Valéry Psyché

Miladi, Fatma; Psyché, Valéry, & Lemire, Daniel (In Press). Comparative Performance of GPT-4, RAG-Augmented GPT-4, and Students in MOOCs. In Workshop on Breaking Barriers with Generative Intelligence (BBGI). Springer.

Miladi, Fatma; Psyché, Valéry, & Lemire, Daniel (In Press). Leveraging GPT-4 for Accuracy in Education: A Comparative Study on Retrieval-Augmented Generation in MOOCs. In AIED 2024 - 25th International Conference on Artificial Intelligence in Education (LBR Track). New York City : Springer-Verlag, coll. « Communications in Computer and Information Science ».

Bédard, Jean-Luc; Pudelko, Béatrice; Kagorora, Faustin; Psyché, Valéry; Zaidman, Anna Maria, & Simard-Tozzi, Geneviève (2023). Articulating technological and pedagogical accessibility for adult learners in distance education. In Formenti, Laura; Galimberti, Andrea, & Del Negro, Gaia (Ed.), New Seeds for a World to Come. Policies, Practices and Lives in Adult Education and Learning. Proceedings of the 10th ESREA Triennial Conference University of Milano Bicocca, Department of Human Sciences for Education, 29 September-1 October 2022 (p. 65-70). Milan, Italie : Ledizioni. ISBN 978-88-5526-918-6 https://doi.org/10.5281/zenodo.8017866

Miladi, Fatma; Lemire, Daniel, & Psyché, Valéry (In Press). Learning Engagement and Peer Learning in MOOC: A Selective Systematic Review. In 19th International Conference on Intelligent Tutoring Systems.

Tamkodjou Tchio, Guy Carlos; Courtemanche, Marc-Antoine; Tato, Ange Adrienne Nyamen; Nkambou, Roger, & Psyché, Valéry (2023). Integrating an ontological reference model of piloting procedures in ACT-R cognitive architecture to simulate piloting tasks. In Frasson, Claude; Mylonas, Phivos, & Troussas, Christos (Ed.), Proceedings of the 19th International Conference on Intelligent Tutoring Systems, ITS 2023 (p. 183-194). Springer. ISBN 1611-3349 https://doi.org/10.1007/978-3-031-32883-1_16

Anjou, Claire; Bourdeau, Jacqueline; Forissier, Thomas; Psyché, Valéry; Chartofylaka, Lamprini, & Stockless, Alain (2021). Progress in context effect-based education: the TEEC project. Paper published in Context-21 Special Issue, 4. https://doi.org/10.21494/ISTE.OP.2021.0687

Anjou, Claire; Miladi, Fatma; Psyché, Valéry; Bourdeau, Jacqueline; Forissier, Thomas, & Stockless, Alain (2021). Development of an intelligent, context sensitive and collaborative authoring system for context effect-based education. Paper published in Context-21 Special Issue, 4. https://doi.org/10.21494/ISTE.OP.2021.0688

Psyché, Valéry (2020). Learning Design for Intelligent Adaptive Learning. In Colloque international IDEA 2020. Sardaigne, Italie.

Psyché, Valéry; Daniel, Ben K., & Bourdeau, Jacqueline (2019). Adaptive Learning Spaces with Context-Awareness. In Coy, Andre; Hayashi, Yugo, & Chang, Maïga (Ed.), Intelligent tutoring systems : 15th International Conference, ITS 2019, Kingston, Jamaica, June 3-7, 2019, Proceedings (p. 7-13). Switzerland : Springer, Cham, coll. « Lecture Notes in Computer Science book series », vol. 11528. ISBN 978-3-030-22243-7 (print) and 978-3-030-22244-4 (online) https://doi.org/10.1007/978-3-030-22244-4_2

Forissier, Thomas; Stockless, Alain; Anjou, Claire; Fournier, Frederic; Le Bail, Chloé; Palsdottir, Auður; Nkambou, Roger; Psyché, Valéry; Fennani, Wafa; Prevost, Lionel; Gonzalez, Jordan; Detienne, Françoise; Baker, Michael; Bernard, François Xavier, & Bourdeau, Jacqueline (2019). Comparing the Contexts to Understand Science. In Levrini, O., & Tasquier, G. (Ed.), Proceedings of the 13th Conference of the European Science Education Research Association (ESERA) (p. 286-297). Bologne, Italie.

Chartofylaka, Lamprini; Fraser, Marc; Stockless, Alain; Psyché, Valéry, & Forissier, Thomas (2018). ICT’s perspectives in context-driven learning initiatives: using a collaboration platform for research in primary education. In Proceedings of the International Conference on Research in Teaching, Education & Learning (ICRTEL 2018) (p. 19-20). Athens, Greece : The American College of Greece.

Psyché, Valéry; Anjou, Claire; Fenani, Wafa; Bourdeau, Jacqueline; Forissier, Thomas, & Nkambou, Roger (2018). Ontology-Based Context Modelling for Designing a Context-Aware Calculator. In Guin, Nathalie, & Kumar, Amruth (Ed.), Workshop Proceedings of the 14th International Conference on Intelligent Tutoring Systems, ITS 2018. (p. 13-22).

Psyché, Valéry; Savard, Isabelle; Mizoguchi, Riichiro, & Bourdeau, Jacqueline (2018). Workshop Preface: International Workshop on Context and Culture in Intelligent Tutoring Systems. In Guin, Nathalie, & Kumar, Amruth (Ed.), Workshop Proceedings of the 14th International Conference on Intelligent Tutoring Systems, ITS 2018 (p. 9-10). Montréal, Canada : Intelligent Tutoring Systems.

Psyché, Valéry; Kalemjian, Alexandre; Mozes, Jules; Miquelon, Alexie; Maurice, Céline; Poirier, Pierre; Nkambou, Roger, & Bourdeau, Jacqueline (2014). Le GYM-Tuteur : un système informatisé ludique d'autoapprentissage dans le domaine de la philosophie. In Frasson, Claude; Labat, Jean-Marc; Gandon, Fabien; Cassagne, David; Jonquet, Clement; Cerri, Stefano A., & Pujas, Philippe (Ed.), Actes de la 9ème conférence des Technologies de l’Information et de la Communication pour l’Enseignement (TICE 2014). (p. 174-179). Béziers, France.

Bourdeau, Jacqueline; Mizoguchi, Riichiro; Hayashi, Yusuke; Psyché, Valéry, & Nkambou, Roger (2007). When the Domain of the Ontology is Education. In Proceedings of the 4rth Annual Scientific Conference of the LORNET Research Network on Intelligent, Interactive, Learning Object Repository Networks (I2LOR07). Montréal, Québec.

Psyché, Valéry; Bourdeau, Jacqueline; Nkambou, Roger, & Mizoguchi, Riichiro (2005). Making Learning Design Standards Work with an Ontology of Educational Theories. In Looi, Chee-Kit; McCalla, Gordon I.; Bredeweg, Bert, & Breuker, Joost (Ed.), Supporting Learning through Intelligent and Socially Informed Technology - Procedings of the 12th Artificial Intelligence in Education (AIED2005) (p. 539-546). Amsterdam, Nertherlands : IOS Press, coll. « Frontiers in Artificial Intelligence and Applications ». ISBN 978-1-58603-530-3

Bourdeau, Jacqueline; Mizoguchi, Riichiro; Psyché, Valéry, & Nkambou, Roger (2004). Selecting Theories in an Ontology-Based ITS Authoring Environment. In Lester, James C.; Vicari, Rosa Maria, & Paraguacu, Fábio (Ed.), Intelligent Tutoring Systems: Proceedings of the 7th International Conference (ITS 2004) (p. 150-161). Maceió, Brazil : Springer Berlin / Heidelberg, coll. « Lecture Notes in Computer Science », vol. 3220. ISBN 978-3-540-30139-4

Psyché, Valéry; Mizoguchi, Riichiro, & Bourdeau, Jacqueline (2003). Ontology development at the conceptual level for theory-aware ITS authoring systems. In Proceedings of the 11th Conference on Artificial Intelligence in Education (AIED2003) (p. 491–493). IOS Press.

Psyché, Valéry; Kalemjian, Alexandre; Mozes, Jules; Maurice, Céline; Poirier, Pierre; Bourdeau, Jacqueline, & Nkambou, Roger (2014). GYM-Author: Generation Of Self-Learning Exercises In Philosophy. In Proceedings of the CHI 2014 Learning Innovation at Scale workshop.

Psyché, Valéry; Bourdeau, Jacqueline; Mozes, Jules; Kalemjian, Alexandre; Poirier, Pierre; Nkambou, Roger; Miquelon, Alexie, & Maurice, Céline (2014). Opening the Door to Philosophy for teachers with GYM-Author. In Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS).