smart.lab.tunisia@gmail.com +216 71 588 443
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Hédia Sellemi

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Hédia Sellemi
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Maître de conférences

Équipes

Publications

  • 2024
    Besma Ben Amara, Hédia Sellemi, Lamjed Ben Said

    An approach for serious game design and development based on iterative evaluation

    Journal of Software: Evolution and Process, WILEY_ Volume36, Issue10 October 2024 e2680, 2024

    Résumé

    Serious games (SGs) are valuable tools for learning, training, and improving skills in
    various domains because they engage and motivate players to achieve planned processes to reach objectives. Several works provided methods, models, and frameworks
    to support SG development. However, designers, developers, teachers, and
    researchers face challenges in creating SG with entertainment and learning balance,
    and many designed games still do not fulfill the main intended objectives. This paper
    introduces an approach, called SGDA-IE with phases and steps to follow during the
    entire SG design process. It was built on literature review and SG design challenges
    designers need to consider from the early stages when creating SG. The proposed
    approach is founded on three perspectives: software engineering best practices,
    video game industry practices, and SG success factors and provides means to overcome the investigated design challenges. These are characteristics taxonomy model,
    requirements specification approach, and artifacts iterative evaluation by designer,
    domain expert, and players. To assess our approach efficacy, we conceived a health,
    safety, and environment (HSE) training SG for workers on fuel storage sites and
    petroleum installations. The feedback received is positive and indicates a favorable
    specification method of the SG, effective participatory design, and control over
    requirements evolution. The SG playtesting reveals a significant involvement of participants and efficient tracking of the knowledge acquisition.

  • Besma Ben Amara, Hédia Sellemi, Lamjed Ben Said

    An Approach for Serious Games Requirements Specification based on Design Challenges and Characteristics Taxonomy

    Multi-Conference OCTA'2023., 2023

    Résumé

    As in software development projects, the most critical activity in
    Serious Game (SG) design process is the requirements specification due to SG's
    multidisciplinary and characteristics complexity. In the literature, specific
    design methodologies with requirements specification strategies are still needed
    to achieve an engaged SG. This paper proposes an approach that assists
    designers and design stakeholders when specifying required SG features and
    their relationships. We shaped this approach into three stages with three
    abstraction levels based on both characteristics taxonomy model and the SG
    design challenges we propose in this work. We practiced the proposed process
    in specifying an SG for health safety environment training for workers in fuel
    storage sites. The feedback shows that such a strategy would be highly
    beneficial for the participatory design process since it reduces game features'
    complexity and thus their understanding by the design team members. It also
    promotes game design artifacts evaluation and allows effective processing of
    the game requirement changes.

    Kalthoum Rezgui, Hédia Sellemi

    Using Innovation Diffusion Theory to Understand the Factors Impacting the Adoption of Competency-Based Applications

    -, 2023

    Résumé

    This paper presents a case study based on Rogers' diffusion of innovations theory designed to gather learner opinions regarding the use of competency-based applications in technology-enhanced learning. In particular, a questionnaire was designed to measure the satisfaction of learners with a Competency Management, Development and Tracking Tool, called CMD2T, which can be integrated into virtual learning environments in order to provide users with a practical way to assess, track, and prove competencies associated with a given course. To test the reliability and validity of the proposed questionnaire, two statistical methods have been used. The Cronbach's alpha test was performed to check the internal consistency of each subscale comprising the questionnaire as well as the entire questionnaire. Besides, different validity procedures have been used to assess its validity, including construct validity using factor analysis, convergent and discriminant validity. Results of factor analysis and learner satisfaction measurement indicated that the questionnaire is proved to be a reliable instrument to measure learners' satisfaction and that the proposed CMD2T tool is very useful and highly appreciated by teachers and students. This paper, also, aims to show how a new questionnaire to assess learners' satisfaction can be validated. Hence, researchers who have a similar issue related to measuring learners' satisfaction about an innovative competence-based tool can potentially benefit from the paper's results.

  • Besma Ben Amara, Hédia Sellemi, Lamjed Ben Said

    The Principal Characteristics of a Serious Game to Ensure Its Effective Design

    Proceedings of DiGRA 2022 Conference: Bringing Worlds Together 2022, Published: 2022-01-01, 2022

    Résumé

    Serious games (SG) adoption increased in multiple fields. As a first step towards a global SG design approach, it is crucial to characterize the game intended. However, there is still a lack of what the principal and necessary characteristics are to specify SG. This paper explores SG Characteristics (SGCs) to bridge this gap by first analyzing features from SG studies in different domains (education, health, business) and purposes (SG classification, learning impacts, design, and evaluation), then identifying shared features. The findings showed 12 high-level abstraction classes of characteristics, which we named Common SGCs (CSGCs), reducing features overlapping and describing the general structure of the game. The CSGCs set serves as a foundation for SG design and reusability. It also provides the main criteria for SG classification and evaluation. Designers could implement CSGCs by matching each one of them with related concrete game mechanics plethora. We present future research directions in the scope of the SG design approach using the CSGCs proposal.

  • Kalthoum Rezgui, Hédia Sellemi

    Towards a Semantic Framework for Lifelong Integrated Competency Management and Development

    -, 2020

    Résumé

    In the domain of technology-enhanced competency-based learning and training, there is an increased interest in the integration of competency-related information for supporting competency-driven decision-making purposes. Indeed, since competency development draws upon several related areas, including teaching subjects, instructional design, learning resource annotation, e-Portfolios and motivated by the need for an integrated and semantic-based approach to competency management and development, a series of ontological structures have been formalized and developed for each of these areas. This paper aims to provide a framework specification for lifelong competency management and development, called LCMDF. The main advantage of this framework lies in its ability to provide a unifying semantic foundation in the form of a set of controlled vocabularies for describing competencies and their related details within the contexts of technology-enhanced competency-based learning and training. Moreover, this framework provides a novel integrated model to support a wide range of use cases. The proposed framework results from reusing widespread international standards for competency modeling which helps designing and implementing interoperability architecture of semantically-enhanced competency-based learning/human resource (HR) systems.

    Kalthoum Rezgui, Hédia Sellemi

    A blockchain-based smart contracts platform to competency assessment and validation

    -, 2020

    Résumé

    During last years, several competency management systems (CMSs) have been proposed to support the acquisition, allocation, and improvement of competencies. However, competency information and associated proofs are still not tracked and shared in a trustworthy and immutable way. In this context, blockchain technology provides a prominent manner to keep track of competencies and achievements and to ensure their sharing in a secure and transparent manner. Particularly, given the decentralized nature of immutable and distributed ledgers enabled by blockchain, the potential for using this revolutionary new technology for lifelong competency tracking and assessment is tremendous. In this paper, a functional architecture using smart contracts and blockchain is proposed to support competency tracking and assessment in learning networks. Thus, by implementing the proposed architecture, all the different stakeholders involved can be connected, namely, learners, authors, and assessors. Besides, a full traceability of acquired proofs of competencies and competency profiles is warranted, while ensuring their authenticity and integrity.

  • Kalthoum Rezgui, Hédia Sellemi, Khaled Ghédira

    Towards a common and semantic representation of e-portfolios

    -, 2018

    Résumé

    Since the early 1980s, a paradigm shift, caused by the work undertaken in the field of cognitive psychology, has occurred. This shift is known as the move from teacher-centered instruction to learner-centered or learning-centered instruction, and emphasizes the importance of building new knowledge on previous ones, interacting with peers, making meaningful and reflective learning and being engaged in his own path to foster learning. This new vision of teaching has created a need for new learning and assessment instruments that are better adapted to these pedagogical realities. In this context, the electronic portfolio or e-portfolio is one of the most versatile and effective tools that have been proposed for this purpose. More specifically, the interest in e-portfolios has grown considerably with the emergence of the competency-based approach and portfolio-based competency assessments. The purpose of this paper is to describe a semantic-based representation of e-portfolios, defined on the basis of official e-portfolio standards and specifications. Moreover, a comparative study of several well-known e-portfolio solutions has been carried out based on different facets, such as functional features, technical and organizational features. The objective is to identify those features that are mostly supported by e-portfolio solution providers and accordingly to gain a fairly accurate idea of the common structure of e-portfolios. In addition, the authors take advantage of an already implemented ontological model describing competency-related characteristics of learners and learning objects and combine it with the e-portfolio ontology, with a view to support a more reliable and authentic competency assessment.

    Kalthoum Rezgui, Hédia Sellemi

    A Semantic Web Architecture for Competency-Based Lifelong Learning Support Systems

    -, 2018

    Résumé

    In this paper, we present a semantic Web architecture of a competency-based lifelong learning support system which falls within the scope of lifelong learning and attempts to deal with the issue of competency tracking, management, and development in learning networks. In particular, the proposed system aims to track learners’ competencies in learning networks and to provide them with different competency assessment procedures, such as learner positioning, competency gap analysis, and competency profile matching. In addition, it integrates a personalized learning path generator module that enables learners fill the gap between available and expected competencies. This system is currently under construction and will include semantic Web services capabilities for supporting automatic matchmaking tasks.

    Kalthoum Rezgui, Hédia Sellemi

    Modeling competencies in competency-based learning: Classification and cartography

    -, 2018

    Résumé

    Despite the importance of competency modeling for both individuals and organizations, there is a lack of a comprehensive literature review and a cartography for it. This paper aims to provide an in-depth overview of different approaches to competency modeling reported in the field of technology-enhanced com petency-based learning. This literature review is complemented by an additional overview of related initiatives toward modeling intended learning outcomes, learning opportunities, achieved learning outcome profiles of learners and competency maps. In addition, a cartography illustrating the relationships between some important models is proposed. The main purpose of this work is to provide researchers with a comprehensive review of the current status in this field as well as to highlight ongoing issues and challenges that need to be addressed.

  • Kalthoum Rezgui, Hédia Sellemi, Khaled Ghédira

    An Ontology-Based Multi-level Semantic Representation Model for Learning Objects Annotation

    -, 2017

    Résumé

    In technology-enhanced learning, semantic annotations have been employed to attach semantic metadata to learning materials in order to significantly enhance their accessibility by human users and machines as well. In this paper, we present an ontology-based multi-level semantic representation model that aims to enrich the description of learning objects with semantics regarding their subjects, competencies and instructional roles. More specifically, the proposed model uses three ontologies: a subject domain ontology describing the domain concepts and the relations that are covered by the subject matter being taught, a competency ontology describing the competency-related characteristics of learners and learning resources, and an instructional role ontology specifying the instructional role(s) a learning object can play in an instructional setting. To demonstrate the feasibility of our model, an illustrative example is given that explains how learning object semantics can be represented with different granularities.

    Kalthoum Rezgui, Hédia Sellemi, Khaled Ghédira

    Ontology-based e-Portfolio modeling for supporting lifelong competency assessment and development

    -, 2017

    Résumé

    Over the last century, different learning theories have shaped the world of education and training before shifting to the competency-based approach (CBA). This new paradigm to teaching and learning aims to ensure that every student has to graduate with the competitive competencies of lifelong learners and is ready to enter the workforce and begin functioning in entry-level positions. However, despite the growing interest in competency-based learning and training, this field still faces numerous challenges, essentially the lack of consensus about an interoperable description of competency evidences. Indeed, the move towards CBA has created a need for effective instruments that support and assess competency development. In this context, the electronic portfolio (e-Portfolio) emerged as a suitable tool that helps learners collect and manage multiple kinds of assessment evidences linked to the program’s competencies from multiple sources. In this paper, we propose an ontology-based approach to e-portfolio modeling which relies on Semantic Web technologies to formally and semantically describe portfolio artifacts that evidence the achievement of one or several competencies. The proposed ontology is structured according to official e-Portfolio specifications, namely IMS ePortfolio and JISC Leap2A. In addition, other existing approaches to e-Portfolio modeling reported in the literature have been explored to avoid misinterpretation of these specifications. Furthermore, a comparative study of common e-Portfolio systems has been carried out in order to gain a fairly accurate idea of the generic structure of an e-Portfolio.
  • Kalthoum Rezgui, Hédia Sellemi, Khaled Ghédira

    An Ontology-based Profile for Learner Representation in Learning Networks

    -, 2014

    Résumé

    In the context of lifelong learning, learning networks are emerged as alternative and feasible integrated models that merge pedagogical, organizational, and technological perspectives to support and promote the provision of lifelong learning opportunities. Among the significant issues that arise when setting up a learning network is the question of how to support communication between repositories that employ different schemes for describing learner profiles. To guarantee correct interpretation, a semantic common metadata schema is required. This paper aims to propose an ontological structure for representing a learner profile that augments it with semantics and provides a common vocabulary for the exchange of the different learner's characteristics that can be presented in a learner model. The proposed structure is based on different learner information with respect to well-known learner model specifications. Besides, it reuses terms from well-developed Semantic Web vocabularies which make it semantic web compliant and integrates different domain taxonomies and subject taxonomies that are used as ranges for particular concepts' slots.

    Kalthoum Rezgui, Hédia Sellemi, Khaled Ghédira

    Extending Moodle Functionalities with Ontology-based Competency Management

    -, 2014

    Résumé

    The Learning Management System (LMS) Moodle is currently the most popular software solution which provides many modules for various teaching and learning purposes. However, several aspects relevant for competency management are typically missing in Moodle. This paper proposes an ontology-based competency management application which is developed as a Moodle extension for supporting the development and assessment of competencies inside a course. Details about the competency ontology adopted for designing the competency-based course structure as well as the competency management features embedded into Moodle are presented. By incorporating these features into a LMS, it becomes possible to manage target competencies together with their associated evidence items and assess proficiency levels reached by students for each target competency. In addition, it becomes possible to generate different types of competency reports depending on the target role (teachers, students or administrators).

    Kalthoum Rezgui, Hédia Sellemi, Khaled Ghédira

    An Ontology-Based Approach to Competency Modeling and Management in Learning Networks

    -, 2014

    Résumé

    With the emergence of the paradigm of Lifelong Learning and the proliferation of the terms "knowledge society", "citizen mobility", or "globalization", competency-based learning and training has known a growing interest in technology-enhanced learning as it provides important benefits for both individuals and organizations by supporting the transformation of learning outcomes into permanent and valuable knowledge assets. In this context, to promote the acquisition and continuous development of new competencies, learning networks have emerged that enables to support the provision of various lifelong learning opportunities. However, lifelong competency development still faces numerous challenges and research issues that need to be addressed, primarily the lack of consensus about a common representation of competencies and competency profiles. This paper analyzes different approaches reported in literature for competency modeling and proposes a competency ontology to formally describe competency-related characteristics of actors and learning resources in learning networks. The proposed ontology also aims to model aspects related to competency information management and tracking in order to support lifelong competency development in learning networks.

  • Kalthoum Rezgui, Hédia Sellemi, Khaled ghédira

    Competency Models: A Review of Initiatives

    -, 2012

    Résumé

    For some years, competency-based learning and training has known a growing interest, especially in conjunction with proliferation of the terms "knowledge society", "citizen mobility", or "globalization". Competency modeling becomes an important concept in many domains, especially in human resource development and e-Learning. In this paper, we present a review of relevant competency metadata standards and some ontology-based approaches for competency modeling.