3D) and the follow-up of the different paths by the
teachers and in a reflexive way by the learners
(applicable to several environments, regardless of
the domain or type of simulation to be played).
Future experiments should evaluate interfaces and
usability on the part of the teacher and the
effectiveness of pedagogical approach. We will also
need to address the follow-up of learners and the
adaptation of scenarios by teachers according to
profiles and learning situations.
ACKNOWLEDGEMENTS
This work was funded by Agglomeration-Laval
(France). We want to thank all partners of this
project. We would also like to thank especially the
learners and teachers for their full support and key
contributions: the Laval Robert Buron high school,
France.
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