Missions

A post-doctoral position is available in the SICAL team of the LIRIS laboratory (INSA Lyon) on the prediction of learner engagement with a gamified digital learning environment, as part of the e-FRAN LudiMoodle+ project: “Adaptive gamification for student success”.

Context. The LudiMoodle+ project (2022-2024) follows the e-FRAN LudiMoodle project (2017-2021), which produced advanced and internationally recognised scientific knowledge on the impact of adaptive gamification on student motivation, demonstrating the need to adapt game elements to student profiles. This project is led by the University of Lyon, with a consortium of academic, research and business partners: the LIRIS computer science laboratory, the ECP education science laboratory, the Lyon education authority, the Pimenko company, and the Pôle d'Accompagnement à la Pédagogie Numérique de l'Université Lyon 3.

Scientific objectives. In terms of research, the LudiMoodle+ project aims to increase knowledge of the impact of gamification, and more specifically adaptive gamification, on student performance, motivation and engagement. An experiment was carried out with 2,000 pupils in the Lyon education authority from January to April 2024. A large volume of data was collected and can be used to perfect the model for adapting game elements to student profiles developed by the LIRIS laboratory, as well as the predictive models for learner engagement (see publications at the end of the document).

Activities

Objectives of the postdoctoral fellowship:
- To understand the data set collected via the experiment carried out in 2024.
- Refine the algorithm for adapting game elements to student profiles using this data.
- Propose predictive models for learner engagement in the context of the study.

Skills

Expected profile :
- Knowledge of user profiles, adaptation algorithms and predictive models
- Good knowledge of statistics
- Interest in video games and/or gamification
- Good level of English.
- Interest in disciplines related to human-computer interaction (HCI) or technology enhanced learning (TEL).

Qualities: Autonomy, ability to work in team

Academic background: PhD in computer science

Work Context

Period: December 2024 to October 2025 (11 months)
Location: SICAL team, LIRIS, INSA Lyon
Work arrangements may be possible.

The position is located in a sector under the protection of scientific and technical potential (PPST), and therefore requires, in accordance with the regulations, that your arrival is authorized by the competent authority of the MESR.

Additional Information

References:

Dumas Reyssier, S., Serna, A., Hallifax, S., Marty, J. C., Simonian, S., & Lavoué, E. (2023). How does adaptive gamification impact different types of student motivation over time?. Interactive Learning Environments, 1-20.
Audrey Serna, Stuart Hallifax & Élise Lavoué (2023). « Investigating the Effects of Tailored Gamification on Learners' Engagement over Time in a Learning Environment ». Proceedings of the ACM on Human-Computer Interaction, vol. 7, n°384, pp. 264-288.
Reyssier, S., Hallifax, S., Serna, A., Marty, J.-C., Simonian, S. & Lavoué, E. The impact of game elements on learner motivation: influence of initial motivation and player profile. IEEE Transactions on Learning Technologies, 2022.
Stuart Hallifax, Audrey Serna, Jean-Charles Marty, Guillaume Lavoué, Elise Lavoué. Factors to Consider for Tailored Gamification. 6th ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (CHIPLAY'19), 22 October 2019, Barcelona (Spain), p.559-572. Prix Mention Honorable (top 4% des soumissions)
Stuart Hallifax, Audrey Serna, Jean-Charles Marty, Elise Lavoué. Adaptive gamification in education: A literature review of current trends and developments. European Conference on Technology Enhanced Learning (EC-TEL), 16 September 2019, Delft (Pays-Bas), Springer, Cham, p. 294–307.
Lavoué, É, Ju, Q., Hallifax, S., Serna, A. Analyzing the relationships between learners' motivation and observable engaged behaviors in a gamified learning environment. International Journal of Human-Computer Studies, 154, 102670, 2021.
Hallifax, S., Lavoué, E., Serna, A. (2020). To tailor or not to tailor gamification? Analysis of the impact of tailored game elements on learners' behaviours and motivation, In: Bittencourt I., Cukurova M., Muldner K., Luckin R., Millán E.(eds) Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science,vol 12163.Springer, Cham, p.216-227.