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International audience; Background: The last two years education and training have been forced to experiment with remote and hybrid education models. As hybrid education is becoming more common, it is crucial to better understand how students experience this new setting. One specific theoretical approach to capture optimal experience is the Flow theory, in particular the Eduflow model designed to study autotelic experience in education (Heutte et al., 2016; Heutte et al., 2021).Aims: In the current study, the EduFlow model was used in the context of Flemish higher education to compare students’ on-campus (N = 56) versus remote (N = 48) learning experiences and to what extent this relates to other measures of optimal experience and students' interpersonal characteristics (e.g., extraversion).Method: The internal validity of each dimension postulated in the EduFlow model was controlled for using McDonald’s Omega coefficient. Multiple multivariate regression was used to search for significant predictors for students’ optimal learning experience. Next, qualitative data was collected to triangulate the quantitative results.Results & Conclusion: The analysis revealed satisfying results for the reliability of the sub-dimensions. Next, significant relationships were found with (a) the learning setting; (b) intrinsic motivation as conceptualized by the Self-Determination Theory (Deci & Ryan, 2002); and (c) students’ interpersonal characteristics. Regarding autotelic experience, the highest scores were found for students learning on-campus during synchronous hybrid education, however the remote setting is perceived as a good alternative learning setting, especially for more introvert students. Students’ choice for remote vs. on-campus is significantly related to students’ personality.

Sous l’impulsion initiale de Seligman et Csikszentmihalyi, la psychologie positive qui a emerge il y a maintenant un peu plus d’une vingtaine d’annees peut etre definie comme l’etude des conditions et processus qui contribuent a l’epanouissement ou au fonctionnement optimal des individus, des groupes et des institutions. Cette quatrieme vague de la psychologie scientifique contemporaine s’interesse plus particulierement a l’etude empirique du developpement humain optimal. Elle marque aussi la mise en lumiere de la theorie de l’experience optimale ou autotelique (du « flow ») elaboree dans les annees 1970 par Csikszentmihalyi. Cependant, peu de travaux en langue francaise sont consacres aux apports de la psychologie positive dans le champ specifique de l’education et de la formation des adultes. Aussi, apres un focus sur l’emergence de la preoccupation du developpement humain optimal, puis un examen critique de la psychologie positive, l’essentiel de cette note de synthese concernera l’experience autotelique, plus particulierement dans son eclairage original de la dimension sociale de l’apprenance, ainsi que de la persistance a vouloir comprendre tout au long de la vie.

International audience; Flow is a human psychological state positively correlated to self-efficacy, motivation, engagement, and academic achievement, all of which positively affect learning. However, automatic, real-time flow prediction is quite difficult, particularly in a Massively Online Open Course context, even more so because of its online, distant, asynchronous, and educational components. In such context, flow prediction allows for personalization of activities, content, and learning-paths. By pairing the results of the EduFlow2 and Flow-Q questionnaires (n = 1589, two years data collection) from the French MOOC “Gestion de Projet” (Project Management) to Machine Learning techniques (Logistic Regression), we create a Machine Learning model that successfully predicts flow (combined Accuracy & Precision ~ 0.8, AUC = 0.85) in an automatic, asynchronous fashion, in a MOOC context. The resulting Machine Learning model predicts the presence of flow (0.82) with a greater Precision than it predicts its absence (0.74).

International audience; Last year, the global pandemic forced us to rethink education by applying social distancing in education and workplace training. Fortunately, current technologies make it possible to organise teaching and learning online, synchronously as well as asynchronously. Both literature (Gonzalez et al., 2020) and the current examination marks (February 2021) show that online learning did not negatively impact cognitive learning outcomes. Yet, several affective variables, including students’ well-being, optimal experience and engagement for learning, have been shown to significantly affect the learning experience of remote participants (Raes et al., 2020).In this symposium, researchers from KUL and UCLouvain (Belgium), and ULille (France) want to shed light on students’ engagement, which is a multidimensional construct within online teaching and learning and which can be studied based on several theories including autotheticexperience (Csikszentmihalyi), Self-Determination (Deci & Ryan) and the Theory of Cognitive Development (Piaget). We aim to present up-to-date methods to both capture and support engagement. In the first presentation, Jean Heutte (ULille) will present what we mean by optimal learning experience by presenting his research on flow as an autotelic experience within a Massive Open Online Course (MOOC). In the second presentation, Dennis Rivera (UCLouvain) will focus on cognitive and metacognitive prompts in MOOC discussion forums to facilitate socio-cognitive conflicts. In the third presentation, Annelies Raes (KULeuven & ULille) will present how to assess and support students’ engagement during synchronous hybrid learning including both remote and on-site students. Finally, Karine Verschueren and Fien Depaepe (both KU Leuven) will provide a discussion including the psychological and the instructional design perspective. They will present concluding thoughts and possible directions for future research in the field of educational psychology.

While setting up a Massive Open Online Course for Lifelong Learners, the choice of the most adequate Learner Model for this most current context is paramount: not all Learner Models are created equal, despite their overall added value to facilitate the learner’s follow-up, course content personalization and trainers/teachers’ practices in various Learning Environments. This systematic review of literature defines, compares, and highlights eight features of interest of Learner Models for Massive Open Online Courses from a Lifelong Learning perspective. It discerns 17 of the most-current, existing Learner Models out of 442 search results. It concludes on the four most adequate, and current Learner Models in this context. In addition, we study how they handle the learning experience personalization. This work is primarily dedicated to MOOC designers/providers, pedagogical engineers and researchers who meet difficulties to model and evaluate MOOC’s learners using Learning Analytics.

International audience; Machine Learning (ML) techniques are being intensively applied in educational settings. They are employed to predict competences and skills, grade exams, recognize behavioural academic patterns, evaluate open answers, suggest appropriate educational resources, and group or associate students with similar learning characteristics or academic interests. Knowledge Tracing (KT) allows modelling the learner's mastery of skill and to meaningfully predict student’s performance, as it tracks within the Learner Model (LM) the knowledge state of students based on observed outcomes from their previous educational practices, such as answers, grades and/or behaviours. In this study, we survey commonly used ML techniques for KT figuring in 51 papers on the topic, out of an original search pool of 628 articles from 5 renowned academic sources, encompassing the latest research, based on the PRISMA method. We identify and review relevant aspects of ML for KT in LM that help paint a more accurate panorama on the topic and hence, contribute to alleviate the difficulty of choosing an appropriate ML technique for KT in LM. This work is dedicated to MOOC designers/providers, pedagogical engineers and researchers who need an overview of existing ML techniques for KT in LM.

International audience; Lifelong Learning encompasses vast learning opportunities and MOOCs are a learning environment that can be up to the challenge if current modeling challenges are addressed. Studies have shown the importance of modeling the learner for a more personal and tailored learning experience in MOOC. Furthermore, Open Learner Models have proven their added value in facilitating learner's follow-up and course content personalization. However, while modeling the learner's knowledge is a common practice, modeling the learner's psychological state is a relegated concern within the community. This is despite the myriad of scientific evidence backing up the importance and repercussion of the learner's psychological state during and on the learning process.Flow is a psychological state characterized by total immersion in a task and a state of optimal performance. Programmers often refer to it as "being in the zone". It reliably correlates favorable learning metrics, such as motivation and engagement, among others. The aim of this paper is to propose a functional and technical architecture (comprising a Domain Model, a Flow Model, and an Open Learner Model for MOOC in a Lifelong Learning context) accounting for the learner's Flow state. This work is dedicated to MOOC designers/providers, pedagogical engineers, psychology, and education researchers who meet difficulties to incorporate and account for the Flow psychological state in a MOOC.

International audience

International audience; Cet article présente la construction et la validation d’un questionnaire en français mesurant l’autorégulation des apprentissages dans des environnements en ligne (EAREL). L’EAREL comporte 24 items répartis en quatre sous-échelles mesurant le contrôle du contexte d’apprentissage, la recherche du soutien des pairs, la procrastination et les stratégies d’apprentissage. Une étude pilote (N = 248) a permis de construire une première version de l’EAREL. L’étude de validation a porté sur un échantillon de 4207 personnes participant à un cours en ligne ouvert à tous. L’analyse factorielle confirmatoire confirme la structure attendue en quatre facteurs et la cohérence interne de chacune des sous-échelles est satisfaisante. L’analyse des corrélations avec les échelles de buts d’accomplissement et de motivation des adultes en formation a permis d’apprécier les validités convergente et divergente de l’EAREL. La validité prédictive a été testée au moyen d’une série d’analyses de régression multiple en utilisant la performance finale, l’effort et l’intérêt pour le cours en ligne ouvert à tous comme critères. Les résultats obtenus correspondent dans l’ensemble à ceux attendus, sauf pour la prédiction de la performance finale. Ils semblent donc confirmer les qualités psychométriques de l’EAREL. L’article se termine par des suggestions d’utilisation de l’EAREL dans la recherche sur l’autorégulation dans les apprentissages en ligne.

This research examines the relationship between interest and well-being based on data collected from 1,192 high school and school students in four different grades (6th, 9th, 10th, 12th). Three dimensions of interest (school, French, mathematics) are measured using the multidimensional scale of academic interest (EMIA). These three dimensions are related to school satisfaction and global life satisfaction. The results show a decline in interest from grade 6th to grade 9th for academic interest and French interest. A similar decrease in interest in mathematics is also observed but continues to 10th grade. A significant burst of the three forms of interest is measured in 12th grade compared to the 10th or 9th grade. A pathway model also validates the link between interest and well-being. It shows that the effect of the specific interests of the two subjects taken into account by the EMIA is mediated by the academic interest (Interest in learning).

International audience; Sous l’impulsion initiale de Seligman et de Csikszentmihalyi, le début de ce millénaire restera marqué par l’émergence de la psychologie positive qui peut être considérée comme la quatrième vague dans l’évolution de la psychologie, les trois premières vagues étant, respectivement, le modèle de la maladie, le behaviorisme et la psychologie humaniste. Depuis, progressivement, sur tous les continents, le monde de la psychologie et de la psychothérapie amorce une évolution radicale. Cependant dans la communauté française et francophone ce champ de recherche semble porteur de nombreux malentendus. Afin de lever certains doutes, cet article souhaite rappeler les fondements épistémologiques (historique, philosophique, méthodologique…) de la science de l’expérience optimale en tant que champ de recherche empirique concernant l’expérience positive subjective, depuis la création du Positive Psychology Steering Commitee constitué par Csikszentmihalyi, Diener, Hall Jamieson, Peterson et Vaillant, en 1999, jusque ses dernières évolutions, notamment sous l’influence de la communauté des chercheurs européens. Il a aussi pour objectif de lever quelques ambiguïtés originelles concernant certains termes (optimal, positif et positiviste) qui parfois peuvent être l’objet de controverses (voire de polémiques idéologiques infondées) quand ils sont mal traduits ou interprétés.

International audience; Motivate students is a top research aspect for many research communities, schools, universities, and institutions. In this context, motivation has an important role in the leaning process and particularly in the students’ success and the drop-out avoidance. This paper proposes a flow measurement instrument in order to test the students’ motivation in a Computer Science course. The experimental study involved 33 students that answer a same questionnaire twice in a period of one week. The temporal stability, internal consistency and convergent validity of the first English version of the Flow in education scale (EduFlow) were examined. The results show that autotelic experience (well-being provided by the activity itself) is significantly positively correlated with academic achievement. This research work is dedicated to Education and Computer Science active communities and more specifically to directors of learning centres / pedagogy departments, and the service of information technology and communication for education (pedagogical engineers) who meet difficulties in evaluate students’ motivation in a specific course.

International audience; Two studies explored the effects of the learning setting — group and individual — on Perceived Self-Efficacy (PSE) of boys and girls in French literacy. Thirty students (third and fourth graders) were asked to complete the questionnaire in French literacy at two separate times: after a group-learning setting and after an individual-learning setting. Results show that the learning setting influences PSE differently for boys and girls. More precisely, girls’ French PSE is higher than boys’ PSE in the group-learning setting but not in the individual-learning setting. These results are discussed along with their theoretical and practical implications.; L’objectif de cette étude est de mesurer l’impact des conditions de travail – travail collectif ou travail individuel – sur le Sentiment d’efficacité personnelle (SEP) en français des garçons et des filles. Trente élèves de cycle 3 ont répondu à un questionnaire de SEP scolaire en Français à deux moments différents : suite à une activité réalisée individuellement et suite à une activité réalisée de manière collective. Les résultats indiquent que les conditions de travail influencent différemment le SEP des garçons et des filles. Plus précisément, le SEP des filles est supérieur à celui des garçons en situation de travail collectif mais pas en situation de travail individuel. Les résultats sont discutés au regard de leurs implications théoriques et pratiques.

Cette recherche presente la validation en francais de la Multidimensional Students' Life Satisfaction Scale (MSLSS) de Huebner (1994) sur 853 eleves de la 9e et de la 12e annee. Les consistances internes (coefficient alpha de Cronbach) sont toutes superieures a .70. L'analyse exploratoire permet bien de retrouver les cinq contextes de l'echelle, et l'analyse confirmatoire permet de valider le modele en six facteurs avec cinq facteurs de premier ordre et un facteur de second ordre. Des analyses complementaires montrent que l'echelle correle bien avec d'autres mesures liees au bien-etre et a la depression. Les differents resultats montrent que la version francaise de la MSLSS offre une bonne validite et permet de facon adequate de mesurer le bien-etre scolaire des eleves dans les differents contextes de l'echelle. Enfin, il s'avere que l'echelle, et plus specifiquement sa dimension scolaire, est moderement predictive des resultats scolaires des eleves de troisieme mais pas de ceux de terminale.

This paper presents a socio-cognitive model of student’ persistence to develop a Personal Learning Environment (PLE). Following the presentation of the problematic of the PLE in its socio-technical perspective, we will endeavour to synthesize key aspects of three theories of the self (see self-determination, self-efficacy and autotelism -flow) to highlight their complementarity to better understand the phenomenon of persistence, in terms of development of the PLE. Ultimately, the inclusion of the original tracks opens complementary theoretical and empirical research on the PLE, particularly in view to highlight some elements of an optimallearning environment., FRE: autodétermination, auto-efficacité, autotélisme– flow, environnement optimal d’apprentissage, environnements personnels d’apprentissage, Heutte Jean. Persister dans la conception de son environnement personnel d’apprentissage : Contributions et complémentarités de trois théories du self (autodétermination, auto-efficacité, autotélisme-flow). In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 21, 2014. Évaluation dans les Jeux Sérieux / Les EPA : entre description et conceptualisation. pp. 149-184.

Dans les MOOC, le paradoxe entre l’engouement massif et la chute tout aussi massive de la participation renouvelle la problématique de la persistance du fait de l’importance de l’abandon. En vue d’éclairer les déterminants de cette persistance, cette contribution rend compte d’outils mobilisés dans le cadre d’une étude exploratoire réalisée auprès des participants (N = 10 700) inscrits dans un MOOC francophone. Cette étude est l’occasion d’utiliser deux nouveaux outils de mesure : l’échelle de perception instrumentale des communautés (PIC) et l’échelle de motivation en formation d’adultes (EMFA).Conformément aux attentes, les résultats de cette étude mettent en évidence les liens entre les perceptions instrumentales et les différents types de motivations : les liens les plus élevés s’observent au niveau de la régulation intégrée de la motivation extrinsèque.Il ressort aussi de cette étude que les deux nouveaux outils (PIC et EMFA) complètent utilement l’outillage conceptuel et méthodologique du monitorage en temps réel des MOOC., The contradiction between the massive interest and the massive dropout in MOOCs poses the problem of persistence anew. In order to enlighten the determinants of persistence, this paper reports on tools used in the context of an exploratory study with attendees (N = 10 700) in a francophone MOOC. This study provides an opportunity to use two new tools: the instrumental perceptions of communities scale (échelle de perception instrumentale des communautés (PIC)) and the adult education motivation scale (échelle de motivation en formation d’adultes (EMFA)).In accordance with expectations, the results bring to light the linkages between the instrumental perceptions and the different types of motivations: the highest links are observed with the integrated regulation of extrinsic motivation.This study shows that both of the new tools (PIC and EMFA) are useful supplements to the conceptual and methodological tools for the real time monitoring of MOOCs.

The intention of the following chapter is to shed light on primary factors that play a role in defining what we coin as an optimal learning environment, an environment that buttresses an experience of flow for learners (see Chap. 10 by Andersen in this volume). The chapter begins with an overview of flow related research reframed for the purpose of measuring the experience of flow in learning. A longitudinal study of flow experienced by students undertaking a Massive Open Online Course (MOOC) is described. The Flow in Education scale (EduFlow Scale) used in the study is described and the results of the study presented. The results illustrate the potential value and relevance of measuring flow in learning as well as the relation to the extended concept of cognitive absorption. We conclude the chapter with a presentation of a model of heuristic learning: the Individually Motivated Community model. The model builds upon three major theories of the self: Self-Determination, Self-Efficacy and Autotelism-Flow.

National audience; Les auteurs présentent ici les approches théoriques et méthodologiques qu’ils mobilisent dans leurs recherches pour étudier l’engagement et la persistance dans les dispositifs de formation à distance (FAD). Cet article s’organise en trois parties, correspondant à trois perspectives différentes de l’engagement : une partie sur l’engagement en FAD et dans les MOOC ; une partie sur l’engagement dans les jeux sérieux ; et une partie sur l’engagement dans les communautés et l’apprentissage collaboratif à distance. Chaque partie se propose de définir l’engagement, d’identifier les facteurs d’engagement et de rendre compte des mesures existantes de l’engagement. L’article s’achève par une synthèse des perspectives présentées, laquelle donne lieu à de nouveaux questionnements.; The authors describe the theoretical and methodological approaches they use in their research when studying the phenomena of engagement and persistence in distance learning settings. This paper is organized into three sections corresponding to three different perspectives on engagement: a section about student engagement in distance learning and MOOCs; a section about engagement in serious game; and a section about engagement in learning communities and in computer-supported (distance) collaborative learning. Each section provides a definition of engagement, identifies factors of engagement and describes existing measures of engagement. This paper ends with a synthesis of theses perspectives and opens up with new research questions.

Cette recherche presente la validation en francais de la Multidimensional Students' Life Satisfaction Scale (MSLSS) de Huebner (1994) sur 853 eleves de troisieme et de terminale. Les consistances internes (coefficient alpha de Cronbach) sont toutes superieures a .70. L'analyse exploratoire permet bien de retrouver les cinq contextes de l'echelle, et l'analyse confirmatoire permet de valider le modele en six facteurs avec cinq facteurs de premier ordre et un facteur de second ordre. Des analyses complementaires montrent que l'echelle correle bien avec d'autres mesures liees au bien-etre et a la depression. Les differents resultats montrent que la version francaise de la MSLSS offre une bonne validite et permet de facon adequate de mesurer le bien-etre scolaire des eleves dans les differents contextes de l'echelle. Enfin, il s'avere que l'echelle, et plus specifiquement sa dimension scolaire, est moderement predictive des resultats scolaires des eleves de troisieme mais pas de ceux de terminale.

Apres une courte biographie de Mihaly Csikszentmihalyi en tant qu’inspirateur de la recherche empirique en psychologie positive, en vue de replacer la genese de la theorie de l’autotelisme-flow dans son contexte historique, nous presenterons dans un deuxieme temps les elements essentiels de cette theorie majeure de la psychologie scientifique contemporaine. Dans un troisieme temps, afin de mieux en illustrer l’interet, nous mettrons en lumiere les contributions de cette theorie a la recherche fondamentale en sciences de l’education et de la formation des adultes, via la mise en perspective des conditions psycho-sociale de l’elaboration d’environnements favorables a l'apprentissage tout au long et tout au large de la vie (education formelle, non formelle ou informelle). Enfin en conclusion, nous elargirons notre propos pour souligner la portee universelle du modele de la selection psychologique selon lequel le flow serait le catalyseur principal des processus biologiques, culturels et psychologiques au coeur de l’evolution humaine.

The aim of this paper is to show the relevance of motivational key concepts in evaluating the use of serious game. This research involves 115 students training with Mecagenius ® (serious game in mechanical engineering). The results of the exploratory study also confirm the relevance of the use of flow in Education scale (EduFlow) to evaluate the optimal learning experience with a serious game. It also appears that EduFlow is related to specific actions within the school context such as self-efficacy, motivational climate and interest., L''objectif de cet article est de mettre en évidence que des concepts clés de la motivation sont pertinents pour évaluer l’usage d’un serious game. Les résultats de l’étude exploratoire menée auprès d’étudiants (N= 115) impliqués dans l’expérimentation in situ, in vivo de Mecagenius ® (jeu dédié aux formations en génie mécanique) permettent aussi confirmer la pertinence de l’usage de l’échelle de mesure du flow en éducation (EduFlow) pour l’évaluation de l’expérience optimale d’apprentissage avec un serious game. Il apparaît par ailleurs qu’EduFlow est bien en relation avec des mesures spécifiques au contexte scolaire comme l’autoefficacité, l’intérêt, et le climat motivationnel., Heutte Jean, Galaup Michel, Lelardeux Catherine, Lagarrigue Pierre, Fenouillet Fabien. Étude des déterminants psychologiques de la persistance dans l’usage d’un jeu sérieux : évaluation de l'environnement optimal d'apprentissage avec Mecagenius®. In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 21, 2014. Évaluation dans les Jeux Sérieux / Les EPA : entre description et conceptualisation. pp. 519-552.

International audience

This research explores user persistence in a massive open online course (MOOC) that was set up as an experiment before the French Ministry of Higher Education and Research launched in October 2013 the French Digital University initiative–a French platform for MOOCs. Persistence was looked into from the perspective of emotions. Digital trail data, demographic data and data from six scales were analysed. The scales were Positive Affect and Negative Affect Scales (PANAS) plus the Flow in Education scales (EduFlow). Results show that many registrants logged on, participated in activities and accessed resources seldom, while a few persisted and were active. Correlations between persistence and residence in Europe or Africa were found as well as patterns relating to negative affect and to well-being, again linked to geographic variables.

International audience

This paper presents the main results of a study which looked into the consequences of what happens when «CM2 » pupils (aged 9 to 10) grow accustomed to working with Information and Communication Technology (ICT) at school. Though the results cannot be directly attributed to the electronic medium nor the hypertext format as such, it seems that pupils’learning outcomes are positively influenced by use of ICT in the classroom, especially as regards the quality of their reading activity. Overall pupils’level progressed significantly during the «cycle 3 » (the last of three primary cycles in French schools, covering pupils aged 7 to 10 years), but progress was even more noteworthy when pupils started out weak at the beginning of the last primary cycle (7 to 8 year olds). However, even more so than in reading, it seems that in writing, digital tools revolutionize intellectual activity. Intrinsically, ICT may not bring about new pedagogical ideas per se, but it may very well strengthen the positive or negative impact which effective or less effective teaching practice has on pupils’learning. Consequently, it behooves the educational establishment to reflect seriously about the integration of ITC, thus allowing all teachers to become familiar with and to master those professional practices whose effectiveness would be reinforced by the use of ITC., Cet article présente les principaux résultats d’une étude comparative qui met en évidence des effets liés à l’habituation aux technologies de l’information et de la communication (TIC) d’élèves de CM2 dans un contexte scolaire. Bien que cela ne puisse être attribué ni aux supports électroniques, ni au format hypertexte en tant que tels, il apparaît que les résultats des élèves sont positivement influencés par l’usage des TIC en classe, notamment en ce qui concerne la qualité de lecture. Globalement le niveau scolaire des élèves habitués aux TIC a significativement progressé au cours du cycle 3, tout particulièrement pour les élèves faibles en début de cycle. Cependant, il semble que ce soit dans l’Écrire (encore plus que dans le Lire) que les outils numériques révolutionnent les activités intellectuelles. Si les TIC ne semblent a priori pas intrinsèquement porteuses de nouvelles conceptions pédagogiques, elles en renforcent vraisemblablement les effets (positifs ou négatifs) sur l’apprentissage, d’où la nécessité pour l’institution scolaire de s’instrumenter pour permettre à l’ensemble des enseignants de connaître et de maîtriser les gestes professionnels dont l’efficacité se trouverait renforcée par l’usage des TIC., Heutte Jean. Influence de l’habituation à l’usage de l’outil informatique sur l’apprentissage et les résultats scolaires d’élèves du cycles 3 de l’école primaire. In: Spiral-E. Revue de recherches en éducation, supplément électronique au n°41, 2008. Supplément au n° 41 : Se former, s'orienter tout au long de sa vie. pp. 31-47.

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