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52. Joint Europa Mission (JEM): A Multiscale, Multi-Platform Mission to Characterize Europa’s Habitability and Search for Extant Life

Author

Blanc, Michel, primary, Prieto-Ballesteros, Olga, additional, André, Nicolas, additional, Gomez-Elvira, Javier, additional, Jones, Geraint, additional, Sterken, Veerle, additional, Desprats, William, additional, Gurvits, Leonid I., additional, Khurana, Krishan, additional, Balmino, Georges, additional, Blöcker, Aljona, additional, Broquet, Renaud, additional, Bunce, Emma, additional, Cavel, Cyril, additional, Choblet, Gaël, additional, Colins, Geoffrey, additional, Coradini, Marcello, additional, Cooper, John, additional, Dirkx, Dominic, additional, Fontaine, Dominique, additional, Garnier, Philippe, additional, Gaudin, David, additional, Hartogh, Paul, additional, Hussmann, Hauke, additional, Genova, Antonio, additional, Iess, Luciano, additional, Jäggi, Adrian, additional, Kempf, Sascha, additional, Krupp, Norbert, additional, Lara, Luisa, additional, Lasue, Jérémie, additional, Lainey, Valéry, additional, Leblanc, François, additional, Lebreton, Jean-Pierre, additional, Longobardo, Andrea, additional, Lorenz, Ralph, additional, Martins, Philippe, additional, Martins, Zita, additional, Marty, Jean-Charles, additional, Masters, Adam, additional, Mimoun, David, additional, Palumba, Ernesto, additional, Parro, Victor, additional, Regnier, Pascal, additional, Saur, Joachim, additional, Schutte, Adriaan, additional, Sittler, Edward C., additional, Spohn, Tilman, additional, Srama, Ralf, additional, Stephan, Katrin, additional, Szegő, Károly, additional, Tosi, Federico, additional, Vance, Steve, additional, Wagner, Roland, additional, Hoolst, Tim Van, additional, Volwerk, Martin, additional, Wahlund, Jan-Erik, additional, Westall, Frances, additional, and Wurz, Peter, additional

Published
2021
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55. The gravity field and internal structure of Comet 67P/Churyumov-Gerasimenko

Author

Andert, Tom, Barriot, Jean-Pierre, Pätzold, Martin, Jacob, Robert, Tellmann, Silvia, Häusler, Bernd, Marty, Jean-Charles, LAURENT-VARIN, Julien, Sierks, Holger, Guttler, Carsten, Tubiana, Cecilia, Hahn, Matthias, Universität der Bundeswehr München [Neubiberg], Université de la Polynésie Française (UPF), Géopôle du Pacifique Sud (GePaSUD), Rheinisches Institut für Umweltforschung (RIU), Universität zu Köln, Géosciences Environnement Toulouse (GET), Institut national des sciences de l'Univers (INSU - CNRS)-Centre National de la Recherche Scientifique (CNRS)-Institut de Recherche pour le Développement (IRD)-Université Toulouse III - Paul Sabatier (UT3), Université Fédérale Toulouse Midi-Pyrénées-Université Fédérale Toulouse Midi-Pyrénées-Observatoire Midi-Pyrénées (OMP), Météo France-Centre National d'Études Spatiales [Toulouse] (CNES)-Université Fédérale Toulouse Midi-Pyrénées-Centre National de la Recherche Scientifique (CNRS)-Institut de Recherche pour le Développement (IRD)-Météo France-Centre National d'Études Spatiales [Toulouse] (CNES)-Centre National de la Recherche Scientifique (CNRS)-Institut de Recherche pour le Développement (IRD), Max Planck Institute for Solar System Research (MPS), and Max-Planck-Gesellschaft

Subjects
[SPI]Engineering Sciences [physics], [SDU]Sciences of the Universe [physics], ComputingMilieux_MISCELLANEOUS
Abstract

International audience

Published
2019

60. EnVision Radio Science Experiment

Author

Dumoulin, Caroline, primary, Rosenblatt, Pascal, additional, Tellmann, Silvia, additional, Genova, Antonio, additional, Marty, Jean-Charles, additional, Pätzold, Martin, additional, Oschlisniok, Janusz, additional, Kaspi, Yohai, additional, Galanti, Eli, additional, Withers, Paul, additional, and Fienga, Agnès, additional

Published
2020
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63. Integrating Non‐Virtual Electronic Activities in Game‐Based Learning Environments.

Author

Marty, Jean‐Charles, Carron, Thibault, Talbot, Stéphane, Houzet, Gregory, and Pernelle, Philippe

Subjects
CLASSROOM environment, ACTIVE learning, EDUCATIONAL games, ELECTRONIC circuits, COVID-19 pandemic
Abstract

Our past experiments with Game‐Based Learning multi‐players environments, have shown some weaknesses in specific learning activities. Learners seem to acquire a skill in the game, but they are not able to apply it easily in the real world. This is particularly the case for learning skills that require concrete manipulation with real objects. In fact, Game Based Learning Environments (GBLE) lack of means to learn know‐how aspects. Some learning processes involving real world objects are very difficult to reproduce in the GBLE and there is an essential technological issue in mixing virtual and real aspects in GBLE. In this article, we describe these problems through an example in the electronic domain. We explain how to consider activities taking place outside the numeric environment. We have set up an experiment, where students needed to design “electronic circuits” with concrete electronic elements before being allowed to continue a quest in a virtual world. A complete scenario aiming at learning this kind of knowledge thus swaps from activities in the virtual world to activities in the real world. New issues linked to this transition are explained. [ABSTRACT FROM AUTHOR]

Published
2021

64. Raising Awareness on Archaeology: A Multiplayer Game‐Based Approach With Mixed Reality.

Author

Loiseau, Mathieu, Lavoué, Élise, Marty, Jean‐Charles, and George, Sébastien

Subjects
MIXED reality, CLASSROOM environment, COVID-19 pandemic, EDUCATIONAL games, ACTIVE learning
Abstract

Our research deals with the development of a new type of game‐based learning environment: (M)MORPG based on mixed reality, applied in the archaeological domain. In this paper, we propose a learning scenario that enhances players’ motivation thanks to individual, collaborative and social activities and that offers a continuous experience between the virtual environment and real places (archaeological sites, museum). After describing the challenge to a rich multidisciplinary approach involving both computer scientists and archaeologists, we present two types of game: multiplayer online role‐playing games and mixed reality games. We build on the specificities of these games to make the design choices described in the paper. The proposed approach aims at raising awareness among people on the scientific approach in Archaeology, by providing them information in the virtual environment and encouraging them to go on real sites. We finally discuss the issues raised by this work, such as the tensions between the perceived individual, team and community utilities, as well as the choice of the entering point in the learning scenario (real or virtual) for the players’ involvement in the game. [ABSTRACT FROM AUTHOR]

Published
2021

67. Mars rotation determination from a moving rover using Doppler tracking data: What could be done?

Author

UCL - SST/ELI/ELIC - Earth & Climate, Le Maistre, Sebastien, Rosenblatt, Pascal, Dehant, Véronique, Marty, Jean-Charles, Yseboodt, Marie, UCL - SST/ELI/ELIC - Earth & Climate, Le Maistre, Sebastien, Rosenblatt, Pascal, Dehant, Véronique, Marty, Jean-Charles, and Yseboodt, Marie

Abstract

This paper is a case study providing some insights on what improvement could be achieved on the Mars Orientation and rotation Parameters (MOP) determination using radio tracking data from a moving rover. Thanks to high-performance mobility systems onboard new generation of rovers like ExoMars 2020, the position of the rover can be precisely known with respect to its previous position. This characteristic, together with the long life of the rovers and their steerable high-gain-antenna communication system, is shown here to provide an unexpected opportunity to improve the MOP determination. This paper presents the results of numerical simulations involving radio-science experiments between the moving rover and the Earth ground stations as well as between the rover and an orbiting spacecraft. The benefits of combining both links (direct-to-Earth and rover-orbiter) for the MOP determination is also assessed. The impacts of the spacecraft position accuracy as well as the frequency band used to communicate with it are quantified. It is shown that, after one Martian year of operation, the polar motion could be determined with 5 milliarcsecond (mas) of precision (formal error) from the rover-orbiter Doppler link, while it cannot be determined with usual equatorial lander-to-Earth radio link. This would allow for the first time the direct detection of the Chandler wobble amplitude in the polar motion of Mars, which is an important quantity to constrain the planet interior and atmospheric models. Although the moving rover Doppler data alone barely improve the current precision on the other MOP (like the length-of-day and nutation), a combination of those together with historical and future lander data would definitely help to fill gaps in the MOP signal and to decorrelate between the estimated parameters, thereby reducing the uncertainties in their determination.

Published
2018

68. Preface

Author

Pivec, Maja, Gründler, Josef, Admiraal, Wilfried, Alemi, Minoo, All, Anissa, Almeida, Ana, Amresh, Ashish, Arnab, Sylvester, Ask, Kristine, Avouris, Nikolaos, Awwal, Nafisa, Hauge, Jannicke Baalsrud, Badau, Dana, Barata, Ana, Barendregt, Wolmet, Basaiawmoit, Rajiv, Bellotti, Francesco, Blanchfield, Peter, Borit, Melania, Boskic, Natasha, Boyle, Liz, Brady, Mairead, Bratitsis, Tharrenos, Brinch, Sara, Brom, Cyril, Brooks, Anthony, Brown, David, Brox, Ellen, Busch, Carsten, Caldeira, Carlos, Callies, Sophie, Cardoso, Tiago, Carron, Thibault, Casimir, Rommert, De Castro, António Vieira, Chang, Maiga, Charalambis, Dimitris, Charles, Darryl, Charlier, Nathalie, Chee, Yam San, Chen, Ming-Puu, Chiarello, Fabio, Connolly, Thomas, Crockett, Larry, Darwish, Tamer, Sigurdardottir, Helga, Deliyannis, Ioannis, Demirbilek, Muhammet, Sigurdardottir, Helga Dis, Duin, Heiko, Dyer, Ronald, Edgar, David, Ejsing-Duun, Stine, Escudeiro, Paula, Felicia, Patrick, Fesakis, Georgios, Figueira, Ana Paula, Fotaris, Panagiotis, Fujimoto, Toru, George, Sebastien, Georgiadis, Panagiotis, Gerodetti, Natalia, Giannakoulopoulos, Andreas, Gjedde, Lisa, Goebel, Stefan, Gomez-Martin, Pedro Pablo, Gouscos, Dimitris, Grigoriadou, Maria, Guralnick, David, Guttormsgaard, Vibeke, Habgood, Jacob, Hainey, O., Hanghoj, Thorkild, Hawlitschek, Anja, Hemben, Terseer, Hlavacs, Helmut, Hommedal, Silje Hole, Hollins, Paul, Idrus, Rozhan, Wang, Alf Inge, Ismail, Marina, Jans, Ruben, Juzeleniene, Saule, Kalavassis, Fragiskos, Kalogiannakis, Michail, Karakostas, Anastasios, Katzlinger-Felhofer, Elisabeth, Ketamo, Harri, Ketelhut, Diane Jass, Kickmeier-Rust, Michael, Kiili, Kristian, Koeppen, Veit, Kolås, Line, Kordaki, Maria, Korkut, Safak, Kourti, Evangelia, Ken, Li, Lukosch, Heide, Macleod, Hamish, Magnussen, Rikke, Majgaard, Gunver, Marchetti, Emanuela, Marques, Bertil, Marty, Jean-Charles, Marzantowicz, Lukasz, Mehm, Florian, Meimaris, Michail, Michel, Christine, Moffat, David, Montero-Fleta, Begoña, Moseley, Alexander, Mota, Dulce, Mozelius, Peter, Nadolski, Rob, Nelson, Brian, Neville, Karen, Annie W. Y., Ng, Nixon, Darren, Nocchi, Susanna, Broin, Daire O., O'Mullane, John, Skevik, Trond Olav, Øygardslia, Kristine, Panagouli, Dimitra, Papagiannakis, George, Papakonstantinou, George, Papastergiou, Marina, Peachey, Paul, Peirce, Neil, Perez-Sabater, Carmen, Pfeiffer, Alexander, Pimenidis, Elias, Piramuthu, Selwyn, Plohn, Trygve, Popescu, Maria-Magdalena, Poskiene, Audrone, Poylymenakou, Angeliki, Reis, Rosa, Retalis, Simos, Rito, Pedro, Rogers, Gregory, Rossiou, Eleni, Roussou, Maria, Rugelj, Joze, Salajan, Florin, Santorineos, Manthos, Sardone, Nancy, Schneider, Etienne, Shabalina, Olga, Shah, Samir, Siepermann, Markus, Sillaots, Martin, Silseth, Kennet, Sim, Gavin, Sime, Julie-Ann, Skoumpourdi, Chrysanthi, Soebke, Heinrich, Stansfield, Mark, Steinicke, Martin, Stewart, Ian, Tang, Stephen, Thomas, Andre, Tomos, Florica, Trivedi, Uday, Tsiatsos, Thrasyvoulos, Tunstall, Richard, Vahed, Anisa, Vallance, Michael, Van Eck, Richard, Van Oostendorp, Herre, Van Rosmalen, Peter, Vaz De Carvalho, Carlos, Verhagen, Harko, Voulgari, Iro, Weitz, Charlotte Lærke, Wendel, Viktor, Westera, Wim, Westin, Thomas, Whitton, Nicola, Williams, Dorothy, Wilson, Amanda, Wilson, Andrew, Wong, Yoke Seng, Zaharias, Panagiotis, and Zorina, Aljona

Subjects
Human-Computer Interaction, Computer Networks and Communications, Artificial Intelligence, Control and Systems Engineering, Software, Computer Graphics and Computer-Aided Design, 3304
Published
2017

69. Integration of Game Based Learning into a TEL Platform: Application to MOOCs

Author

Maalej, Wiem, Pernelle, Philippe, Marty, Jean-Charles, Carron, Thibault, Université Claude Bernard Lyon 1 (UCBL), Université de Lyon, Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), 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), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS), Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS), MARTY, Jean-Charles, 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), and Université de Lyon-Université Lumière - Lyon 2 (UL2)

Subjects
Motivation, [INFO.EIAH] Computer Science [cs]/Technology for Human Learning, MOOCs, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, Adaptation, Game-Based Learning, Learner’s profile
Abstract

International audience; The MOOCs constitute an important development of e-Learning environments because they change practices and uses for distance learning (Daniel, 2012). In recent years, the most prestigious universities in the world have experimented such an approach (Hua, 2013). However, putting this approach into practice revealed many drawbacks (Hollands et al, 2014). Thus, in this context, feedback reports that the dropout is high, only 10% of users enrolled in MOOCs platforms finishing their training (Brown,2013). The reasons for this significant dropout rates are multiple: weak motivation with too classical pedagogical activities offered along a learning session; large heterogeneity of learners. Indeed, each learner necessarily has different levels of knowledge, diverse ways to learn and various expectations. The lack of adaptation of the path causes frustration, resulting in little access to the content offered in the MOOCs. To reduce this dropout, we must maintain motivation. We therefore want to check whether the introduction of a Game-Based Learning (GBL) can improve the attractiveness of MOOCs. In this work, we propose a dual approach; Adaptation and gamification that can offer both playful and adapted learning paths. The first section presents the background and related work around the concept of motivation and attractiveness in a TEL environment. The second section presents our contribution and the different models of the components. Finally, the third section is devoted to an application of the approach in the context of a MOOC platform.

Published
2015

70. A model Driven Architecture MDA Approach to facilitate Serious Game Integration in an e-learning environment

Author

Aouadi, Nada, Pernelle, Philippe, Marty, Jean-Charles, Carron, Thibault, Université Claude Bernard Lyon 1 (UCBL), Université de Lyon, Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), 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), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS), Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS), 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 MARTY, Jean-Charles

Subjects
[INFO.EIAH] Computer Science [cs]/Technology for Human Learning, MDA, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, Serious Game, e-learning
Abstract

International audience; Serious games development has increased remarkably in recent years. Serious games provide motivation, dynamism and attractiveness so they have been more and more integrated into e-learning environments. This integration involves the creation of adapted and entertaining scenarios resulting from gamification of learning processes and eventually industrial processes. These playful scenarios are generally executed thanks to a serious game environment but they should also be integrated more broadly in the global learning paths. The creation and integration of serious games represents an expensive process in terms of time and funding. A conventionally simplified approach consisted in using standards. A lot of standards exists for the pedagogical scenarios. Unfortunately there is almost none defined for gamification and/or playful scenario integration in order to reuse its elements. In this article, we propose a contribution that offers a suitable design and smooth integration of playful scenarios into learning environments by (re)using existing standards and an engineering model driven approach. Specifically, we use the methodology proposed by the OMG MDA. Several e-learning standards have been proposed such as LOM, SCORM and IMS-LD. LOM is a standard used for describing interoperable and reusable learning objects to be able to exchange information. These standards are not capable of representing all of the serious game aspects as they neglect the fun aspects such as the type of the game, motivation and integration aspect of the games in e-learning environments. However, several studies propose metadata schemes based on the LOM standard to describe serious games (LOMFR-SG, SG-LOM). From these two approaches, we propose a generic enriched description of metadata for serious games in order to characterize a generic meta-model. This meta-model is then another design level independent from any implementation (level CIM MDA). Then, according to MDA, we propose a meta-model for our generic platform Learning Adventure and Claroline Connect platform. This meta-model is thus the level of implementation of our scenarios (PSM). Finally, we propose some transformation rules (ATL) and some constraints (OCL) to transform a generic scenario in accordance with the proposed meta model CIM, into a specific model that can be implemented in the Adventure Learning platforms and Claroline Connect.

Published
2015

72. The Impact of Indexical and Symbolic Indicators on the Regulation of Collaborative Activities

Author

Lachand, Valentin, Serna, Audrey, Tabard, Aurélien, Marty, Jean-Charles, 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 Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])

Subjects
Indicators, [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC], ACM: H.: Information Systems/H.5: INFORMATION INTERFACES AND PRESENTATION (e.g., HCI)/H.5.3: Group and Organization Interfaces, Collaboration, Feedback, Regulation, Visualization
Abstract

National audience; Regulatory mechanisms are important when conducting collaborative activities. And previous research showed that providing individual or collective feedback about the ongoing collaboration can lead to better regulation. In this article, we propose to study the impact of different visual of indicators on the control process of collaborative activities. We studied two kinds of indicators : indexical indicators built into the objects being handled and symbolic indicators, added to the activity interface. We conducted a preliminary study with 32 participants. Our results show that regulation efficiency according to the indicator is neither better with indexical visualization nor with symbolic visualization, which leads us to think that a mixed use of indexical and symbolic visualizations would be more effective.; Les mécanismes de régulation de groupe sont particulièrement importants pour mener à bien des activités collaboratives. Les dispositifs numériques peuvent permettre une meilleure régulation, notamment en fournissant des retours individuels ou collectifs sur la collaboration en cours. Dans cet article, nous proposons d’étudier l’impact que peuvent avoir différentes visualisations d’indicateurs sur le processus de régulation dans les activités collaboratives. Pour cela, nous avons étudié deux types d’indicateurs, les indicateurs indiciels qui se fondent dans les objets manipulés, et les indicateurs symboliques qui sont adjoints à l’interface de l’activité. Nous avons réalisé une étude préliminaire avec 32 participants. Les résultats mitigés tendent à montrer que qu’une visualisation indicielle ou symbolique n’est pas intrinsèquement meilleure, ce qui nous laisser penser qu’une utilisation mixte pourrait être plus efficace.

Published
2016

73. Multi-device Territoriality to Support Collaborative Activities

Author

Marty, Jean-Charles, Serna, Audrey, Carron, Thibault, Pernelle, Philippe, Wayntal, David, Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), 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), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS), Supporting Interaction and Learning by Experience (SILEX), Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS), 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), and Université de Lyon-Université Lumière - Lyon 2 (UL2)

Subjects
Collaborative workspace, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, Multi-device environment, Tabletop, Tablet, Personal workspace, Collaborative learning
Abstract

International audience; In our research, we consider complex Game Based Learning(GBL) scenarios where both individual and collaborative learning are addressed.In order to support these scenarios, personal devices (tablets, mobile phones)co-exist with shared devices (collaborative tabletops). New learning usagesemerge in these multi-device environments where learners can swap fromindividual to collaborative tasks. In this context, new problems appear when onewants to design new GBL activities. One major issue refers to the combinationof personal and collective workspaces. This notion also known as “territoriality”has been addressed in the literature, particularly for Collaborative TabletopWorkspaces. However, we need to extend and reconsider this notion whendesigning multi-device activities. For instance, providing users with both privateand shared devices raises information visualisation issues. In this work, wepresent several aspects to consider for the design of GBL activities in thiscontext: territory arrangement in multi device environments; inter-territoryactions to manage information; and contextual information visibility for objectsinvolved in the learning tasks. We then detail a case study used to apply ourproposal. We have designed and enacted a scenario of a collaborative game tolearn French grammar. Individual and collaborative tasks co-exist and aresupported with a multi-device environment. We describe how the experimentwas carried out and the main results deduced from students' answers toquestionnaires.

Published
2016

74. GRGS simulations for a GRASP-like satellite

Author

Coulot, David, Pollet, Arnaud, Biancale, Richard, Zoulida, Myriam, Loyer, Sylvain, Perosanz, Félix, Marty, Jean-Charles, Lemoine, Jean-Michel, Soudarin, Laurent, Capderou, Michel, Nahmani, Samuel, Deleflie, Florent, Mandea, Mioara, LAboratoire de REcherche en Géodésie [Paris] (LAREG), Laboratoire des Sciences et Technologies de l'Information Géographique (LaSTIG), École nationale des sciences géographiques (ENSG), Institut National de l'Information Géographique et Forestière [IGN] (IGN)-Institut National de l'Information Géographique et Forestière [IGN] (IGN)-École nationale des sciences géographiques (ENSG), Institut National de l'Information Géographique et Forestière [IGN] (IGN)-Institut National de l'Information Géographique et Forestière [IGN] (IGN), Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Planetology and Environments from Ground Astrometry and Space Exploration (PEGASE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Centre National d'Études Spatiales [Toulouse] (CNES), Collecte Localisation Satellites (CLS), Laboratoire de Météorologie Dynamique (UMR 8539) (LMD), Institut national des sciences de l'Univers (INSU - CNRS)-École polytechnique (X)-École des Ponts ParisTech (ENPC)-Sorbonne Université (SU)-Centre National de la Recherche Scientifique (CNRS)-Département des Géosciences - ENS Paris, École normale supérieure - Paris (ENS-PSL), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École normale supérieure - Paris (ENS-PSL), and Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)

Subjects
[PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph]
Abstract

International audience; GRASP (Geodetic Reference Antenna in SPace) is a spacecraft system designed to provide the needed data for an enduring and stable TRF (Terrestrial Reference Frame) for accurately measuring and understanding changes in global and regional sea levels, ice sheets and other elements of the dynamic Earth system. To reach the goals for the TRF realization of 1 mm accuracy and 0.1 mm/yr stability (GGOS, Meeting the Requirements of a Global Society on a Changing Planet in 2020, Plag and Pearlman, eds., 2009), GRASP would carry very precise sensor systems for all the key geodetic techniques used to define and monitor the TRF (DORIS, GNSS, SLR, and VLBI). In this study, we present the results obtained regarding the simulations carried out by the French GRGS (Groupe de Recherche de Géodésie Spatiale) for a GRASP-like satellite. First, we searched for the optimal orbit for such a geodetic mission with Genetic Algorithms (stochastic optimization). Then, with the best found orbit, we simulated the measurements of the four geodetic techniques (DORIS and SLR measurements to GRASP, VLBI PPP or interferometric measurements to GRASP, and GNSS measurements received from ground stations and from GRASP) over three years, and we evaluated the expected accuracy and stability of the TRF obtained with the processing of these measurements. Finally, we also investigated the expected impact of the on-board instrument calibration on the quality of the TRF.

Published
2016

77. Multi-Devices Territoriality to Manage Collaborative Activities in a Learning Game

Author

Wayntal, David, Serna, Audrey, Pernelle, Philippe, marty, jean-charles, 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), Décision et Information pour les Systèmes de Production (DISP), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université Claude Bernard Lyon 1 (UCBL), Munkvold, R and Kolas, and Cheutet, Vincent

Subjects
tablet, tabletop, [INFO.INFO-RO] Computer Science [cs]/Operations Research [cs.RO], collaborative workspace, collaborative learning, multi-device environment, [INFO.INFO-RO]Computer Science [cs]/Operations Research [cs.RO], personal workspace
Abstract

International audience; Game Based Learning (GBL) has positive effect on learners' engagement. Students feel more concerned and invested when the learning scenario and gamified elements are motivating. Usually, GBL environments can improve individual activities, particularly by adapting them to the learners' current knowledge or can support collaborative learning in multi-player environments. In our research, we consider complex scenarios where both individual and collaborative learning are addressed. In order to support these scenarios, we take advantage of various devices, allowing new features. Personal devices (tablets, mobile phones) co-exist with shared devices (collaborative tabletops). New learning usages emerge in these multi-device environments where learners can swap from virtual to real activities. In this context, new problems appear when one wants to design new GBL activities. One major issue refers to the combination of personal and collective workspaces. This notion also known as "territoriality" has been addressed in the literature, particularly in Collaborative Tabletop Workspaces. However, we need to extend and reconsider this notion when designing multi-device activities. For instance, providing users with both private and shared devices raises confidentiality issues. In this work, we thus present three facets to consider for the design of GBL activities in this context. The first facet concerns the devices topology: the adjacency map, the notion of personal workspace on a collaborative device, and the representation of the area allowing information exchange between two devices. The second facet concerns the new actions to define: how to allow the users to provide others participants with information, to present partial information on objects to others, how to move an object from the collaborative workspace to personal workspaces and how to control shared workspaces through individual actions. The third facet concerns the contextual visualisation of the objects involved in the learning tasks. This contextual visualisation can for instance allow the privacy of several characteristics of an object. The object can be totally visible on the user's tablet, but may be hidden to the others in the collaborative workspace (e.g. one can see his/her game cards face-up on the tablet view while the same cards are face-down on the tabletop view). These three facets are then used to design the scenario of a collaborative game to learn French grammar. The scenario takes place in a newspaper office, where learners should edit short features about their university news. This writing exercise is prepared individually and then a collaborative edition happens. In this activity, personal and collaborative workspaces are used with different devices supporting the activities. The proposed approach is therefore particularly adapted to the context.

Published
2015

78. Model Driven Architecture Approach for smooth integration of playful scenarios into learning environments

Author

Aouadi, Nada, Pernelle, Philippe, Marty, Jean-Charles, Carron, Thibault, Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS), and Publications, Lip6

Subjects
[INFO]Computer Science [cs], [INFO] Computer Science [cs], ComputingMilieux_MISCELLANEOUS
Abstract

International audience

Published
2015

79. Mise en place de la personnalisation dans le cadre des MOOCs

Author

Clerc, Florian, Lefevre, Marie, Guin, Nathalie, Marty, Jean-Charles, Supporting Interaction and Learning by Experience (SILEX), 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), Traces, Web, Education, Adaptation, Knowledge (TWEAK), Situated Interaction, Collaboration, Adaptation and Learning (SICAL), and Lefevre, Marie

Subjects
assistance à l'enseignant, pedagogic strategy, stratégie pédagogique, [INFO.EIAH] Computer Science [cs]/Technology for Human Learning, apprentissage adaptatif, assistance to the teacher, personnalisation, MOOC, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, adaptive learning, MOOC personalization
Abstract

One challenge that the MOOCs must meet in order to ensure their durability is to provide learners with personalized trails, so as to enable a better attendance of participants. In this article we propose a model, PERSUA2 MOOC , allowing the implementation of personalization in the context of MOOCs. Its purpose is to enable teachers and MOOCs designers to express their educational objectives so that their courses are suitable to everyone. The learner profiles used for the personalization are computed from traces of learner interaction with the MOOC platform during the activities. An application based on this model has been implemented in order to conduct experiments in real conditions., Un des enjeux auquel les MOOCs devront répondre afin d'assurer leur pérennité est de proposer aux apprenants des parcours personnalisés, afin de permettre une meilleure assiduité des participants. Nous proposons un modèle, PERSUA2 MOOC , permettant la mise en place de la personnalisation dans le cadre des MOOCs. Son but est de permettre aux enseignants et concepteurs de MOOCs d'exprimer leurs objectifs pédagogiques afin que leur cours soit adapté à chacun. Les profils d'apprenant exploités pour la personnalisation sont notamment alimentés à partir des traces d'interaction des apprenants avec la plateforme de MOOC durant leurs activités. Une application a été réalisée à partir de ce modèle, en prévision d'expérimentations en conditions réelles.

Published
2015

80. En immersion avec des Personnages Non-Joueurs socio-émotionnels

Author

Garnier, Joseph, Sehaba, Karim, Marty, Jean-Charles, Garnier, Joseph, 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), and Université de Lyon-Université Lumière - Lyon 2 (UL2)

Subjects
[INFO.INFO-AI] Computer Science [cs]/Artificial Intelligence [cs.AI], émotions, personnalité, informatique affective, jeu vidéo, relations sociales, [INFO.INFO-AI]Computer Science [cs]/Artificial Intelligence [cs.AI], agents
Abstract

National audience; Créer un sentiment d’immersion pour les joueurs est un défi majeur pour les concepteurs de jeux vidéo. Ce sentiment plonge les joueurs dans l’histoire mise en scène et contribue grandement à la réussite d’un jeu vidéo. L’un des moyens d’y parvenir est de créer un environnement, un monde, une histoire et des Personnages Non-Joueurs (PNJ) crédibles. Dans cet article nous présentons une approche visant la création de mondes plus immersifs dans lesquels les PNJ ont un comportement cohérent. Pour cela nous les dotons de capacités émotionnelles, de relations sociales et de traits de personnalité. Ces travaux sont inspirés de la psychologie où les émotions sont reconnues comme permettant aux être vivants de prendre des décisions rationnelles et cohérentes. Les résultats de ces travaux sont appliqués à un jeu vidéo simulant un centre aéré, où cohabitent un modèle cognitif et des techniques classiques d’IA du domaine du jeu vidéo.

Published
2015

81. Approche basée sur les traces d'interactions modélisées pour des agents socio-émotionnels dans les jeux vidéo

Author

Garnier, Joseph, Sehaba, Karim, Lavoué, Elise, Marty, Jean-Charles, Supporting Interaction and Learning by Experience (SILEX), 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), Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Centre de Recherche Magellan, Institut d'Administration des Entreprises (IAE) - Lyon-Université Jean Moulin - Lyon 3 (UJML), Université de Lyon-Université 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), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS), Laboratoire de Recherche Magellan, Université Jean Moulin - Lyon 3 (UJML), Université de Lyon-Université de Lyon-Institut d'Administration des Entreprises (IAE) - Lyon, Gérard Bailly, Magalie Ochs, Alexandre Pauchet, and Lavoué, Elise

Subjects
[INFO.EIAH] Computer Science [cs]/Technology for Human Learning, trace-based modeled, émotions, traces modélisées, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, social relations, relations sociales, informatique affective, emotions, affective computing, [INFO.INFO-AI]Computer Science [cs]/Artificial Intelligence [cs.AI], agents
Abstract

National audience; The video game designers constantly aim to create a sense of immersion players to immerse in the story they depict. The feeling of immersion contributes greatly to the success of a video game. To do this, designers must create an environment , a world, a story and non-player characters (NPCs) credible. In living beings, particularly humans, actions (and behavior in general) are guided by emotions and social relationships they have with each other. In order to make the NPC's behavior more credible in the eyes of players, we propose a trace-based modeled approach to provide to virtual characters emotions, taking into account their personality, and dynamic social relations. Firstly, it will present a state of the art about emotions, and social relations in human and social sciences, and affective computing. Secondly, on the basis of this research we describe the environment, actors and socio-emotional interactions in our video game to finally present our trace-based mode-led approach. Finally, we discuss the perspectives opened by this approach.; Les concepteurs de jeux vidéo visent en permanence à créer un sentiment d'immersion aux joueurs afin de les plonger dans l'histoire qu'ils mettent en scène. Ce sentiment contribue grandement à la réussite d'un jeu vidéo. Pour ce faire, les concepteurs doivent créer un environnement, un monde, une histoire et des personnages non-joueurs (PNJ) crédibles. Chez les êtres vivants, en particulier les humains, les actions (et le comportement en général) sont guidées par les émotions et les relations sociales qu'ils entretiennent entre eux. Dans le but de rendre le comportement des PNJ plus crédible aux yeux des joueurs, nous proposons une approche basée sur les traces modélisées visant à doter des personnages virtuels d'émotions, en tenant compte de leur personnalité, et de relations sociales dynamiques. Dans un premier temps il s'agira de présenter un état de l'art sur les émotions et les relations sociales en sciences humaines et sociales, et en informa-tique. Dans un second temps, sur la base de ces recherches nous décrirons l'environnement, les acteurs et les interactions socio-émotionnelles au sein de notre jeu vidéo pour finalement exposer notre approche à base de traces modélisées. Enfin, nous discuterons des perspectives ouvertes par cette approche. Mots Clef émotions, relations sociales, informatique affective, agents, traces modélisées.

Published
2014

82. International Journal of Learning Technology - Special Issue on Game-Based Learning

Author

marty, jean-charles, Carron, Thibault, 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), Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), and Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)

Subjects
[INFO]Computer Science [cs], ComputingMilieux_MISCELLANEOUS
Abstract

International audience

Published
2014

83. Collaborative Indicators in Learning Games: An Immersive Factor

Author

Gendron, Elise, Carron, Thibault, Marty, Jean-Charles, Supporting Interaction and Learning by Experience (SILEX), 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), Équipe Scénarios pédagogiques (SysCom Scénarios), Laboratoire Systèmes Communicants (SysCom), Laboratoire SYstèmes et Matériaux pour la MEcatronique (SYMME), Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Laboratoire SYstèmes et Matériaux pour la MEcatronique (SYMME), Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry]), and MARTY, Jean-Charles

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

International audience; The work reported here takes place in the educational domain. We propose an approach of a learning environment based on a graphical representation of a course: a pedagogical dungeon equipped with the capacity for collaboration in certain activities. The emergence of online multiplayer games led us to apply the metaphor of exploring a virtual world, a dungeon, where each student embarks on a quest in order to collect knowledge related to a learning activity. In the dungeon, each room represents a place, sometimes a collaborative place, where students are supposed to acquire a particular concept. Although the students appreciate this approach, there is an obvious need for awareness, especially for the teacher. Indeed, the teacher needs to adapt his/her pedagogical session according to what is going on during the collaborative activity. We thus need to provide the teacher with collaborative indicators, and this information must be part of the game in order to keep the immersion of the teacher inside the game. In this paper, we focus especially on the need for collaborative indicators concerning both the knowledge (success and failure for sub activities) and the behaviour (talkative, cooperative) of the different students during the pedagogical session. In the first part, we describe deal with the support of the observation task for the teacher during a learning session. We then propose a classification of collaborative indicators as well as concrete examples from a real experiment achieved with students in our University. For immersion purposes, we represente these indicators by particular symbols such as coloured “auras” inserted inside the game itself.

Published
2008

87. Integrating non-virtual Electronic activities in Game-Based Learning Environments

Author

Marty, Jean-Charles, Carron, Thibault, Talbot, Stéphane, Houzet, Grégory, Pernelle, Philippe, Supporting Interaction and Learning by Experience (SILEX), 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), Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS), Laboratoire Systèmes Communicants (SysCom), Laboratoire SYstèmes et Matériaux pour la MEcatronique (SYMME), Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry]), Institut de Microélectronique, Electromagnétisme et Photonique - Laboratoire d'Hyperfréquences et Caractérisation (IMEP-LAHC), Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Institut National Polytechnique de Grenoble (INPG)-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Centre National de la Recherche Scientifique (CNRS), Laboratoire d'Informatique pour l'Entreprise et les Systèmes de Production (LIESP), 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), Thomas Connoly, SI LIRIS, Équipe gestionnaire des publications, 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
[INFO]Computer Science [cs], [INFO] Computer Science [cs]
Abstract

International audience; Our past experiments with Game-Based Learning multi-players environments, have shown some weaknesses in specific learning activities. Learners seem to acquire a skill in the game, but they are not able to apply it easily in the real world. This is particularly the case for learning skills that require concrete manipulation with real objects. In fact, Game Based Learning Environments (GBLE) lack of means to learn know-how aspects. Some learning processes involving real world objects are very difficult to reproduce in the GBLE and there is an essential technological issue in mixing virtual and real aspects in GBLE. In this article, we describe these problems through an example in the electronic domain. We explain how to consider activities taking place outside the numeric environment. We have set up an experiment, where students needed to design “electronic circuits” with concrete electronic elements before being allowed to continue a quest in a virtual world. A complete scenario aiming at learning this kind of knowledge thus swaps from activities in the virtual world to activities in the real world. New issues linked to this transition are explained.

Published
2013

88. Problématique d'awareness au sein d'un groupe d'apprenants dans des environnements basés sur le jeu

Author

Marty, Jean-Charles, Pernelle, Philippe, Carron, Thibault, Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), 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), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS), Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS), 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 Publications, Lip6

Subjects
[INFO]Computer Science [cs], [INFO] Computer Science [cs]
Abstract

National audience; Notre contribution à l’atelier « Serious Games, jeux épistémiques numériques » traite des problématiques d’awareness dans les groupes d’apprenants utilisant de tels environnements. Il s’agit ici de fournir des supports permettant la perception des activités collaboratives, par exemple pour le tuteur de l’activité. L’approche consiste à permettre aux utilisateurs de visualiser des indicateurs représentant certaines caractéristiques du processus d’interaction. Ces indicateurs sont calculés grâce à une approche basée sur la transformation des traces des interactions dans l’environnement. Nous illustrons nos propos par quelques cas d’usage mettant en évidence l’intérêt d’une telle approche dans un environnement d’apprentissage basé sur le jeu : Learning Adventure.

Published
2013

89. Combination of the SRC images and radio-tracking data of Mars Express for improving the Phobos' gravity field determination from close flyby(s)

Author

Rosenblatt, Pascal, Lainey, Valéry, Oberst, Jürgen, Hoffmann, Harald, Neukum, Gerhard, Dehant, Véronique, Marty, Jean-Charles, Witasse, Olivier, Observatoire Royal de Belgique (ORB), Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Groupe Astrométrie et Planétologie (GAP), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Deutsches Zentrum für Luft- und Raumfahrt (DLR), Freie Universität Berlin, Centre National d'Études Spatiales [Toulouse] (CNES), and Research and Scientific Support of ESA, ESTEC, Noordwijk, The Netherlands

Subjects
[PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph]
Abstract

International audience; The determination of the gravity field of Phobos up to second-order terms is the main objective of future close flybys of the Martian moon by Mars Express (MEX). Such flybys at close distance (typically less than 60 km from the center) are needed to obtain the signature of the second-degree coefficients of the gravity field of the moon in the spacecraft orbit. However, a major issue is that a precise knowledge of the position of Phobos at the time of each flyby is critical in order to avoid significant biases on the retrieval of the gravity field coefficients from the reconstruction of the MEX orbit. In order to overcome this problem, we have proposed in the frame of the European FP7 ESPaCE network the idea to perform a series of astrometric measurements of Phobos around the Mars Express flyby(s), with the Super-Resolution-Channel (SRC) of the HRSC camera onboard MEX. Based on these measurements, an improved ephemeris of Phobos' orbit specifically designed around the flyby is generated. Then, it can be used in a global inversion scheme with radio-tracking data of the spacecraft acquired during and around the flyby, in order to obtain a very precise and accurate solution of the gravity field of Phobos. In this study, we present this innovative methodology that may be used for future Mars Express flybys. Numerical simulations are run to quantify the error on the determination of the gravity field as a function of the uncertainty on its orbit. A strategy to optimize the use of the SRC operation is also developed.

Published
2013

90. Measurement of Phobos librations and tidal surface displacements

Author

Le Maistre, Sébastien, Rosenblatt, Pascal, Rambaux, Nicolas, Castillo-Rogez, Julie C., Dehant, Véronique, Marty, Jean-Charles, Observatoire de Paris, Université Paris sciences et lettres (PSL), Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Astronomie et systèmes dynamiques (ASD), and Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris

Subjects
[PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph]
Abstract

International audience; In this paper, we assess the precision that can be achieved on the determination of Phobos' libration angles using both Direct-To-Earth (DTE) Doppler (as done in [1] for Mars) and star tracker (ST) measurements. The tidal deformation of Phobos is also evaluated and compared against the estimated precision that can be obtained on the surface displacement by using DTE Doppler data. To do so, we perform numerical simulations based on a least squares fit to simulated DTE and ST data [2].

Published
2012

91. A New Consortium: the European Satellite Partnership for Computing Ephemerides (ESPaCE)

Author

Thuillot, William, Lainey, Valéry, Dehant, Véronique, de Cuyper, Jean-Pierre, Arlot, Jean-Eudes, Gurvits, Leonid I., Hussmann, Hauke, Oberst, Jürgen, Rosenblatt, Pascal, Marty, Jean-Charles, Vermeersen, B., Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Astronomie et systèmes dynamiques (ASD), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, and Groupe Astrométrie et Planétologie (GAP)

Subjects
spacecraft, natural satellites, reference systems, [PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph], ephemerides
Abstract

International audience

Published
2012

92. Improvement of the ephemerides of the Martian moons from the amelioration of the Martian spacecraft orbits: Investigating a data-arc splitting method

Author

Kudryashova, Maria, Rosenblatt, Pascal, Lainey, Valéry, Le Maistre, Sébastien, Marty, Jean-Charles, Observatoire Royal de Belgique (ORB), Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Groupe Astrométrie et Planétologie (GAP), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Centre National d'Études Spatiales [Toulouse] (CNES), Abbasi, A., Giesen, and N.

Subjects
[PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph]
Abstract

International audience; Phobos and Deimos ephemerides have been recently improved, using numerical modeling of their motion and astrometric observations of their positions from images taken by both Earth-based telescopes and cameras onboard spacecraft. In order to compute moon ephemerides from the spacecraft images, the spacecraft position on the orbit has to be known as precisely as possible. We propose to investigate a data-arc splitting method, consisting of computing precise orbit of spacecraft using suitable data-arcs encompassing each astrometric observations instead of successive data-arcs disregarding the occurrence of these observations as usually done for spacecraft navigation orbits. In this study, we test our method on Phobos' photographic observations taken by the Mars Express (MEX) Super Resolution Camera (SRC). We especially investigate the impact of the data-arc length (2, 4 or 10 days) and of the position of photographic observations inside the data-arc (from near the starting epoch to near the ending epoch of the data-arc) on Phobos' positions. We first compute new MEX orbits from fitting a dynamical model of MEX motion to Doppler and ranging tracking data for these different data-arcs (using the GINS software developed by the French space agency CNES and further adapted at Royal Observatory of Belgium for planetary geodesy applications). Then, we compute the positions of Phobos as seen from our new MEX orbits and compare it with the positions obtained from astrometric observations in order to assess the improvement expected from our method. Once validated on the MEX data, we plan to apply our method to older spacecraft data (Mariner-9, Viking 1-2, ...) in order to provide better spacecraft positions to derive better Phobos' positions. These new positions will then be used to re-compute a better Phobos' ephemeris. In fine, the goal of this new ephemeris is to improve the knowledge of several geophysical parameters of the Martian system (such as the secular acceleration of Phobos' orbit, Phobos second-order gravity field, Martian J2 gravity coefficient seasonal changes) from Phobos' orbit. This work is a part of the European Satellite Partnership Computing Ephemerides (ESPaCE), funded by the European FP7-project, aiming at strengthening the collaborative activities in the domain of the development of ephemerides and reference systems for natural satellites and spacecraft.

Published
2012

93. Learning Games Factory: Construction of Learning Games Using a Component-Based Approach

Author

Bisognin, Lucas, Carron, Thibault, Marty, Jean-Charles, Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS), Supporting Interaction and Learning by Experience (SILEX), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), 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), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS), 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 Publications, Lip6

Subjects
[INFO]Computer Science [cs], [INFO] Computer Science [cs]
Abstract

International audience; The complexity of Learning Games development is currently increasing significantly. The requirements for these learning environments imply building several components aiming at supporting particular activities (games of "snakes and ladders" type, puzzles, animated MCQs). Furthermore, new up-to-date functionalities are often wanted: collaborative aspects, observation features for awareness purpose, and links to tangible user interfaces. In light of this observation, we need a new approach for the construction of Learning Games, in order to reduce the associated time and costs. We propose to reuse the various existing components for a particular purpose, to adapt, to configure and to integrate them in order to obtain a new game. We call our approach Learning Games Factory (LGF) as in a factory where one assembles parts to obtain manufactured objects. In this approach, we need powerful research tools to find out the suitable components meeting particular requirements. In this paper, we show how to ease the exchange of data between data providers and service providers through the Open Archives Initiative's Protocol for Metadata Harvesting (OAI-PMH). We first give the description of a general game-based platform called "Learning Adventure". We then explain how to tag components with meta-data, according to usual standards in the education field. The retrieval of such components according to specific needs is subsequently described through an architecture using OAI-PMH. We illustrate the different steps of this approach through a broad example in the "Learning Adventure" (LA) Platform. This example is taken from the LGF project, in which the different partners have already developed their own components (compliant with the LGF standards). The interesting idea is the integration of these different components into the LA platform, allowing their sequencing and their data exchange in order to obtain effortlessly a new learning game.

Published
2012

94. Un environnement d'apprentissage basé sur le jeu: Learning Adventure

Author

Carron, Thibault, Marty, Jean-Charles, Pernelle, Philippe, Publications, Lip6, Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), and Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)

Subjects
[INFO]Computer Science [cs], [INFO] Computer Science [cs]
Abstract

National audience; Cet environnement d'apprentissage, basé sur le jeu, a permis de mettre en oeuvre diverses expérimentations en situation écologique. Il mise à la fois sur l'apprentissage collaboratif, la flexibilité et l'immersion que peut apporter ce genre de système, pour supporter l'enseignement et transformer en jeu une session pédagogique.

Published
2012

95. A Phobos geodesy experiment to constrain its bulk interior structure and origin

Author

Rosenblatt, Pascal, Le Maistre, Sébastien, Lainey, Valéry, Rivoldini, Attilio, Mocquet, Antoine, Verhoeven, Olivier, Rambaux, Nicolas, Le Poncin-Laffite, Christophe, Gurvits, Leonid I., Marty, Jean-Charles, Zakharov, Alexander, Castillo-Rogez, Julie C., Dehant, Véronique, Henry, Florence, Observatoire Royal de Belgique (ORB), Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Astronomie et systèmes dynamiques (ASD), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Groupe Astrométrie et Planétologie (GAP), Laboratoire de Planétologie et Géosciences [UMR_C 6112] (LPG), Université d'Angers (UA)-Institut national des sciences de l'Univers (INSU - CNRS)-Centre National de la Recherche Scientifique (CNRS)-Nantes université - UFR des Sciences et des Techniques (Nantes univ - UFR ST), Nantes Université - pôle Sciences et technologie, Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ)-Nantes Université - pôle Sciences et technologie, Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ), Systèmes de Référence Temps Espace (SYRTE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Centre National de la Recherche Scientifique (CNRS), Joint Institute for VLBI in Europe (JIVE), Centre National d'Études Spatiales [Toulouse] (CNES), Institute of Space Research, Russian Academy of Science (IKI/RAN), and Jet Propulsion Laboratory, California Institute of Technology (JPL)

Subjects
[PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph], [PHYS.ASTR] Physics [physics]/Astrophysics [astro-ph]
Abstract

International audience; The origin of the Martian moons is still an open question [1]. The ill-fated Phobos Soil mission was an ambitious mission devoted to find out an answer to this open issue. Among the suite of instruments dedicated to the interior of Phobos, the radio-science experiment [2] (as well as the libration experiment [3]) were wellsuited to provide constraints on the bulk interior structure of Phobos. As such information is one of the key pieces still required to understand the origin of this small body [1], we present here the scientific rationale and the goals of a geodesy experiment, which could easily composed the payload of future missions toward the Martian moon system.

Published
2012

96. Specifying Collaborative Tools in Game-Based Learning Environments: Clues from the trenches

Author

Bodin, Mathieu, Marty, Jean-Charles, Carron, Thibault, Laboratoire Systèmes Communicants (SysCom), Laboratoire SYstèmes et Matériaux pour la MEcatronique (SYMME), Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry]), Supporting Interaction and Learning by Experience (SILEX), 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), Academic Publishing International, and SI LIRIS, Équipe gestionnaire des publications

Subjects
[INFO]Computer Science [cs], [INFO] Computer Science [cs]
Abstract

International audience; Our research work deals with the development of new learning environments. We believe that Game-based Learning can significantly enhance learning and that there is a real challenge in collaborative learning. That is why we have developed game-based learning multi-players environments. "Learning Adventure" (LA) is one of them and is equipped with the capacity for collaboration in certain activities. LA allows us to set up experiments with students in our university. We apply the metaphor of exploring a virtual world, where each student embarks on a quest in order to collect knowledge related to a learning activity. We think that the way of acquiring knowledge during a learning session is similar to following an adventure in a Role-Playing Game (RPG). The teacher describes the rules of the game (scenario) and can create a particular world according to the topic to be learnt. Each area of the world of LA is dedicated to a learning activity. Some collaborative tools exist in the LA world and can be activated in specific areas: a chat tool is of course available, but more specific tools such as a post-it notes wall or a collaborative feather can also be used.We describe these collaborative tools, and conclude through examples that they are good media for group activities, since they have been designed with the collaborative concepts in mind. However, in order to make the production of the group better, the group activity should be regulated. This regulation should occur when the group actions are not conforming to the group (social) rules. Special indicators linked to the collaboration of the participants are thus introduced in the learning environment (e.g. level of interaction or level of helpfulness).We illustrate our purpose with two case studies. The first one describes a collaborative problem solving activity in groups of fifteen post-graduated students and the regulation. Due to non-participation of several members of the group, the teacher had to monitor the collaborative activity in order to obtain a better group result. The second one deals with a sharing of results session where students were asked to use the collaborative feather to write a common document. Self-regulation of the group was observed.

Published
2011

97. Phobos-Grunt experiments to measure Phobos' librations

Author

Le Maistre, Sébastien, Rosenblatt, Pascal, Rambaux, Nicolas, Castillo-Rogez, Julie C., Dehant, Véronique, Marty, Jean-Charles, Observatoire Royal de Belgique (ORB), Laboratoire Kastler Brossel (LKB (Jussieu)), École normale supérieure - Paris (ENS-PSL), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Sorbonne Université (SU)-Centre National de la Recherche Scientifique (CNRS), Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Astronomie et systèmes dynamiques (ASD), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Jet Propulsion Laboratory, California Institute of Technology (JPL), and Centre National d'Études Spatiales [Toulouse] (CNES)

Subjects
[PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph]
Abstract

International audience; In the frame of the Russian Phobos-Grunt mission, Phobos librations will be measured with enough precision such that crucial constraints will be obtained on the geophysical properties of its interior, offering key information on its origin [1]. This study assess the precision that can be obtained on Phobos physical librations and discuss the knowledge on physical parameters that can be inferred.

Published
2011

98. ESPaCE, European Satellite PArtnership for Computing Ephemerides

Author

Thuillot, William, Lainey, Valéry, Dehant, Véronique, Arlot, Jean-Eudes, de Cuyper, Jean-Pierre, Gurvits, Leonid I., Hussmann, Hauke, Oberst, Jürgen, Rosenblatt, Pascal, Marty, Jean-Charles, Vermeersen, B., Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Observatoire Royal de Belgique (ORB), Joint Institute VLBI in Europe, Dwingeloo, The Netherlands, Deutsches Zentrum für Luft- und Raumfahrt (DLR), and Technical University of Berlin

Subjects
Laser Ranging, Bahnen und Rotationszustände natürlicher Satelliten, Ephemeriden, [PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph], VLBI
Abstract

International audience; The EC FP7 project entitled European Satellite PArtnership for Computing Ephemerides (ESPaCE) aims at strengthening the collaborative activities in the domain of the development of ephemerides and reference systems for natural satellites and spacecraft. An important part of the project addresses the extraction and analysis of astrometric data from observations by spacecraft not yet applied to dynamical solutions. They will be combined with ground-based astrometry in order to improve constraints on the dynamics and the physics of the objects. We will use all these data to provide improved ephemerides for natural satellites and spacecraft and to characterize the rotation properties of selected satellites. We also intend to investigate new technologies relevant to our aims, in particular Very Long Baseline Interferometry (VLBI) and Laser Ranging (LR) techniques. Another important part of the project will include merging (for the first time in Europe) the natural satellite astrometry data with spacecraft data in a global inversion. All the results and documents will be made available using standard formats (VO standard, SPICE kernels) for the use by space agencies and scientific community.

Published
2011

99. ESPaCE: a new European project for Astrometry and Ephemeride activities

Author

Thuillot, William, Lainey, Valéry, Dehant, Véronique, Arlot, Jean-Eudes, de Cuyper, Jean-Pierre, Gurvits, Leonid I., Hussmann, Hauke, Oberst, Jürgen, Rosenblatt, Pascal, Marty, Jean-Charles, Vermeersen, B., Espaceteam, ., Institut de Mécanique Céleste et de Calcul des Ephémérides (IMCCE), Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS), Astronomie et systèmes dynamiques (ASD), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université de Lille-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Institut national des sciences de l'Univers (INSU - CNRS)-Observatoire de Paris, and Groupe Astrométrie et Planétologie (GAP)

Subjects
[PHYS.ASTR]Physics [physics]/Astrophysics [astro-ph]
Abstract

International audience

Published
2011

100. Améliorer la motivation dans les environnements d'apprentissage basés sur le jeu

Author

Carron, Thibault, Marty, Jean-Charles, SI LIRIS, Équipe gestionnaire des publications, Équipe Scénarios pédagogiques (SysCom Scénarios), Laboratoire Systèmes Communicants (SysCom), Laboratoire SYstèmes et Matériaux pour la MEcatronique (SYMME), Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Laboratoire SYstèmes et Matériaux pour la MEcatronique (SYMME), Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry]), Supporting Interaction and Learning by Experience (SILEX), 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), and Université de Lyon-Université Lumière - Lyon 2 (UL2)

Subjects
[INFO]Computer Science [cs], [INFO] Computer Science [cs]
Abstract

National audience; Dans cet article, les auteurs se sont intéressés principalement à deux éléments contribuant à la motivation dans les Environnements d’Apprentissage basés sur le jeu: la flexibilité du système et l’immersion des utilisateurs dans le système. Cet article est divisé en trois sections. Le premier concerne les besoins d’adaptation à partir des points de vue à la fois de l’enseignant et de l’apprenant. Les auteurs ont besoin de récolter des traces au sujet des activités pédagogiques afin de proposer des fonctionnalités d’observation pour mettre à jour un modèle usager adapté pour les Learning Games. Ce modèle usager est vu comme un objet collaboratif explicite affiché directement dans le jeu. La seconde section s’intéresse à la nécessité de maintenir les usagers immergés dans le jeu et suggère des lignes directrices pour l’immersion concernant le game design, le gameplay et l’aide par métaphores. La dernière partie illustre ces points à travers un environnement d’apprentissage de type Learning Game appelé “Learning Adventure ”. La mise en œuvre d’une session d’apprentissage dans cet environnement est décrite ainsi qu’une expérimentation en situation écologique servant de support à l’explication des concepts présentés au-dessus.

Published
2011

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