arXiv subjects

Yannick Prié

Publications and source records attributed to Yannick Prié.

3 recordsLinked to original sources

arXiv2026

What's in a BIP? Exploring the Lived Experiences of Breaks In Presence

Occasionally, individuals immersed in a Virtual Reality (VR) environment may experience distractions that disrupt their sense of presence, a phenomenon referred to as a break in presence (BIP). Better understanding BIPs is crucial to designing VR applications that keep their users present. BIPs have been studied using a variety of methods, exploring their origins or trying to detect them from physiological or behavioral measurements. However, despite the importance of understanding how they are actually lived and managed by VR users, very few studies focused on their phenomenological characterization. We employed micro-phenomenology to collect the descriptions of BIPs experienced by users (n=14) of a height exposure VR application. We precisely modeled 57 BIP episodes, bringing to light a variety of experiences and behaviors. Four generic diachronic patterns of BIP episodes emerge: reflected-upon, discarded, self-preservation, and contradictory mediation BIPs. We discuss these in light of the PI/Psi model of presence, propose an awareness-based definition of BIPs, as well as three BIP-related design opportunities.

cs.HC↗

arXiv2015

Reflection-in-Action Markers for Reflection-on-Action in Computer-Supported Collaborative Learning Settings

We describe an exploratory study on the use of markers set during a synchronous collaborative interaction (reflection-in-action) for later construction of reflection reports upon the collaboration that occurred (reflection-on-action). During two sessions, pairs of students used the Visu videoconferencing tool for synchronous interaction and marker setting (positive, negative or free) and then individual report building on the interaction (using markers or not). A quantitative descriptive analysis was conducted on the markers put in action, on their use to reflect on action and on the reflection categories of the sentences in these reports. Results show that the students (1) used the markers equally as a note-taking and reflection means during the interaction, (2) used mainly positive markers both to reflect in and on action; (3) paid more attention in identifying what worked in their interaction (conservative direction) rather than in planning on how to improve their group work (progressive direction); (4) used mainly their own markers to reflect on action, with an increase in the use of their partners's markers in the second reflection reports; (5) reflected mainly on their partner in the first reflection reports and more on themselves in the second reports to justify themselves and to express their satisfaction.

cs.CY↗

arXiv2014

Leveraging video annotations in video-based e-learning

The e-learning community has been producing and using video content for a long time, and in the last years, the advent of MOOCs greatly relied on video recordings of teacher courses. Video annotations are information pieces that can be anchored in the temporality of the video so as to sustain various processes ranging from active reading to rich media editing. In this position paper we study how video annotations can be used in an e-learning context - especially MOOCs - from the triple point of view of pedagogical processes, current technical platforms functionalities, and current challenges. Our analysis is that there is still plenty of room for leveraging video annotations in MOOCs beyond simple active reading, namely live annotation, performance annotation and annotation for assignment; and that new developments are needed to accompany this evolution.

cs.CY↗