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Reflection-in-action markers for reflection-on-action in Computer-Supported Collaborative Learning settings.

, , , and . Comput. Educ., (2015)

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Soutien à l'auto-régulation des apprenants : conception d'environnements informatiques réflexifs et engageants.. (2016)Towards Social Learning Games.. ICWL, volume 7558 of Lecture Notes in Computer Science, page 170-179. Springer, (2012)Development of an assistance environment for tutors based on a co-adaptive design approach., , and . Behav. Inf. Technol., 31 (2): 127-141 (2012)Toward an Adaptive Gamification System for Learning Environments., , and . CSEDU (Selected Papers), volume 510 of Communications in Computer and Information Science, page 115-129. Springer, (2014)To Tailor or Not to Tailor Gamification? An Analysis of the Impact of Tailored Game Elements on Learners' Behaviours and Motivation., , and . AIED (1), volume 12163 of Lecture Notes in Computer Science, page 216-227. Springer, (2020)Motivation for Learning - Adaptive Gamification for Web-based Learning Environments., , and . CSEDU (1), page 117-125. SciTePress, (2014)Combiner suivi de l'activite? et partage d'expe?riences en apprentissage par projet pour les acteurs tuteurs et apprenants, and . CoRR, (2010)Emodash: A dashboard supporting retrospective awareness of emotions in online learning., , and . Int. J. Hum. Comput. Stud., (2020)Gamification., , , and . Encyclopedia of Education and Information Technologies, Springer International Publishing, (2020)DDART, a Dynamic Dashboard for Collection, Analysis and Visualization of Activity and Reporting Traces., , , and . EC-TEL, volume 8719 of Lecture Notes in Computer Science, page 440-445. Springer, (2014)