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ORCIDNathalie Guin
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2020 – today
- 2022
[j5]Nathalie Guin:
Métaconnaissances et recherches en EIAH. Rev. Ouverte Intell. Artif. 3(1-2): 127-140 (2022)- [c25]Nathalie Guin, Marie Lefèvre:
An Authoring Tool based on Semi-automatic Generators for Creating Self-assessment Exercises. CSEDU (1) 2022: 181-188 - [c24]Aous Karoui
, Lionel Alvarez, Thierry Geoffre, Nathalie Guin, Marie Lefèvre, Valentin Lachand-Pascal, Mário Ramalho:
Towards an Automated Adaptive Learning Web Platform Through Personalization of Language Learning Pathways. EC-TEL 2022: 448-454 - [c23]Louis Sablayrolles, Marie Lefèvre, Nathalie Guin, Julien Broisin:
Design and Evaluation of a Competency-Based Recommendation Process. ITS 2022: 148-160
2010 – 2019
- 2019
- [e1]Nathalie Guin, Amruth N. Kumar:
Proceedings of the 14th International Conference on Intelligent Tutoring Systems 2018 Workshops, Montreal, QC, Canada, June 11-15, 2018. CEUR Workshop Proceedings 2354, CEUR-WS.org 2019 [contents] - 2018
- [j4]Lynda Haddadi, Farida Bouarab-Dahmani, Nathalie Guin, Tassadit Berkane, Samia Lazib:
Peer assessment and groups formation in massive open online courses. Comput. Appl. Eng. Educ. 26(5): 1873-1887 (2018) - [j3]Lynda Haddadi, Farida Bouarab-Dahmani, Nathalie Guin:
Multi-level computer aided learner assessment in massive open online courses. Int. J. Knowl. Learn. 12(4): 325-351 (2018) - [j2]Mohamed Besnaci, Tahar Bensebaa, Nathalie Guin, Pierre-Antoine Champin:
Knowledge Acquisition for Importing Existing Traces to a Trace Base Management System. J. Inf. Knowl. Manag. 17(4): 1850041:1-1850041:17 (2018) - [c22]Guillaume Bonvin, Eric Sanchez, Pierre-Antoine Champin, Rémi Casado, Nathalie Guin, Marie Lefèvre:
Assessing Social Engagement in a Digital Role-Playing Game - Changes over Time and Gender Differences. OCCE 2018: 161-166 - [c21]Alexis Lebis, Marie Lefèvre, Vanda Luengo, Nathalie Guin:
Capitalisation of analysis processes: enabling reproducibility, openness and adaptability thanks to narration. LAK 2018: 245-254 - 2017
- [c20]Awa Diattara, Nathalie Guin, Vanda Luengo, Amélie Cordier:
An Authoring Tool to Elicit Knowledge to be Taught without Programming. CSEDU (1) 2017: 82-91 - 2016
- [c19]Alexis Lebis, Marie Lefèvre, Vanda Luengo, Nathalie Guin:
Towards a Capitalization of Processes Analyzing Learning Interaction Traces. EC-TEL 2016: 397-403 - [c18]Awa Diattara, Nathalie Guin, Vanda Luengo, Amélie Cordier:
Towards an Authoring Tool to Acquire Knowledge for ITS Teaching Problem Solving Methods. EC-TEL 2016: 575-578 - [c17]Marie Lefèvre, Nathalie Guin, Jean-Charles Marty, Florian Clerc:
Supporting Teaching Teams in Personalizing MOOCs Course Paths. EC-TEL 2016: 605-609 - 2015
- [c16]Mohamed Besnaci, Nathalie Guin, Pierre-Antoine Champin:
Acquisition de connaissances pour importer des traces existantes dans un système de gestion de bases de traces. IC 2015 - [c15]Bryan Kong Win Chang, Marie Lefèvre, Nathalie Guin, Pierre-Antoine Champin:
SPARE-LNC : un langage naturel contrôlé pour l'interrogation de traces d'interactions stockées dans une base RDF. IC 2015 - 2014
- [b1]Nathalie Guin:
Des méta-modèles pour guider l'élicitation des connaissances en EIAH : contributions à l'enseignement de méthodes et à la personnalisation des activités. Claude Bernard University Lyon 1, France, 2014 - [c14]Sonia Mandin, Nathalie Guin:
Basing Learner Modelling on an Ontology of Knowledge and Skills. ICALT 2014: 321-323 - 2013
- [c13]Nathalie Guin, Marie Lefèvre:
From a Customizable ITS to an Adaptive ITS. AIED 2013: 141-150 - [c12]Sébastien Lallé, Jack Mostow, Vanda Luengo, Nathalie Guin:
Comparing Student Models in Different Formalisms by Predicting Their Impact on Help Success. AIED 2013: 161-170 - [c11]Baptiste Cable, Nathalie Guin, Marie Lefèvre:
An Authoring Tool for Semi-automatic Generation of Self-assessment Exercises. AIED 2013: 679-682 - [c10]Sébastien Lallé, Vanda Luengo, Nathalie Guin:
Assistance in Building Student Models Using Knowledge Representation and Machine Learning. AIED 2013: 754-757 - 2012
- [j1]Sandra Nogry, Stéphanie Jean-Daubias, Nathalie Guin:
How to combine objectives and methods of evaluation in iterative ILE design: lessons learned from designing Ambre-add. Interact. Learn. Environ. 20(2): 155-175 (2012) - [c9]Sébastien Lallé, Vanda Luengo, Nathalie Guin:
An Automatic Comparison between Knowledge Diagnostic Techniques. ITS 2012: 622-623 - [c8]Marie Lefèvre, Nathalie Guin, Stéphanie Jean-Daubias:
A generic approach for assisting teachers during personalization of learners' activities. UMAP Workshops 2012 - [c7]Marie Lefèvre, Stéphanie Jean-Daubias, Nathalie Guin:
An approach for unified personalization of learning. UMAP Workshops 2012 - 2011
- [c6]Lemya Settouti, Nathalie Guin, Vanda Luengo, Alain Mille:
Adaptable and Reusable Query Patterns for Trace-Based Learner Modelling. EC-TEL 2011: 384-397 - 2010
- [c5]Amélie Cordier, Marie Lefèvre, Stéphanie Jean-Daubias, Nathalie Guin:
Concevoir des assistants intelligents pour des applications fortement orientées connaissances : problématiques, enjeux et étude de cas. IC 2010: 119-130 - [c4]Lemya Settouti, Nathalie Guin, Alain Mille, Vanda Luengo:
A Trace-Based Learner Modelling Framework for Technology-Enhanced Learning Systems. ICALT 2010: 73-77
2000 – 2009
- 2008
- [c3]Marie Lefèvre, Nathalie Guin, Stéphanie Jean-Daubias:
Adapte, a Tool for the Teacher to Personalize Activities. Intelligent Tutoring Systems 2008: 699-701 - 2004
- [c2]Sandra Nogry, Stéphanie Jean-Daubias, Nathalie Duclosson:
ITS Evaluation in Classroom: The Case of Ambre-AWP. Intelligent Tutoring Systems 2004: 511-520 - 2002
- [c1]Nathalie Guin-Duclosson, Stéphanie Jean-Daubias, Sandra Nogry:
The Ambre ILE: How to Use Case-Based Reasoning to Teach Methods. Intelligent Tutoring Systems 2002: 782-791
Coauthor Index
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