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Dive into the research topics where Blandine Ginon is active.

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Featured researches published by Blandine Ginon.


european conference on technology enhanced learning | 2014

Adding Epiphytic Assistance Systems in Learning Applications Using the SEPIA System

Blandine Ginon; Le Vinh Thai; Stéphanie Jean-Daubias; Marie Lefevre; Pierre-Antoine Champin

In this paper, we present how the SEPIA system can be used to plug pedagogical and technical assistance systems in applications used by learners in an educational context. The SEPIA system consists in two main tools: an assistance editor that enables assistance designers to specify the assistance they wish for existing applications, and a generic assistance engine that executes the specified assistance in order to provide the application end-users with personalized assistance. We also present an experimentation of an assistance system setup with SEPIA in the context of a bachelor degree.


intelligent tutoring systems | 2016

Persuading an Open Learner Model in the Context of a University Course: An Exploratory Study

Blandine Ginon; Clelia Boscolo; Matthew D. Johnson; Susan Bull

The LEAs Box open learner model OLM allows learners to try to persuade the system to make changes to their learner model by challenging evidence or providing justifications. This aims to help make the OLM more accurate, and provides a means for learners to satisfy themselves that the model does indeed reflect their current state of learning. We report an exploratory study with 15 university students, with learner model data coming from quizzes in a Learning Management System. Students generally claimed to understand the approach of learner model persuasion, how it is useful, how it relates to their learning, and identified cases when they could use persuasion.


advanced visual interfaces | 2016

Towards the Right Assistance at the Right Time for Using Complex Interfaces

Blandine Ginon; Simone Stumpf; Stéphanie Jean-Daubias

Many users struggle when they have to use complex interfaces to complete everyday computing tasks. Offering intelligent, proactive assistance is becoming commonplace yet determining the right time to provide help is still difficult. We conducted an empirical study that aimed to uncover what user factors influenced following advice. Our results describe a users background and expectations that appear to play a role in heeding assistance. Our work is a step towards understanding how to provide the right assistance at the right time and build proactive assistance systems that are personalized for individual users.


knowledge acquisition, modeling and management | 2014

aLDEAS: A Language to Define Epiphytic Assistance Systems

Blandine Ginon; Stéphanie Jean-Daubias; Pierre-Antoine Champin; Marie Lefevre

We propose a graphical language that enables the specification of assistance systems for a given application, by means of a set of rules. This language is completed by several assistance actions patterns. We implemented these propositions through an assistance editor aimed at assistance designers, and a generic assistance engine able to execute the specified assistance for the target-application end users, without a need to modify this application. We performed several experimentations both with assistance designers and with target-applications end users.


international conference on user modeling adaptation and personalization | 2012

Towards a generic model for user assistance

Blandine Ginon

This paper aims to present our generic model for user assistance. The approach we propose allows a designer to describe the assistance requested for an application using a common formalism; this description is then used by a generic assistant. A set of epiphyte assistants is then involved to perform assistance actions specified in the assistance description made by the designer.


international conference on user modeling adaptation and personalization | 2018

Lea's Box' Persuadable Open Learner Model: A Case Study in the Field of Speed Reading Training

Michael D. Kickmeier-Rust; Blandine Ginon; Matthew D. Johnson; Ali Türker

Learner models are a key element of many intelligent computer-based assessment and training approaches. Oftentimes, these models, the processes, and evidences are hidden from the learners and even teachers. Open learner models (OLM) are intended to make the underlying logic of a model as well as the evidences that contributed to a certain student appraisal transparent to its users. Furthermore, they are intended to support learning in a formative sense, aiming to help learners to self-monitor, plan, focus, and work independently as well as to communicate and negotiate appraisals with peers and teachers. We present a use case where Leas OLM uses evidence from a speed-reading training application, to build the model. Learners use a persuasion function to interact with the system and maintain the OLM. The study showed that students are able to use it efficiently in order to make their model more accurate. We argue that persuasion, and other interactive maintenance features, are a strong approach to improve a transparent and accurate learner modelling, specifically when the underlying evidences are manifold and from multiple, partially unclear sources. Moreover, we found that the possibility to interact with the system on an individual basis and to have the possibility to intervene in the process is a strong means of making educational systems more personalized


european conference on technology enhanced learning | 2016

Helping Teachers to Help Students by Using an Open Learner Model

Blandine Ginon; Matthew D. Johnson; Ali Türker; Michael D. Kickmeier-Rust

The benefits of Open Learner Model for learners have been widely demonstrated: supporting learning and metacognition, facilitating self-monitoring and planning, improving self-assessment skills… In this paper, we investigate the benefits of using an OLM for teachers. 10 teachers have been using the OLM in order to monitor their class in the context of a 12 day intensive course using the speed reading application Hizligo and involving 87 students. The OLM have been regularly used by teachers, using different visualisations, mainly in the aim to identify the strengths and weakness of both their class and their individual students. Teachers found the OLM easy to use and to understand and helpful for their teaching.


european conference on technology enhanced learning | 2016

Model of Articulation Between Elements of a Pedagogical Assistance

Le Vinh Thai; Stéphanie Jean-Daubias; Marie Lefevre; Blandine Ginon

The AGATE project proposed the SEPIA system that allows an assistance designer to define assistance systems added in target applications. In Interactive Learning Environments, such assistance systems are useful to promote the acquisition of knowledge. These assistance systems consist of a set of aLDEAS rules. Our study of assistance in existing applications shows that the articulation between the rules of assistance can take many forms. We propose and implement a model of articulation between assistance rules with the five modes of articulation that we have identified. This model makes explicit and facilitates the definition of articulation between the rules of an assistance system.


Revue des Sciences et Technologies de l'Information - Série RIA : Revue d'Intelligence Artificielle | 2016

Langage et outils pour la spécification et l’exécution d’assistance à l’utilisateur dans des applications existantes

Blandine Ginon; Stéphanie Jean-Daubias; Pierre-Antoine Champin; Marie Lefevre

Afin de permettre la specification et l’execution automatique de systemes d’assistance, nous proposons aLDEAS, un langage graphique. Un systeme d’assistance aLDEAS est defini par un ensemble de regles d’assistance respectant un patron de regles. Ce langage est complete par plusieurs patrons qui facilitent la definition d’actions d’assistance complexes frequemment utilisees. aLDEAS est implemente dans le systeme SEPIA, qui consiste principalement en un editeur d’assistance et un moteur generique d’assistance. La plupart des applications existantes peuvent etre surveillees par SEPIA afin de fournir aux utilisateurs finaux une assistance contextualisee et personnalisee. Nous avons realise plusieurs experimentations avec d’une part, des concepteurs d’assistance et, d’autre part, des utilisateurs finaux afin d’evaluer nos propositions.


knowledge acquisition, modeling and management | 2014

Adapting the SEPIA system to the educational context

Le Vinh Thai; Blandine Ginon; Stéphanie Jean-Daubias; Marie Lefevre

The SEPIA system allows creating assistance systems that meet technical assistance needs. In this paper, we aim at the exploitation of SEPIA in the educational context by confronting it to pedagogical assistance needs. This exploitation shows the limitations in the SEPIA system: complex description of rules by pedagogical designers, lack of domain knowledge. Therefore, we present our patterns that facilitate the creation of assistance systems in the educational context and our ideas to allow the exploitation of domain knowledge.

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Susan Bull

University of Birmingham

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Clelia Boscolo

University of Birmingham

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