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2020 – today
- 2024
[c54]Bérénice Lemoine
, Pierre Laforcade, Sébastien George:
A Framework for Generators of Varied and Adapted Training Game Activities. EC-TEL (1) 2024: 237-252- 2023
- [j3]Youness Laghouaouta, Pierre Laforcade:
Maintainability enhancement based on uncertain model transformations. Inf. Softw. Technol. 158: 107177 (2023) - [c53]Bérénice Lemoine, Pierre Laforcade, Sébastien George:
Mapping Task Types and Gameplay Categories in the Context of Declarative Knowledge Training. CSEDU (2) 2023: 264-275 - [c52]Bérénice Lemoine, Pierre Laforcade, Sébastien George:
An Analysis Framework for Designing Declarative Knowledge Training Games Using Roguelite Genre. CSEDU (2) 2023: 276-287 - [c51]Bérénice Lemoine, Pierre Laforcade:
Generator of Personalised Training Games Activities: A Conceptual Design Approach. GALA 2023: 321-331 - [c50]Bérénice Lemoine, Pierre Laforcade:
Mapping Facts to Concrete Game Elements for Generation Purposes: A Conceptual Approach. GALA 2023: 342-352 - 2022
- [c49]Pierre Laforcade, Emeric Mottier, Sébastien Jolivet, Bérénice Lemoine:
Expressing Adaptations to Take into Account in Generator-based Exercisers: An Exploratory Study about Multiplication Facts. CSEDU (1) 2022: 242-249 - [c48]Iza Marfisi-Schottman, Aurélie Laine, Pierre Laforcade, Sébastien George, Sebastian Simon, Madeth May, Moez Zammit, Ludovic Blin:
Towards an Authoring Tool to Help Teachers Create Mobile Collaborative Learning Games for Field Trips. EC-TEL 2022: 550-557 - 2021
- [j2]Iza Marfisi-Schottman, Ludovic Hamon, Roland Klemke, Pierre Laforcade, Francesco Bellotti:
Introduction to the Special Issue on GaLA Conf 2020. Int. J. Serious Games 8(3): 43-44 (2021) - 2020
- [c47]Pierre Laforcade:
Generation of Adapted Learning Scenarios in a Serious Game: Lessons Learnt. GALA 2020: 13-23 - [c46]Youness Laghouaouta, Pierre Laforcade:
Dealing with uncertainty in model transformations. SAC 2020: 1595-1603
2010 – 2019
- 2018
- [c45]Pierre Laforcade, Esteban Loiseau, Rim Kacem:
A Model-Driven Engineering Process to Support the Adaptive Generation of Learning Game Scenarios. CSEDU (1) 2018: 67-77 - [c44]Pierre Laforcade, Youness Laghouaouta:
Generation of Adapted Learning Game Scenarios: A Model-Driven Engineering Approach. CSEDU (Selected Papers) 2018: 95-116 - [c43]Pierre Laforcade, Youness Laghouaouta:
Supporting the Adaptive Generation of Learning Game Scenarios with a Model-Driven Engineering Framework. EC-TEL 2018: 151-165 - [c42]Youness Laghouaouta, Pierre Laforcade:
A Practical Approach for Constraint Solving in Model Transformations. ICSOFT (Selected Papers) 2018: 104-123 - [c41]Youness Laghouaouta, Pierre Laforcade, Esteban Loiseau:
A Pattern-matching based Approach for Problem Solving in Model Transformations. ICSOFT 2018: 113-123 - 2017
- [c40]Pierre-Yves Gicquel, Sébastien George, Pierre Laforcade, Iza Marfisi-Schottman:
Design of a Component-Based Mobile Learning Game Authoring Tool. GALA 2017: 208-217 - 2015
- [c39]Nour El Mawas, Lahcen Oubahssi, Pierre Laforcade:
A Method for Identifying and Formalizing the Underlying Instructional Design Language of Existing LMSs. CSEDU (1) 2015: 5-14 - [c38]Nour El Mawas, Lahcen Oubahssi, Pierre Laforcade:
Identification and Formalization of LMS Instructional Design Languages: Moodle Case Study. CSEDU (Selected Papers) 2015: 21-36 - [c37]Esteban Loiseau, Pierre Laforcade, Nour El Mawas:
Turning Recurrent Uses of E-learning Tools into Reusable Pedagogical Activities - A Meta-modeling Approach Applied to a Moodle Case-study. CSEDU (1) 2015: 64-76 - [c36]Esteban Loiseau, Nour El Mawas, Pierre Laforcade:
A Meta-Modeling Approach for Capturing Recurrent Uses of Moodle Tools into Pedagogical Activities. CSEDU (Selected Papers) 2015: 132-151 - [c35]Nour El Mawas, Lahcen Oubahssi, Pierre Laforcade:
A meta-model based approach for identifying and formalizing LMS instructional design languages. CTS 2015: 159-166 - [c34]Nour El Mawas, Lahcen Oubahssi, Pierre Laforcade:
Making Explicit the Moodle Instructional Design Language. ICALT 2015: 185-189 - [c33]Esteban Loiseau, Nour El Mawas, Pierre Laforcade:
Formalization of Recurrent Uses of e-Learning Tools as Reusable Pedagogical Activities. ICALT 2015: 211-213 - 2014
- [c32]Mohand Akli Ouali, Sébastien Iksal, Pierre Laforcade:
The Strategic Organization of the Observation in a TEL System - Studies and First Formalizations. CSEDU (1) 2014: 317-324 - [c31]Esteban Loiseau, Pierre Laforcade, Sébastien Iksal:
Abstraction of Learning Management Systems Instructional Design Semantics: A Meta-modeling Approach Applied to the Moodle Case-Study. EC-TEL 2014: 249-262 - [c30]Nour El Mawas, Lahcen Oubahssi, Pierre Laforcade, Aymen Abedmouleh:
Towards the Identification and Formalization of LMS Instructional Design Languages. EC-TEL 2014: 560-561 - [c29]Mohand Akli Ouali, Sébastien Iksal, Pierre Laforcade:
Observation Strategy: Specification and User Processes. ICALT 2014: 370-372 - [c28]Esteban Loiseau, Pierre Laforcade, Sébastien Iksal:
A Meta-Modeling Approach for Extending the Instructional Design Semantics of Learning Management Systems. ICSOFT PT 2014: 72-80 - [c27]Esteban Loiseau, Pierre Laforcade, Sébastien Iksal:
Model Weaving and Pedagogy - Mapping Abstraction Levels in Instructional Design Languages. ICSOFT PT 2014: 81-86 - 2013
- [c26]Mohand Akli Ouali, Sébastien Iksal, Pierre Laforcade:
Models and Tools for a Contextualized Observation Strategy in a TEL Environment. ICALT 2013: 288-290 - [c25]Esteban Loiseau, Pierre Laforcade:
Specification of Learning Management System-centered Graphical Instructional Design Languages - A DSM Experimentation about the Moodle Platform. ICSOFT 2013: 504-511 - 2012
- [c24]Aymen Abedmouleh, Lahcen Oubahssi, Pierre Laforcade, Christophe Choquet:
Identification of LMSs Instuctional Languages: An Analysis Process. ICALT 2012: 367-368 - [c23]Aymen Abedmouleh, Pierre Laforcade, Lahcen Oubahssi:
Specification of Visual Instructional Design Languages Dedicated to Learning Management Systems. ICSOFT 2012: 199-204 - [c22]Aymen Abedmouleh, Lahcen Oubahssi, Pierre Laforcade, Christophe Choquet:
An Analysis Process for Identifying and Formalizing LMS Instructional Language. ICSOFT 2012: 218-223 - 2011
- [c21]Aymen Abedmouleh, Pierre Laforcade, Lahcen Oubahssi, Christophe Choquet:
A Model-driven and External Approach for Learning Design upon Learning Management Systems. CSEDU (1) 2011: 398-401 - [c20]Aymen Abedmouleh, Lahcen Oubahssi, Pierre Laforcade, Christophe Choquet:
Operationalization of Learning Scenarios on Open and Distance Learning Platforms: The Case of the Moodle Platform. ICALT 2011: 396-398 - [c19]Aymen Abedmouleh, Pierre Laforcade, Lahcen Oubahssi, Christophe Choquet:
Operationalization of Learning Scenarios on Existent Learning Management Systems - The Moodle Case-study. ICSOFT (2) 2011: 143-148 - 2010
- [j1]Pierre Laforcade:
A Domain-Specific Modeling approach for supporting the specification of Visual Instructional Design Languages and the building of dedicated editors. J. Vis. Lang. Comput. 21(6): 347-358 (2010) - [c18]Pierre Laforcade, Lahcen Oubahssi, Philippe Cottier:
Re-engineering of Technology Enhanced Learning Systems - The Case of the Apprenticeship Electronic Booklet. CSEDU (1) 2010: 394-397 - [c17]Lahcen Oubahssi, Pierre Laforcade, Philippe Cottier:
Re-engineering of the Apprenticeship Electronic Booklet: Adaptation to New Users Requirements. ICALT 2010: 511-515
2000 – 2009
- 2009
- [c16]Pierre Laforcade, Boubekeur Zendagui, Vincent Barré:
Specification of Observation Needs in an Instructional Design Context - A Model-Driven Engineering Approach. CSEDU (1) 2009: 111-118 - [c15]Pierre Laforcade, Boubekeur Zendagui:
A Domain-Specific Modeling Approach for Supporting the Development of Visual Instructional Design Languages and Tools. ICALT 2009: 744-746 - 2008
- [c14]Pierre Laforcade, Boubekeur Zendagui, Vincent Barré:
A Domain-Specific-Modeling Approach to Support Scenarios-Based Instructional Design. EC-TEL 2008: 185-196 - [c13]Boubekeur Zendagui, Vincent Barré, Pierre Laforcade:
Support to the Specification of Observation Needs. ICALT 2008: 793-797 - [c12]Pierre Laforcade, Boubekeur Zendagui, Vincent Barré:
Supporting the Specification of Educational Modeling Languages and Learning Scenarios with a Domain-Specific-Modeling Approach. ICALT 2008: 819-821 - [c11]Pierre Laforcade, Boubekeur Zendagui, Vincent Barré:
How to Support Scenarios-Based Instructional Design - A Domain-Specific-Modeling Approach. ICSOFT (PL/DPS/KE) 2008: 327-332 - 2007
- [c10]Pierre Laforcade:
Graphical representation of abstract learning scenarios: the UML4LD experimentation. ICALT 2007: 477-479 - 2006
- [c9]Pierre Laforcade, Christophe Choquet:
Next Step for Educational Modeling Languages: The Model Driven Engineering and Reengineering Approach. ICALT 2006: 745-747 - [c8]Thierry Nodenot, Pierre Laforcade:
CPM: A UML Profile to Design Cooperative PBL Situations at Didactical Level. ICALT 2006: 1113-1114 - [c7]Thierry Nodenot, Pierre Laforcade:
Learning from a Planets Game: Elements of a Didactical Transposition Described with the CPM Language. ICALT 2006: 1164-1165 - 2005
- [c6]Franck Barbier, Pierre Laforcade:
Concepts, techniques and tools for an educational modeling language. IEEE ICCI 2005: 222-227 - [c5]Christian Sallaberry, Thierry Nodenot, Pierre Laforcade, Christophe Marquesuzaà:
Model Driven Development of Cooperative Problem-Based Learning Situations Implementing Tools for Teachers and Learners from Pedagogical Models. HICSS 2005 - [c4]Marie-Noëlle Bessagnet, Lee Schlenker, Robert M. Aiken, Pierre Laforcade:
Can Collaborative Technologies Improve Management Education?. ICALT 2005: 233-234 - 2004
- [c3]Thierry Nodenot, Christophe Marquesuzaà, Pierre Laforcade, Christian Sallaberry:
Model based engineering of learning situations for adaptive web based educational systems. WWW (Alternate Track Papers & Posters) 2004: 94-103 - 2003
- [c2]Pierre Laforcade, Franck Barbier, Christian Sallaberry, Thierry Nodenot:
Profiling Co-Operative Problem-Based Learning Situations. IEEE ICCI 2003: 32-40 - 2002
- [c1]Marie-Noëlle Bessagnet, Christophe Marquesuzaà, Thierry Nodenot, Christian Sallaberry, Pierre Laforcade:
Information systems and educational engineering: Bridging two concepts through meta modelling. TelE-Learning 2002: 269-276
Coauthor Index
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last updated on 2024-10-04 20:59 CEST by the dblp team
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