by others with limited or no restrictions (UNESCO, 2019) and that research data should be made available in accordance with the FAIR principles (Findable, Accessible, Interoperable, and Reusable) principles. To be clear, this means that educational content and data should not be made available in a proprietary format such as doc, xls or ppt. As civil servants of the French government, we are not even legally allowed to use these formats (JORF, 2016)! As you can see, we are far from complying with this law...

One of the reasons for this is the powerful Microsoft lobby which manages to strike deals with schools and universities. Students get used to this software and continue to use it in their jobs. Personally, I have been addicted to the *Microsoft Office* suite since my undergraduate days, and it is very difficult to break the habit. Fortunately, there are many alternatives, such as *Libre Office*, which creates ODT format in an open format, and the functionalities offered are now almost equivalent to Word. Latex, of course, is widely used by scientists, but it is not easy to read. An alternative to Latex is the Markdown language. If offers two advantages: it is easier to read, and it can be automatically transformed into a web page or even other types of documents such as PDF and EPUB format (Balsch, 2018) thanks to editors such as *Zttlr*<fnref n="16" />. This makes it easy to publish reports, articles, or even entire PhDs in the most appropriate format. The point is this: we are not yet there, but the situation seems to be moving in the right direction.

### 2.4.3 Open Access to Publications

The only item on the list that does not seem to be going in the right direction is open access to publications. Let me explain why. The concept of “open access publications” has been twisted by publishers into a masterpiece of marketing. I have to admit that they have been very clever! If you are not aware of the problem, I suggest you watch William E. Flanary’s excellent video<fnref n="17" />. He is an American comedian and ophthalmologist who performs under the stage name Dr. Glau-comflecken. But, since YouTube is infested with advertising and you never know when it will be bought by some crazy billionaire and shut down (this is what is happening to Twitter), I created a more permanent trace of this video by turning it into a text message dialog (Figure 4.11). Please take a minute to read it or watch the video.

Commercial publishers have turned this beautiful philosophy of open access into a very profitable extortion machine. They now charge ridiculously high article processing or publication fees. In TEL research, they do not charge as much as the 11 000 dollars charged by Nature, but several journals ask for 2 000 euros for open access!

Actually, there are a number of variants of open access types: gold, green, hybrid, bronze, platinum, and black (marketing). Different publishers may use one or more of these options, although the most common ones are gold and green. **Gold open access** is free for readers and paid for by the author. The publication fee may also be paid by their institution or country. For example, Switzerland has signed a contract to ensure that all papers from Swiss laboratories will be published in gold open access by Frontiers (Communications, 2022). The University of California also signed a gold open access agreement with one of the five multinational scientific publishers, Springer-Nature (Kwon, 2020). Papers published in gold open access are subject to the traditional peer-review process. **Green open access** is free for both the reader and the author, but does not necessarily go through a peer-review process. Authors can deposit the accepted paper or a nearly-final paper, so there is no guarantee of scientific quality. For comparison, the

<footnote n="16">¹⁶https://www.zettlr.com/, consulted on the 5th of September 2023</footnote>

<footnote n="17">¹⁷https://www.youtube.com/watch?v=8F9gzQz1Pms, consulted on the 5th of September 2023</footnote>
<figure><img src="image_94.png" /><figcaption>Figure 4.11: Dialogue based on Flanary’s video ‘Academic Journals Doing Crime’</figcaption></figure>
classic publishing model is paid for by the readers, free for the author, and the papers go through a peer-review process.

Paying for gold open access is only possible for the wealthiest universities and laboratories. Remember that this cost is in addition to the high fee that universities already pay for having access to the other papers in the journal that are not “gold”. Some universities in France have joined forces (Couperin open-edition agreement<fnref n="18" />) to reduce these costs, but they are still very substantial. Elsevier’s profit margin last year was 37.8%. Compare that with Google (21.2%) or Apple (24.56%) or even Shell (10.95%). These commercial publishers are not on our side, they are not our allies and they do not care about research or education.

Fortunatly, there are some loopholes. These commercial publishers do not own the content of the paper. They only own the format of the file (font, size, header, footer of the document), so researchers are legally allowed to put their “final draft” papers (the same content that was accepted by the publisher, but with a different format) online (on their personal web site, for example). In France, HAL<fnref n="19" /> is the official repository that all researchers should use for the metadata description of their papers and the document (final draft). This is free of charge for authors and readers. In our lab, all researchers are strongly encouraged to this, but we are very far ahead compared to others. Colleagues I have worked with in the social sciences, for example, were clearly against it. They agreed to post the metadata description, but not the document, saying that it was not compatible with the contract they had signed with their publishers, and they were afraid they would be banned from publishing if this was discovered. In fact, publishers exploit the ambiguity of the term “publication” in the contract. By law, the authors are the exclusive owners of the content (i.e., text, figures) of the publication, and they can deposit the final draft wherever they want. The PDF that is created by the publisher (with the correct format and style of the journal or conference proceedings) is the property of the publisher, but can still be placed on HAL, by law, after an embargo period (6 months for computer science publications and 12 months for social sciences and humanities publications) (Légifrance, 2016).

However, even if the paper is available for free on HAL, the publisher’s website will almost certainly appear first when searching on Google, the most popular search engine (85% of the search market share<fnref n="20" />). This is because publishers pay a high price to be well referenced by Google, making the random web surfer think they have to pay 42 euros to see our article. This is not really in the spirit of making science more accessible. Sci-Hub is another loophole, used intensively by more than a quarter of young researchers worldwide and an even higher proportion in France (Nicholas et al., 2019). Even though it is illegal, users do not see the problem because they say it improves access to scientific knowledge.

Let’s face it: the situation is insane (I’m just quoting William E. Flanary) and we are the only ones in a position to do anything about it. Having a publisher is not as obvious as it used to be. Before, they produced hardcover versions of the proceedings, which required professional printing equipment, but now they just put together a PDF file. We are already do most of the work: writing the papers, putting them in the right format, reviewing the papers, and overseeing the whole publication process.

Mainly, publishers have only two services left to offer. The first is proofreading which is

<footnote n="18">¹⁸https://www.couperin.org/negotiations/accords-specifiques-so/open-edition/, consulted on the 5th of September 2023</footnote>

<footnote n="19">¹⁹https://hal.science/, consulted on the 5th of September 2023</footnote>

<footnote n="20">²⁰https://gs.statcounter.com/search-engine-market-share/desktop/worldwide, consulted on the 5th of September 2023</footnote>
very time-consuming and cannot be done by reviewers who need to focus on the content of the
paper and not the format. However, in my experience, the quality of proofreading varies from
publisher to publisher, from very thorough to non-existent and this proofreading could be done
by scientific volunteers, as it is done by members of the editorial committee for the STICEF
journal<fnref n="21" />. The second service publishers can offer is communication and lobbying to increase
the prestige of the journal or conference to attract more submissions. Over time, as the number
of submissions increases, the acceptance rate can decrease, thereby increasing the quality of the
publication. This is more difficult to do on our own, because building a reputation takes time.
One of the main tools to measure the quality of publications is their presence in Scopus<fnref n="22" /> and
DBLP<fnref n="23" /> and their ranking in SCIMAGO<fnref n="24" /> for journals or CORE<fnref n="25" /> for conferences. Together
with the board members of the Serious Game Society, we have been trying, for several years, to
include the IJSG journal and the GALA conference proceedings in these ranking systems, but
it is very difficult. All the A-ranked journals and conferences are very old and managed by the
major historical commercial publishers (e.g. Elsevier, Springer).

Dethroning them will require a massive team effort within the community. We must collec-
tively decide to stop reviewing papers for these publishers and promote our own open access and
free journals and conferences. But I am perfectly realistic. I know that this is a very long-term
project because it takes time to revolutionize a well established system, and it can only be done
by researchers who feel they have a secure position and are not chasing publications to build their
CV. Let's do this!

<footnote n="21">²¹http://sticef.univ-lemans.fr/, consulted on the 5th of September 2023</footnote>

<footnote n="22">²²https://www.scopus.com/, consulted on the 5th of September 2023</footnote>

<footnote n="23">²³https://dblp.org/, consulted on the 5th of September 2023</footnote>

<footnote n="24">²⁴https://www.scimagojr.com/, consulted on the 5th of September 2023</footnote>

<footnote n="25">²⁵https://www.core.edu.au/conference-portal/, consulted on the 5th of September 2023</footnote>
TAKE AWAY MESSAGE

This fourth chapter presents an overview of our contributions to the field of TEL and
several future research programs.

In the short-term:

* Find more design principles for using game mechanics and HCI to encourage collaborative situated learning

In the medium-term:

* Continue working on authoring tools for Mixed Reality (MIXAP)

* Start new projects on authoring tools for Virtual Reality training environments

In the long-term:

* Try to increase the use of TEL research prototypes in schools by supporting the FORGE: a national open source software repository

* Find new ways to increase the participation of teachers in the design of TEL

In the very long-term, with the entire research community:

* Contribute to a free international open access TEL journal
# ANNEXE A

## APPENDIX: POSTERS OF TEACHER'S TESTIMONIES
<figure><img src="image_95.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren
Cenba
de Recherche
en Education
de Nouves

<figure><img src="image_96.png" /></figure>

Le Mans
Université

<figure><img src="image_97.png" /></figure>

<figure><img src="image_98.png" /></figure>

The use of MIXAP created a new learning and cooperation situation, bringing together students from all levels of the school: Kindergarten and first grade, across different learning areas.

<figure><img src="image_99.png" /></figure>

MIXAP dynamically and interactively synthesizes various projects previously undertaken with the students at the school.

<figure><img src="image_100.png" /></figure>

<figure><img src="image_101.png" /></figure>

MIXAP

Adeline JAN
Damien DUMOUSSET

Brûlatte public school, La Gravelle

<figure><img src="image_102.png" /></figure>

<figure><img src="image_103.png" /></figure>

<figure><img src="image_104.png" /></figure>

Thanks to augmented reality (sounds, images, texts), the students were able to discover their school courtyard mural in a different way. This new pedagogical approach allows us to diversify and enrich our future teaching methods.

INTERDISCIPLINARITY

<figure><img src="image_105.png" /></figure>

<figure><img src="image_106.png" /></figure>

LE RESEAU DE CRÉATION
ET D'ACCOMPAGNEMENT PÉDAGOGIQUES

<figure><img src="image_107.png" /></figure>

Région
PAYS DE LA LOIRE
<figure><img src="image_108.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren

Cenba
de Recherche
en Education
de Nouveaux

<figure><img src="image_109.png" /></figure>

Le Mans
Université

<figure><img src="image_110.png" /></figure>

<figure><img src="image_111.png" /></figure>

I used MIXAP as a complement to a traditional activity, allowing students to self-correct. Beforehand, in pairs, they had to do research involving spatial and temporal identification, as well as information extraction using traditional tools.

<figure><img src="image_112.png" /></figure>

Thanks to MIXAP, students could verify their work progressively at their own pace : no fear of judgment or feelings of failure. When their answer wasn't confirmed by augmented reality, the students could search for the source of their error and correct it by going back to their research work.

<figure><img src="image_113.png" /></figure>

<figure><img src="image_114.png" /></figure>

MIXAP

Camille POQUET

Ambroise Paré middle school
, Le Mans

<figure><img src="image_115.png" /></figure>

<figure><img src="image_116.png" /></figure>

<figure><img src="image_117.png" /></figure>

The students enjoyed being active in correcting their work rather than just receiving corrections in the traditional way. The ability to move around, participate without being under the scrutiny of others, and discover a new digital use appealed to them.

AUTONOMY

<figure><img src="image_118.png" /></figure>

<figure><img src="image_119.png" /></figure>

LE RÉSEAU DE CRÉATION
ET D'ACCOMPAGNEMENT PEDAGOGIQUES

<figure><img src="image_120.png" /></figure>

Région
PAYS DE LA LOIRE
<figure><img src="image_121.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren
Cenba
de Recherche
en Education
de Noirmes

<figure><img src="image_122.png" /></figure>

Le Mans
Université

<figure><img src="image_123.png" /></figure>

<figure><img src="image_124.png" /></figure>

The goal of my activity is to
listen to the songs learned in
class this year: to make them their
own, remember them, or simply
enjoy them.

<figure><img src="image_125.png" /></figure>

All of my students
experienced the MIXAP activity,
and I continued this work in class. I
noticed that they became faster
and more skilled over time.

<figure><img src="image_126.png" /></figure>

<figure><img src="image_127.png" /></figure>

MIXAP

Annabel
LE GOFF
Huisserie public school

<figure><img src="image_128.png" /></figure>

<figure><img src="image_129.png" /></figure>

The use of augmented
reality requires various skills:
the children are no longer just
"consumers of songs," they truly
become active participants in
their learning.

PLEASURE

<figure><img src="image_130.png" /></figure>

<figure><img src="image_131.png" /></figure>

LE RÉSEAU DE CRÉATION
ET D'ACCOMPAGNEMENT PÉDAGOGIQUES

<figure><img src="image_132.png" /></figure>

Région
PAYS DE LA LOIRE
<figure><img src="image_133.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren

Centre
de Recherche
en Éducation
de Nantes

<figure><img src="image_134.png" /></figure>

Le Mans
Université

<figure><img src="image_135.png" /></figure>

<figure><img src="image_136.png" /></figure>

“With MIXAP, I created an activity using a children's book that we had already use in class to reinforce vocabulary acquisition, work on writing these words, and compare illustrations with real objects.”

<figure><img src="image_137.png" /></figure>

“The students were very enthusiastic about this new activity proposal that required teamwork. They had a lot of fun and all experienced a sense of accomplishment while feeling like they were having fun.”

<figure><img src="image_138.png" /></figure>

<figure><img src="image_139.png" /></figure>

MIXAP

# Delphine DESHAYES
L'Huisserie public school

<figure><img src="image_140.png" /></figure>

<figure><img src="image_141.png" /></figure>

<figure><img src="image_142.png" /></figure>

“It was interesting because augmented reality wasn't an activity on its own but rather a tool at the service of learning: they still had to manipulate sheets, images, glue, and pencils... MIXAP became a tool to do the work differently!”

PLAYFUL

<figure><img src="image_143.png" /></figure>

<figure><img src="image_144.png" /></figure>

LE RÉSEAU DE CRÉATION
ET D'ACCOMPAGNEMENT PEDAGOGIQUES

<figure><img src="image_145.png" /></figure>

Région
PAYS DE LA LOIRE
<figure><img src="image_146.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren

Centre
de Recherche
en Éducation
de Nantes

<figure><img src="image_147.png" /></figure>

Le Mans
Université

<figure><img src="image_148.png" /></figure>

<figure><img src="image_149.png" /></figure>

The objective is to demystify the technical objects that students use or encounter daily, to understand their functioning, and to implement the associated technologies themselves.

<figure><img src="image_150.png" /></figure>

The SEGPA students quickly mastered the MIXAP author interface to enhance a 3D printer with video tutorials and shared the instructions with other students.

<figure><img src="image_151.png" /></figure>

<figure><img src="image_152.png" /></figure>

MIXAP

Frederic

LLANTE

Alain Gerbault middle school

<figure><img src="image_153.png" /></figure>

<figure><img src="image_154.png" /></figure>

For me, the interest lies in having a versatile, user-friendly tool that allows students to quickly become independent and can be used on various platforms without an internet connection.

<figure><img src="image_155.png" /></figure>

SIMPLICITY

<figure><img src="image_156.png" /></figure>

<figure><img src="image_157.png" /></figure>

LE RÉSEAU DE CRÉATION ET D'ACCOMPAGNEMENT PEDAGOGIQUES

<figure><img src="image_158.png" /></figure>

Région
PAYS DE LA LOIRE
<figure><img src="image_159.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren

Centre de Recherche et d'Éducation en Nourriture

<figure><img src="image_160.png" /></figure>

Le Mans
Université

<figure><img src="image_161.png" /></figure>

<figure><img src="image_162.png" /></figure>

The MIXAP project allowed me to develop activities related to workshop production systems.

<figure><img src="image_163.png" /></figure>

With the help of the tablet, the students were able to start industrial systems even without prior knowledge, and they did so independently.

<figure><img src="image_164.png" /></figure>

<figure><img src="image_165.png" /></figure>

MIXAP

Nicolas
GAUDIN

Raoul Vadepied high school - Evron

<figure><img src="image_166.png" /></figure>

<figure><img src="image_167.png" /></figure>

<figure><img src="image_168.png" /></figure>

In the industrial world, the use of augmented reality is becoming increasingly frequent. The MIXAP project enables students to use a "technology" that they will likely use in their future professional lives.

Maintenance
4.0

<figure><img src="image_169.png" /></figure>

<figure><img src="image_170.png" /></figure>

LE RÉSEAU DE CRÉATION ET D'ACCOMPAGNEMENT PEDAGOGIQUES

<figure><img src="image_171.png" /></figure>

Région
PAYS DE LA LOIRE
<figure><img src="image_172.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren

Citéra
de Recherche
en Éducation
de Nouveaux

<figure><img src="image_173.png" /></figure>

Le Mans
Université

<figure><img src="image_174.png" /></figure>

I created two activities to work on phonology in a different way with MIXAP. The students have to find the letter corresponding to the first sound of a word represented by a drawing (choose from 3 letters), then a word represented by a photo (choose from the 26 letters of the alphabet).

<figure><img src="image_175.png" /></figure>

With MIXAP, pedagogical progression is possible. MIXAP promote learning, autonomy and self-validation. The students also need to fill out a record sheet to keep track of the activity.

<figure><img src="image_176.png" /></figure>

MIXAP

Elisabeth
PLANTE

Jules VERNE public school, Laval

<figure><img src="image_177.png" /></figure>

<figure><img src="image_178.png" /></figure>

<figure><img src="image_179.png" /></figure>

All the students are intrigued by this new way of approaching phonology. The use of a tablet made the activity more engaging. All of them quickly became familiar with the MIXAP application.

MOTIVATION

<figure><img src="image_180.png" /></figure>

<figure><img src="image_181.png" /></figure>

LE RÉSEAU DE CRÉATION
ET D'ACCOMPAGNEMENT PEDAGOGIQUES

<figure><img src="image_182.png" /></figure>

Région
PAYS DE LA LOIRE

<figure><img src="image_183.png" /></figure>
<figure><img src="image_184.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren

Citéra
de Recherche
en Éducation
de Nantes

<figure><img src="image_185.png" /></figure>

Le Mans
Université

<figure><img src="image_186.png" /></figure>

<figure><img src="image_187.png" /></figure>

With MIXAP, I offered them an augmented reality "Seek and find" activity based on a painting discovered at the museum. Once they found the detail (an animal), a real object appeared, and by clicking, they could hear its name.

<figure><img src="image_188.png" /></figure>

This way, my students were able to reinforce the vocabulary they learned in class and enhance their observational skills.

<figure><img src="image_189.png" /></figure>

<figure><img src="image_190.png" /></figure>

MIXAP

Vanessa
FROC

Huisserie public school

<figure><img src="image_191.png" /></figure>

<figure><img src="image_192.png" /></figure>

In the traditional format, the "seek and find" activity is done independently. With MIXAP, the students were encouraged to cooperate and help each other to succeed.

RESEARCH

<figure><img src="image_193.png" /></figure>

<figure><img src="image_194.png" /></figure>

LE RESEAU DE CRÉATION
ET D'ACCOMPAGNEMENT PEDAGOGIQUES

<figure><img src="image_195.png" /></figure>

Région
PAYS DE LA LOIRE
<figure><img src="image_196.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

cren

Cenba
de Recherche
en Education
de Nouves

<figure><img src="image_197.png" /></figure>

Le Mans
Université

<figure><img src="image_198.png" /></figure>

<figure><img src="image_199.png" /></figure>

Thanks to the video, audio and textual help provided by MIXAP, the students were able to use their headphones to answer the initial session problem at their own pace. After proposing an answer, a distributed marker allowed them to self-assess. Everyone completed the task.

<figure><img src="image_200.png" /></figure>

The students were initially independent, immediately engaged in research, then they developed collaboration in using the tool. They appreciated the distribution of assistance based on their needs and the appearance of videos from the paper activity. They were comfortable using MIXAP.

<figure><img src="image_201.png" /></figure>

<figure><img src="image_202.png" /></figure>

MIXAP

Tony
NEVEU

La Foresterie middle school
Bonnetable

<figure><img src="image_203.png" /></figure>

<figure><img src="image_204.png" /></figure>

<figure><img src="image_205.png" /></figure>

The pedagogy of the session was based on the possibilities offered by the application to allow student autonomy and self-assessment; MIXAP supports my pedagogy.

DIFFERENTIATE

<figure><img src="image_206.png" /></figure>

<figure><img src="image_207.png" /></figure>

LE RESEAU DE CRÉATION
ET D'ACCOMPAGNEMENT PÉDAGOGIQUES

<figure><img src="image_208.png" /></figure>

Région
PAYS DE LA LOIRE
<figure><img src="image_209.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

<figure><img src="image_210.png" /></figure>

Le Mans
Université

<figure><img src="image_211.png" /></figure>

<figure><img src="image_212.png" /></figure>

The SituLearn
application allowed
students to develop digital skills
outside the classroom, in a natural
environment they are familiar
with from regular outings.

<figure><img src="image_213.png" /></figure>

Through geolocalized
activities designed with
SituLearn, our students worked on
spatial orientation, discovering
the world, and cooperation.

<figure><img src="image_214.png" /></figure>

SITULEARN

<figure><img src="image_215.png" /></figure>

Adeline JAN
Damien DUMOUSSET

Brûlatte public school, La Gravelle

<figure><img src="image_216.png" /></figure>

<figure><img src="image_217.png" /></figure>

This experience opens up
prospects for future routes to
discover new environments with our
students and enrich our
teaching practices.

<figure><img src="image_218.png" /></figure>

LEARNING

<figure><img src="image_219.png" /></figure>

<figure><img src="image_220.png" /></figure>
<figure><img src="image_221.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

<figure><img src="image_222.png" /></figure>

Le Mans
Université

<figure><img src="image_223.png" /></figure>

<figure><img src="image_224.png" /></figure>

I adapted numerous field trips using the SituLearn application with the intention of enhancing students' learning in natural sciences.

<figure><img src="image_225.png" /></figure>

The students found the experience interactive and captivating, and they were able to collaborate effectively as a team.

SITULEARN

<figure><img src="image_226.png" /></figure>

<figure><img src="image_227.png" /></figure>

# Guy THEARD

## Jules Renard middle school, Laval

<figure><img src="image_228.png" /></figure>

<figure><img src="image_229.png" /></figure>

<figure><img src="image_230.png" /></figure>

As an educator, I have also appreciated using this application because it allowed me to craft original teaching scenarios that prompt various activities (MCQs, questions, surveys, etc.) when students reach specific points (geolocated or not).

## COOPERATION

<figure><img src="image_231.png" /></figure>

<figure><img src="image_232.png" /></figure>

PRENDRE UNE PHOTO

<figure><img src="image_233.png" /></figure>

VALIDER

PASSER À LA SUITE

<figure><img src="image_234.png" /></figure>
<figure><img src="image_235.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

Le Mans
Université

<figure><img src="image_236.png" /></figure>

<figure><img src="image_237.png" /></figure>

SituLearn promotes the engagement of children with disabilities in an epistemic game that allows them to evaluate their skills in navigating an unfamiliar space by finding useful points of interest (POIs)

<figure><img src="image_238.png" /></figure>

The interest of this epistemic game also lies in generating collaboration among the various players to learn together and engage in prosocial behavior.

SITULEARN

<figure><img src="image_239.png" /></figure>

Ludovic
BLIN

Medical Education Institute, le Mans

<figure><img src="image_240.png" /></figure>

Xe

ation est maintenue

explore

Point

second indice...

<figure><img src="image_241.png" /></figure>

<figure><img src="image_242.png" /></figure>

<figure><img src="image_243.png" /></figure>

This ludic artifact undoubtedly helps to understand the situation at hand—the "played game"—and fosters playful interactions among diverse players towards a common goal : successfully completing the orienteering course.

<figure><img src="image_244.png" /></figure>

EVALUATION

<figure><img src="image_245.png" /></figure>

selection un parcours

Parcours vert

Parcours orange

Parcours jaune

<figure><img src="image_246.png" /></figure>
<figure><img src="image_247.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

Le Mans
Université

<figure><img src="image_248.png" /></figure>

To make the written, iconographic, audiovisual, and sound heritage of the region accessible to all audiences, the Departmental Archives of Mayenne offer new forms of mediation through new content and tools.

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The SituLearn app is a great opportunity to (re)discover this place in a fun and educational way, perfect for school and family audiences.

SITULEARN

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# Morgane ACOU-LE NOAN

## Mediator at the Departmental Archives of Mayenne

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This new semi-autonomous visit format will be offered during the European Heritage Days in September 2023 as part of the building's centenary celebrations.

## MEDIATION

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LIUM
Laboratoire d'informatique
Le Mans Université

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Le Mans
Université

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A field trip to the university campus allowed future primary school teachers to observe the neighborhood's transformations through an orientation course that combined geography and Physical Education.

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SituLearn provided an opportunity to showcase the use of technology during a field trip and to experience self-guided routes while directing their observations more precisely.

SITULEARN

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Julie BENOIST
Valérie BODINEAU

Physical Education and History-Geography
Teachers at INSPE du Mans

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SituLearn is a training tool that enabled us to implement a pedagogical scenario that future teachers could design for their students

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AUTONOMY

<figure><img src="image_263.png" /></figure>

<figure><img src="image_264.png" /></figure>
<figure><img src="image_265.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

<figure><img src="image_266.png" /></figure>

Le Mans
Université

<figure><img src="image_267.png" /></figure>

<figure><img src="image_268.png" /></figure>

> The first steps
> of a geologist in the
> field need close
> guidance, which is facilitated
> by SituLearn's
> geolocalized
> activities.

<figure><img src="image_269.png" /></figure>

> These activities are
> designed to help our
> geology students quickly
> acquire the right reflexes
> in the field.

SITULEARN

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# Régis MOURGES
Geology Professor, Le Mans University

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<figure><img src="image_272.png" /></figure>

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> Eventually, the
> application will allow us to
> offer activities of different
> levels for learning and
> progression in complete
> autonomy

<figure><img src="image_274.png" /></figure>

AUTONOMY

<figure><img src="image_275.png" /></figure>

<figure><img src="image_276.png" /></figure>
<figure><img src="image_277.png" /></figure>

LIUM
Laboratoire d'informatique
Le Mans Université

<figure><img src="image_278.png" /></figure>

Le Mans
Université

<figure><img src="image_279.png" /></figure>

<figure><img src="image_280.png" /></figure>

“Mayenne Nature Environnement has established a label called "On the Path of Nature: a Trail, a Pond, a Wood for Each School." Currently, there are 40 designated sites in Mayenne.”

<figure><img src="image_281.png" /></figure>

“With SituLearn, I am exploring the possibilities of designing educational outings that promote the discovery of nature at these sites, catering to both students and the general public. I have developed an excursion along a trail in l'Huisserie for students of the public school. I am currently working on three other routes for spring, summer, and winter.”

Cougeray, un plein de vie

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6/6

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0 pts

SITULEARN

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Benoît
DUCHENNE

Mayenne Nature Association

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“This work challenges and rejuvenates my role as a nature excursion facilitator.”

DISCOVERY

Au bout du chemin

Juste à la sortie du chemin, tu arrives de ferme de la Hamardière, et il y a un dégagement Croix sur le talus. Reviens pas en arrière

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Glossary

ADEM Automatic Description Extraction Metadata. 80, 81

AEIF *Associaition des Enseignants d'Informatique en France*, association of computer science teachers in France AI: Artificial Intelligence. 152

ANR *Agence Nationale de la Recherche*, french national research agency. 112, 146, 149, 156

Canopé French national teacher training center. 105, 139, 144, 148, 153, 154

CSCL Computer Supporter Collaborative Learning. 142, 143

DAN *Délégué Académique au numérique*, person responsible for the digital services for an educational region. 153, 154

DBR Design-Based Research. 56, 63, 66, 75, 76, 77, 78, 79, 87, 105, 129, 138

DIY Do It Yourself. 49, 85, 140

DNE *Direction du numérique pour l'éducation*, educational region authorities. 154

EAFC *Ecoles Académiques de la Formation Continue*, teacher training center. 154

E-FRAN *territoires éducatifs d'innovation numérique*, funding program for educational territories of digital innovation. 149, 154

Edtech Educational Technology. 139, 147, 148, 149, 150, 152, 153, 154, 155

EPUB format Electronic PUblication format. 157

ERUN *Enseignant Référent aux Usages du Numérique*, teacher in charge of digital technology. 153

FAIR principles Findable, Accessible, Interoperable, and Reusable. 157

FORGE open-source software forge of the French Ministry of Education. 139, 152, 153, 156

GTNum *Groupe Thématique Numérique*, funding program for digital thematic working groups. 149, 156

HCI Human-Computer Interactions. 47, 48, 49, 50, 51, 52, 62, 63, 65, 66, 92, 99, 132, 137, 139
IAN *Interlocuteur Académique pour le Numérique*, academic contact for digital technology. 153

INSPE *Instituts Nationaux Supérieurs du Professorat et de l'Éducation*, national training insti-
tutes for teaching and education. 153, 154

LGMD Learning Games Metadata Definition. 80, 81

LOM Learning Object Metadata. 80, 85

Léa *Lieux d'Éducation Associés*, associated educational sites. 146, 149

ML Mobile Learning. 45, 46, 47, 49, 50, 51, 62, 63, 65, 66, 92, 99, 100, 104, 112, 113, 115, 116, 117, 118, 119, 120, 125, 128, 132, 137, 139, 146

MR Mixed Reality. 70, 102, 103, 104, 105, 108, 109, 110, 111, 128, 132

ODT format Open Document Text format. 157

OER Open Educational Resources. 92, 156

PDF Portable Document Format. 144, 157, 159

PIA *Programme d'Investissements d'Avenir*, investment program for the futur. 149

PoC Proof of Concept prototype. 152

POI Point Of Interest. 113, 114, 115, 118

SATT societies *Société d'Accélération de Tranfert*, transfer acceleration company. 155

SG Serious Games. 6, 44, 45, 51, 52, 62, 63, 64, 65, 70, 71, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92

SUP School-University Partnership. 55

SUS System Usability Scale. 83

TEL Technology Enhanced Learning. xi, 39, 40, 41, 42, 43, 45, 49, 50, 51, 53, 54, 55, 56, 57, 61, 62, 63, 65, 66, 72, 76, 77, 78, 79, 80, 85, 92, 93, 99, 100, 101, 102, 105, 111, 126, 127, 128, 129, 130, 131, 132, 138, 139, 142, 147, 148, 149, 150, 151, 153, 154, 155, 156, 157

UDID User-Driven Interface Design. 81, 82, 83

UML Unified Modelling Language. 57, 129

UX User eXperience design. 63, 102, 131, 139, 148, 153

WISIWIG What You See Is What You Get. 116

ZPD Zone of Proximal Development. 41
**Title:** Designing Serious Games, Mobile Learning and Extended Reality Applications for and with teachers

**Keywords:** Technology-Enhanced Learning, Serious Games, Serious Games, Mobile Learning, Human-Computer Interactions

**Abstract:** This manuscript presents our main contributions in Technology-Enhanced Learning (TEL) and in particular how Serious Games, Mobile Learning and innovative Human-Computer Interactions, can be designed and used to improve learning at all levels, from pre-school to vocational training.

We have addressed two main challenges. First, we provide methods, models and tools to help all the necessary actors, including teachers, game designers and developers, to design effective TEL systems. Through multiple projects, tested in classrooms, we identified several design principles that contribute to the research community. Our second challenge is to facilitate the creation of TEL systems by teachers themselves and thus increase their acceptability and use in schools.

In particular, we developed adaptable models and authoring tools to help teachers create two types of TEL systems: Mixed Reality educational activities and geolocated smartphone applications for field trips.

On the basis of these contributions, a research plan is presented for the future. In the short-term, I plan on exploring ways to encourage collaborative situated learning. In the middle-term, I plan to continue working on authoring tools with European partners. And, in the long-term, I would like to pursue a more ambitious challenge which is to increase the impact of TEL research in French schools. This implies proposing open-source software architectures to encourage collaboration among researchers, education technology companies and teachers.

**Titre :** Conception de Serious Games, d'Applications mobiles et de Réalité Étendue pour et avec les enseignants

**Mots clé :** Environnements Informatiques pour l'Apprentissage Humain, jeux sérieux, application mobile, Interactions Humain-Machine

**Résumé :** Ce manuscrit présente nos principales contributions dans le domaine des Environnements Informatiques pour l'Apprentissage Humain (EIAH), et en particulier comment les jeux sérieux, les applications mobiles et les Interactions Humain-Machine innovantes peuvent être conçus et utilisés pour améliorer l'apprentissage et la formation professionnelle.

Nous avons relevé deux défis principaux. Premièrement, nous fournissons des méthodes, des modèles et des outils pour aider tous les acteurs impliqués, tels que les enseignants, les *game designers* et les développeurs, à concevoir ces EIAH. Grâce à de multiples projets testés en classe, nous avons identifié plusieurs principes de conception qui contribuent à la communauté scientifique. Notre deuxième défi est de faciliter la création d'EIAH par les enseignants eux-mêmes et ainsi augmenter l'acceptabilité et l'utilisation de ses outils dans les écoles.

En particulier, nous avons développé des modèles et des outils auteurs pour que les enseignants puissent créer deux types d'EIAH : des activités éducatives intégrant de la Réalité Mixte et des applications mobiles géolocalisées pour les sorties scolaires.

Sur la base de ces contributions, un plan de recherche est présenté pour l'avenir. À court terme, je prévois d'explorer comment la technologie peut encourager l'apprentissage situé collaboratif. À moyen terme, je prévois de poursuivre mon travail sur les outils auteurs avec des chercheurs européens. Et, à long terme, j'aimerais relever un défi plus ambitieux pour accroître l'impact de la recherche en EIAH dans les établissements d'enseignement français. Cela implique la proposition d'architectures logicielles libres pour encourager la collaboration entre les chercheurs, les entreprises de technologies éducatives et les enseignants.