001,JEN.lab,Apprentissage avec les jeux épistémiques numériques Usages-Technologies-Méthodologies(2013), École normale supérieure de Lyon (ENS de Lyon), Université Lumière - Lyon 2 (UL2)-École Centrale de Lyon (ECL), Université de Lyon-Université de Lyon-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Lumière - Lyon 2 (UL2)-École Centrale de Lyon (ECL), and Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)

Subjects
Knowledge management, Computer science, [SCCO.COMP]Cognitive science/Computer science, Context (language use), 02 engineering and technology, Artifact (software development), Game design, 020204 information systems, 0202 electrical engineering, electronic engineering, information engineering, Orchestration (computing), Game Developer, Technology Enhanced Learning, Design-based research, business.industry, 4. Education, Play Management System, 05 social sciences, ComputingMilieux_PERSONALCOMPUTING, 050301 education, Classroom Or- chestration, Design-Based Research, Management system, Position paper, business, Game-Based Learning, 0503 education, Teachers' Requirement Analysis
Abstract

International audience; This position paper is dedicated to describing a preliminary model of an integrated system, called Play Management System (PMS). PMS is designed to support both players and teachers to deliver, use, manage and track play situations. This PMS model results from a design-based research methodology. Our approach focuses on (1) the learners and the situation that emerges when they play the game, rather than the system dedicated to play and (2) the teachers who want to manage a game-based learning situation. Thus, we argue for a shift from a game-based to a play-based perspective. 1 Introduction Within a context marked by the development of alternative pedagogies, this position paper aims to describe a model of an integrated system, called Play Management System (PMS), dedicated to support players and teachers to deliver, use, manage and track play situations. The purpose of this article is to propose an innovative approach for implementing a play-based learning approach by (1) focusing on the learners and taking into consideration the situation that emerges when they play rather than the artifact dedicated to play (play vs game) and (2) focusing on the teachers who want to implement and manage a play-based learning situation in their classroom (play management vs game design). Thus, we address the issue of teachers' requirements for the orchestration of a play situation within an educational context. In the first section of this paper, we advocate for a player-centered approach for game-based learning. The second section presents a game developed during the project and the design-based research methodology adopted for designing this game. The third section describes

Published
2016
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11. Immersion and Persistence: Improving Learners’ Engagement in Authentic Learning Situations

Author

Sébastien George, Sébastien Iksal, Audrey Serna, Guillaume Loup, Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), Institut National des Sciences Appliquées de Lyon (INSA Lyon), Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-École Centrale de Lyon (ECL), Université de Lyon-Université Lumière - Lyon 2 (UL2)-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Université Lumière - Lyon 2 (UL2), and IUT de Laval

Subjects
Multimedia, Emerging technologies, Oculus rift, 4. Education, 05 social sciences, ComputingMilieux_PERSONALCOMPUTING, 050301 education, [SCCO.COMP]Cognitive science/Computer science, 050801 communication & media studies, computer.software_genre, Metaverse, Mixed reality, Authentic learning, 0508 media and communications, Immersion Persistence Serious game Mixed reality Engaged behaviors Trace-based analysis Digital epistemic game, Mathematics education, Immersion (virtual reality), [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC], Digital learning, Psychology, 0503 education, computer, Knowledge transfer
Abstract

International audience; cording to the recent technological advances, a new type of digital learning games has emerged. These games integrate virtual worlds persistence and immersion devices allowing the learners to experience more authentic and rich situations. Several studies highlighted their pedagogical value, knowledge transfer and learners’ engaged-behaviors. In this paper, we draw the characteristics of these learning games based on the integration of new technologies according to two characteristics: immersion and persistence. To investigate the impact of such technological components, we developed a game and evaluated it in ecological conditions. Four groups of fifteen high school students played the game through two testing conditions: two groups used a prototype allowing only classical interactions limited on usual devices, while the two other groups used a prototype integrating persistent and immersive interactions using Oculus Rift vision. All the interactions were recorded and their analysis suggests more engaged behaviors from students using the immersive and persistent prototype.

Published
2016
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12. User-Centered BCI Videogame Design

Author

Emilie Loup-Escande, Fabien Lotte, Guillaume Loup, and Anatole Lécuyer

Subjects
050210 logistics & transportation, 0502 economics and business, 05 social sciences, 0501 psychology and cognitive sciences, 050107 human factors
Published
2016
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13. Fondements et caractérisation des jeux épistémiques numériques pervasifs

Author

Guillaume Loup, Sébastien George, Audrey Serna, George, Sébastien, Sébastien George, Gaëlle Molinari, Chihab Cherkaoui, Driss Mammas et Lahcen Oubahssi, Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-École Centrale de Lyon (ECL), Université de Lyon-Université Lumière - Lyon 2 (UL2)-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Université Lumière - Lyon 2 (UL2), Sébastien George, Gaëlle Molinari, Chihab Cherkaoui, and Driss Mammas et Lahcen Oubahssi

Subjects
[INFO.EIAH] Computer Science [cs]/Technology for Human Learning, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning
Abstract

Conférence EIAH 2015; National audience; Le projet JEN.lab a pour ambition d’associer les caractéristiques des « jeux épistémiques numériques » (en particulier, les situations d’apprentissage ludiques conduisant l’apprenant à résoudre des problèmes complexes et non déterministes) et les technologies « pervasives » comme la réalité mixte et la réalité alternée, en vue de concevoir des situations d’apprentissage authentiques. Dans ce contexte, cet article propose une définition de ce que nous appelons des « jeux épistémiques numériques pervasifs » (JENP). Dans cet article, nous synthétisons un état de l’art effectué sur les jeux épistémiques numériques et sur les jeux pervasifs, et nous énumérons les bases d’un JENP en mettant en exergue sa valeur ajoutée pour la pédagogie. Enfin, nous concluons en soulignant la nécessité de réfléchir à une méthode de conception de ces outils pédagogiques émergents.

Published
2015

14. User-Centred BCI Videogame Design

Author

Fabien Lotte, Guillaume Loup, Emilie Loup-Escande, Anatole Lécuyer, Université de Picardie Jules Verne (UPJV), Popular interaction with 3d content (Potioc), Laboratoire Bordelais de Recherche en Informatique (LaBRI), Université de Bordeaux (UB)-Centre National de la Recherche Scientifique (CNRS)-École Nationale Supérieure d'Électronique, Informatique et Radiocommunications de Bordeaux (ENSEIRB)-Université de Bordeaux (UB)-Centre National de la Recherche Scientifique (CNRS)-École Nationale Supérieure d'Électronique, Informatique et Radiocommunications de Bordeaux (ENSEIRB)-Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Université de Bordeaux (UB)-Centre National de la Recherche Scientifique (CNRS)-École Nationale Supérieure d'Électronique, Informatique et Radiocommunications de Bordeaux (ENSEIRB), Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), 3D interaction with virtual environments using body and mind (Hybrid), Inria Rennes – Bretagne Atlantique, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)-MEDIA ET INTERACTIONS (IRISA-D6), Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), CentraleSupélec-Télécom Bretagne-Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut National de Recherche en Informatique et en Automatique (Inria)-École normale supérieure - Rennes (ENS Rennes)-Université de Bretagne Sud (UBS)-Centre National de la Recherche Scientifique (CNRS)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-CentraleSupélec-Télécom Bretagne-Université de Rennes 1 (UR1), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-École normale supérieure - Rennes (ENS Rennes)-Université de Bretagne Sud (UBS)-Centre National de la Recherche Scientifique (CNRS)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA), R. Nakatsu and M. Rauterberg and P. Ciancarini, Centre de Recherche en Psychologie : Cognition, Psychisme et Organisations - UR UPJV 7273 (CRP-CPO), Université de Bordeaux (UB)-École Nationale Supérieure d'Électronique, Informatique et Radiocommunications de Bordeaux (ENSEIRB)-Centre National de la Recherche Scientifique (CNRS)-Université de Bordeaux (UB)-École Nationale Supérieure d'Électronique, Informatique et Radiocommunications de Bordeaux (ENSEIRB)-Centre National de la Recherche Scientifique (CNRS)-Inria Bordeaux - Sud-Ouest, Université de Bordeaux (UB)-École Nationale Supérieure d'Électronique, Informatique et Radiocommunications de Bordeaux (ENSEIRB)-Centre National de la Recherche Scientifique (CNRS), Université de Rennes (UR)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-Institut National de Recherche en Informatique et en Automatique (Inria)-Télécom Bretagne-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-Université de Rennes (UR)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-Institut National de Recherche en Informatique et en Automatique (Inria)-Télécom Bretagne-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), and Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-Télécom Bretagne-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)

Subjects
Multimedia, business.industry, Computer science, 05 social sciences, Human factors and ergonomics, Usability, computer.software_genre, [INFO.INFO-GR]Computer Science [cs]/Graphics [cs.GR], 03 medical and health sciences, 0302 clinical medicine, User experience design, Human–computer interaction, [SCCO.PSYC]Cognitive science/Psychology, Design process, 0501 psychology and cognitive sciences, [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC], business, User needs, computer, 050107 human factors, 030217 neurology & neurosurgery, Brain–computer interface
Abstract

International audience; This chapter aims to offer a user-centred methodological framework to guide the design and evaluation of Brain-Computer Interface videogames. This framework is based on the contributions of ergonomics to ensure these games are well suited for their users (i.e., players). It provides methods, criteria and metrics to complete the different phases required by ae human-centred design process. This aims to understand the context of use, specify the user needs and evaluate the solutions in order to define design choices. Several ergonomic methods (e.g., interviews, longitudinal studies, user based testing), objective metrics (e.g., task success, number of errors) and subjective metrics (e.g., mark assigned to an item) are suggested to define and measure the usefulness, usability, acceptability, hedonic qualities, appealingness, emotions related to user experience, immersion and presence to be respected. The benefits and contributions of the user centred framework for the ergonomic design of these Brain-Computer Interface Videogames are discussed.

Published
2015
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15. Investigating the main characteristics of 3D real time tele-immersive environments through the example of a computer augmented golf platform

Author

Guillaume Loup, Franck Hernoux, Marc Pallot, Olivier Christmann, Benjamin Poussard, Emilie Loup-Escande, Remy Eynard, Simon Richir, Laboratoire Angevin de Mécanique, Procédés et InnovAtion (LAMPA), Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE)-Centre National de la Recherche Scientifique (CNRS)-Arts et Métiers Sciences et Technologies, HESAM Université (HESAM)-HESAM Université (HESAM)-Institut Polytechnique de Bordeaux-Université de Bordeaux (UB), Laboratoire des Sciences de l'Information et des Systèmes : Ingénierie Numérique des Systèmes Mécaniques (LSIS- INSM), Centre National de la Recherche Scientifique (CNRS)-Institut National des Sciences de l'Informatique et ses Interactions-Université de Provence - Aix-Marseille 1-Université Paul Cézanne - Aix-Marseille 3-Université de la Méditerranée - Aix-Marseille 2, Littoral, Environnement, Télédétection, Géomatique (LETG - Rennes), Littoral, Environnement, Télédétection, Géomatique UMR 6554 (LETG), Université de Caen Normandie (UNICAEN), Normandie Université (NU)-Normandie Université (NU)-Université d'Angers (UA)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Brest (UBO)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Centre National de la Recherche Scientifique (CNRS)-Institut de Géographie et d'Aménagement Régional de l'Université de Nantes (IGARUN), Université de Nantes (UN)-Université de Nantes (UN)-Université de Caen Normandie (UNICAEN), Université de Nantes (UN)-Université de Nantes (UN), European Commission, Université de Bordeaux (UB)-Institut Polytechnique de Bordeaux-Centre National de la Recherche Scientifique (CNRS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE)-Arts et Métiers Sciences et Technologies, HESAM Université - Communauté d'universités et d'établissements Hautes écoles Sorbonne Arts et métiers université (HESAM)-HESAM Université - Communauté d'universités et d'établissements Hautes écoles Sorbonne Arts et métiers université (HESAM), Université de la Méditerranée - Aix-Marseille 2-Université Paul Cézanne - Aix-Marseille 3-Université de Provence - Aix-Marseille 1-Institut National des Sciences de l'Informatique et ses Interactions-Centre National de la Recherche Scientifique (CNRS), Normandie Université (NU)-Normandie Université (NU)-Université d'Angers (UA)-École Pratique des Hautes Études (EPHE), and Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Brest (UBO)-Université de Rennes 2 (UR2)-Centre National de la Recherche Scientifique (CNRS)-Institut de Géographie et d'Aménagement Régional de l'Université de Nantes (IGARUN)

Subjects
Multimedia, Interaction, Computer science, business.industry, European research, [SHS.INFO]Humanities and Social Sciences/Library and information sciences, Context (language use), Space (commercial competition), computer.software_genre, Mixed reality, Sciences de l'information et de la communication [Sciences de l'Homme et Société], Immersive technology, User experience design, Human–computer interaction, Mixed Reality, Design process, business, computer, Simulation, Sport
Abstract

International audience; This paper aims to identify and define the characteristics of 3D Real Time Tele-Immersive Environments (RT-TIE), which is central to the 3D-LIVE European Research Project. A RT-TIE allows a “twilight space” which is a space where users can be physically and virtually present. The main characteristics of these kinds of environments are: the use of real time interactions and immersive technologies, high costs (in most of the cases), a design process oriented on end-users and a disruptive user experience. Finally, a list of guidelines based on literature is suggested for the design of an augmented golf platform that is implemented in the context of the 3D-LIVE project.

Published
2014
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16. MIREDGE : un outil communautaire pour l’implémentation d’interactions immersives

Author

Guillaume Loup, Audrey Serna, Sébastien George, Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-École Centrale de Lyon (ECL), Université de Lyon-Université Lumière - Lyon 2 (UL2)-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Université Lumière - Lyon 2 (UL2), AFIHM, and Girard, Patrick

Subjects
ACM: H.: Information Systems/H.5: INFORMATION INTERFACES AND PRESENTATION (e.g., HCI), moteur de jeu, partage d’expertise, Réalité Mixte, [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC], [INFO.INFO-HC] Computer Science [cs]/Human-Computer Interaction [cs.HC], réutilisation générateur de code, interactions, réalité virtuelle
Abstract

National audience; Les périphériques de réalité virtuelle et mixte (RVM) sont de plus en plus accessibles ainsi que les moteurs de jeux. Même si le nombre de développeurs d'applications 3D temps réel est aujourd'hui important, rares sont ceux qui parviennent à intégrer des interactions immersives. Cependant la commuanté des experts RVM possèdent aussi un besoin qui est celui de la réutilisation de leurs scripts. Notre concept est répondre au besoin des experts tout en faisant bénéficier les novices. Pour cela, nous avons conçu un nouvel outil indépendant nommée MIREDGE (MIxed and virtual Reality Development toolkit pour Game Engine). Cet outil est basé sur un méta-modèle permettant de capitaliser les algorithmes d'interaction et les associer à des représentations simplifiées. Un méta-modèle garantit une réutilisation d'algortihmes d'interactions en prenant en compte de la compatibilité logicielle et matérielle. L'architecture spécifique de MIREDGE donne la possibilité aux communautés des développeurs réguliers et occasionnels d'écrire de façon efficace et efficiente un algorithme d'interaction RVM.

17. Conception, développement et évaluation de jeux sérieux immersifs

Author

Guillaume Loup, Audrey Serna, Sébastien George, George, Sébastien, Laboratoire d'Informatique de l'Université du Mans (LIUM), Le Mans Université (UM), Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-École Centrale de Lyon (ECL), Université de Lyon-Université Lumière - Lyon 2 (UL2)-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Université Lumière - Lyon 2 (UL2), and IUT de Laval

Subjects
jeux sérieux, Réalité mixte, moteur de jeu, [INFO.EIAH] Computer Science [cs]/Technology for Human Learning, partage d’expertise, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, réalité virtuelle, interactions, algorithme d’interactions, engagement
Abstract

National audience; À l’heure où les technologies de réalité virtuelle se démocratisent, de nouveaux jeux sérieux peuvent être envisagés. Dans cette perspective, nous proposons le concept de Jeux Epistémiques Numériques Pervasifs offrant aux apprenants des situations d’apprentissage plus authentiques. Plusieurs travaux montrent l’intérêt pédagogique de ces dispositifs immersifs en termes de construction de connaissances et d’engagement des apprenants. Si ces résultats sont prometteurs, il reste cependant de nombreuses problématiques concernant leur conception, le développement d’interactions immersives et leurs évaluations.

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