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Luciole is a game targetting English as a Foreign Language and more precisely oral comprehension for young learners. It was mostly conceived and implemented within the FLUENCE project (e-FRAN).

The FLUENCE project

The LUCIOLE project is a subpart of the FLUENCE project.

General Information

Scientific coordinator: Sylviane Valdois (CNRS/LPNC) ;
Duration: 2017-2020 ;
Financing: e-FRAN ;
Official website: http://fluence.cnrs.fr
(Private access) repository: https://gricad-gitlab.univ-grenoble-alpes.fr/lzbk/LUCIOLE

Presentation

Objectives

FLUENCE aims to develop and validate digital applications for the classroom to adapt to the needs of each child and optimize their learning. Based on research data, its goal is to develop fluid and easy reading through specific training targeting underlying cognitive processes (visual/visuo-attentionnal processes) and holistic processes inherent to text reading (orthographical units, prosody, tone groups). As reading speed acts as a catalyst of text comprehension and orthographic learning, the general objective is to improve pupils' academic success significantly.

Stakes

One of the core hypotheses of the project is that action game modalities can enhance the targeted cognitive processes.

The focus on 6-8 year-olds is to prevent later learning difficulties caused by poor reading skills. The 2^nd aspect of the project, targeting 6^ème poor readers (10-11 yrs-old) aims at reducing performance gaps in middle school.

One of the issues is also to provide teachers with an interface allowing them to follow their pupils' progress in real time to provide them with individualized feedback.

In targeting reading fluency and its automation through the use of dedicated digital artefacts, the project follows the recommandation of the CNESCO 2016 consensus conference: « Lire, comprendre, apprendre : comment soutenir le développement des compétences en lecture ».

The part played by Luciole

Luciole's goal is to propose a purposeful task for the control group. It needs to involve:

no reading;
no action games modalities.

Luciole's objectives

Through the definition of the experimental design, the other applications of the FLUENCE project act as controls for the Luciole project. Thanks to the project's constraints, we can work on a diverse set of problems and envision long term research.

First, in learning a foreign language, oral comprehension was (in 2012) the competence most lacking for French learners^[1]. The constraint of not resorting to reading is thus an opportunity in that regard.

The game modalities draw inspiration from usage based grammars, which, without denying the usefulness of output or other difficulties, state:

[…] Usage-Based Theory would predict that with sufficient input and practice, any morphosyntactic pattern can be acquired […] (Bybee, 2008:232)^[2]

Beyond more strictly linguistic competences, one of the aims of Luciole is to prepare the child to evolve in a foreign environment in which they won't understand all utterances and will need to apply comprehension strategies.

Finally, the game aspect of Luciole, founded on narrative (among other mechanisms), will allow us to tackle the notion of playful attitude^[3] ^[4] and its learning output.

Storyline

Synopsis

In Luciole, the player plays the part of Sasha, an 8-10 year-old French child who stumbles on a British trainee spy (Ash) who ends up recruting him. Through various missions, Sasha (helped by his mentor — Ash — and her friend-dot-spy-trainer — Hartguy) will arrest pet kidnapping bad guys. Their adventures will take them to England where they will have to mingle with (English speaking) bad guys to gather important information and free the animals. In the process, Sasha will develop his English listening skills.^[5]

Screeenshots

The main characters
Breaking the code #1
to go on saving animals or not to go on saving animals
Who to save?
Preparing for England
Don't miss your train
The London Eye

Contributors list

For official credits, please refer to the dedicated page.

Luciole is the brainchild of many people, some on short-term contracts, some in (paid or unpaid) internships, employed by the public or private sectors, and a statutory list as the one below is necessarily offensively reductive:

UGA agents and researchers:
- Mathieu Loiseau ;
- Coralie Payre-Ficout ;
- Marie-Pierre Jouannaud ;
- Émilie Magnat ;
- Anne Blavot ;
- Adrea Soh.
Development: Œil pour œil, kiüpe.

Funding and sub-projects

2017–2022		Luciole is one of the application created in the FLUENCE project, funded by the French Government through the e-FRAN Call of the Programme d’investissement d’avenir, operated by the Caisse des Dépôts.

2019		Démarre SHS !, WP3 of Data@UGA funds an internship for the diffusion of sound resources created within Luciole.

2021		The ASLAN LabEx funds an internship for tracks analysis.

2021–2024		Within Pégase, Luciole mutualizes resources with two projects (ÉCRIMO2 2021–2024^[6] et ObRéCo 2021–2023).

2022		The ASLAN LabEx funds an internship and some development to delve into the results obtained regarding phonological awareness.

2022–2024		In the context of FRANCE 2030, the ANR funds theTrans-3 project (ANR-22-FRAN-0008).

Scientific communications

EUROCALL 2017 ;
SAES 2017 ;
CALICO 2018 ;
SAES 2018 ;
Méthodologie recherche en acquisition 2018.

Notes and references

↑ European Commission (2012). First European Survey on Language Competences. Final Report, April 2012 (lien interne)
↑ Bybee, J. Usage-based grammar and second language acquisition
In Robinson, P. & Ellis, N. C. (Eds.) Handbook of Cognitive Linguistics and Second Language Acquisition, Routledge, 2008, 216-226
↑ Silva, H. Le jeu en classe de langue CLE International, 2008
↑ Brougère, G. Le jeu peut-il être sérieux? Revisiter Jouer/Apprendre en temps de serious game Australian Journal of French Studies, 2012, 49, 117–129
↑ Mémoire d'Adrea Soh
↑ Which financed improvement in the tracing system.

[1] European Commission (2012). First European Survey on Language Competences. Final Report, April 2012 (lien interne)

[2] Bybee, J. Usage-based grammar and second language acquisition
In Robinson, P. & Ellis, N. C. (Eds.) Handbook of Cognitive Linguistics and Second Language Acquisition, Routledge, 2008, 216-226

[3] Silva, H. Le jeu en classe de langue CLE International, 2008

[4] Brougère, G. Le jeu peut-il être sérieux? Revisiter Jouer/Apprendre en temps de serious game Australian Journal of French Studies, 2012, 49, 117–129

[5] Mémoire d'Adrea Soh

[6] Which financed improvement in the tracing system.

[1]

[2]

[3]

[4]

[5]

[6]

@@ Ligne 1 : / Ligne 1 : @@
 {|style="background-color:#70b7ff;color:white;margin-bottom:1em"
 |-
-|[[Fichier:LUCIOLE-logo.svg|90px]]
+|[[Fichier:LUCIOLE-logo.svg|90px|link=https://fluence.cnrs.fr/luciole/]]
-|style="vertical-align:top"|The '''[[#Le_projet_FLUENCE|FLUENCE]]''' [http://www.caissedesdepots.fr/espaces-de-formation-de-recherche-et-danimation-numeriques-e-fran e-FRAN] project proposes applications developped by 3 labs of Univ. Grenoble Alpes: [http://lpnc.univ-grenoble-alpes.fr/Fluence?lang=fr LPNC], [http://www.gipsa-lab.grenoble-inp.fr/en/research/research-projects.php?id_projet=244 GIPSA-lab] and [http://lidilem.u-grenoble3.fr/axes/axe-3/projets-de-recherche-axe-3/article/fluence-luciole LIDILEM].<br />This page is dedicated to one of them: '''LUCIOLE''' (appli LUdique au service de la CompréhensIon Orale en Langue Étrangère).
+|style="vertical-align:top"|'''Luciole''' is a game targetting English as a Foreign Language and more precisely oral comprehension for young learners. It was [[#Financements_compl.C3.A9mentaires|mostly]] conceived and implemented within the '''[[#Le_projet_FLUENCE|FLUENCE]]''' project ([http://www.caissedesdepots.fr/espaces-de-formation-de-recherche-et-danimation-numeriques-e-fran e-FRAN]).
 |}
 {{translate page}}
@@ Ligne 32 : / Ligne 32 : @@
 In targeting reading fluency and its automation through the use of dedicated digital artefacts, the project follows the recommandation of the [http://www.cnesco.fr/wp-content/uploads/2016/09/Synthese-rapport_Bianco.pdf CNESCO 2016] ''consensus conference'':  « Lire, comprendre, apprendre : comment soutenir le développement des compétences en lecture ».
-=== The part played by LUCIOLE ===
+=== The part played by Luciole ===
-LUCIOLE's goal is to propose a purposeful task for the control group. It needs to involve:
+Luciole's goal is to propose a purposeful task for the control group. It needs to involve:
 * no reading;
 * no [[jeu d'action|action games]] modalities.
-== LUCIOLE's objectives ==
+== Luciole's objectives ==
-Through the definition of the experimental design, <u>the other applications of the FLUENCE project act as controls for the LUCIOLE project</u>. Thanks to the project's constraints, we can work on a diverse set of problems and envision long term research.
+Through the definition of the experimental design, <u>the other applications of the FLUENCE project act as controls for the Luciole project</u>. Thanks to the project's constraints, we can work on a diverse set of problems and envision long term research.
 First, in learning a foreign language, oral comprehension was (in 2012) the competence most lacking for French learners<ref>[http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf European Commission (2012). First European Survey on Language Competences. Final Report, April 2012] ([https://www.zotero.org/groups/242384/items/itemKey/KSFUZEI2 lien interne])</ref>. The constraint of not resorting to reading is thus an opportunity in that regard.
@@ Ligne 46 : / Ligne 46 : @@
 In Robinson, P. & Ellis, N. C. (Eds.) ''Handbook of Cognitive Linguistics and Second Language Acquisition'', Routledge, 2008, 216-226</ref>
-Beyond more strictly linguistic competences, one of the aims of LUCIOLE is to prepare the child to evolve in a foreign environment in which they won't understand all utterances and will need to apply comprehension strategies.
+Beyond more strictly linguistic competences, one of the aims of Luciole is to prepare the child to evolve in a foreign environment in which they won't understand all utterances and will need to apply comprehension strategies.
-Finally, the ''game'' aspect of LUCIOLE, founded on narrative (among other mechanisms), will allow us to tackle the notion of ''playful attitude''<ref>Silva, H. Le jeu en classe de langue CLE International, 2008</ref>
+Finally, the ''game'' aspect of Luciole, founded on narrative (among other mechanisms), will allow us to tackle the notion of ''playful attitude''<ref>Silva, H. Le jeu en classe de langue CLE International, 2008</ref>
 <ref>Brougère, G. Le jeu peut-il être sérieux? Revisiter Jouer/Apprendre en temps de serious game ''Australian Journal of French Studies'', 2012, 49, 117–129</ref> and its learning output.
-== Synopsis ==
+== Storyline ==
+=== Synopsis ===
 {|style="background-color:#70b7ff;color:white;margin-bottom:1em"
 |-
 |[[File:luciole-screen-truck.png|x150px]]
-|In LUCIOLE, the player plays the part of ''Sasha'', an 8-10 year-old French child who stumbles on a British trainee spy (Ash) who ends up recruting him. Through various missions, Sasha (helped by his mentor — Ash — and her friend-cum-spy-trainer — Hartguy) will arrest pet kidnapping bad guys. Their adventures will take them to England where they will have to mingle with (English speaking) bad guys to gather important information and free the animals. In the process, Sasha will develop his English listening skills.<ref>[[:Fichier:775-mémoire M1 DILIPEM-Adrea Soh.pdf|Mémoire d'Adrea Soh]]</ref>
+|In Luciole, the player plays the part of ''Sasha'', an 8-10 year-old French child who stumbles on a British trainee spy (Ash) who ends up recruting him. Through various missions, Sasha (helped by his mentor — Ash — and her friend-dot-spy-trainer — Hartguy) will arrest pet kidnapping bad guys. Their adventures will take them to England where they will have to mingle with (English speaking) bad guys to gather important information and free the animals. In the process, Sasha will develop his English listening skills.<ref>[[:Fichier:775-mémoire M1 DILIPEM-Adrea Soh.pdf|Mémoire d'Adrea Soh]]</ref>
 |}
+=== Screeenshots ===
+<gallery mode="packed-hover">
+Fichier:0 3614.png|The main characters
+Fichier:1 3407.png|''Breaking the code #1''
+Fichier:1 3785.png|''to go on saving animals or not to go on saving animals''
+Fichier:2 4050 cages.png|Who to save?
+Fichier:3 4065.png|Preparing for England
+Fichier:3 4114.png|Don't miss your train
+Fichier:4 4544.png|The London Eye
+</gallery>
 == [[LUCIOLE:Crédits|Contributors list]] ==
-For official credits, please refer to the '''[[LUCIOLE:Crédits|dedicated page]]'''. LUCIOLE is the brainchild of many people, some on short-term contracts, some in (paid or unpaid) internships, employed by the public or private sectors, and a statutory list as the one below is necessarily reductive:
+[[File:Iceberg.jpg|thumb|200px]]
-* Mathieu Loiseau — lecturer in computer science/ LIDILEM, UGA ; (project head)
+{{encart|For official credits, please refer to the '''[[En:LUCIOLE:Crédits|dedicated page]]'''.}}
+Luciole is the brainchild of many people, some on short-term contracts, some in (paid or unpaid) internships, employed by the public or private sectors, and a statutory list as the one below is necessarily [[wikt:tip_of_the_iceberg|offensively reductive]]:
+* [https://www.univ-grenoble-alpes.fr/ UGA] agents and researchers:
+** Mathieu Loiseau ;
+** Coralie Payre-Ficout ;
+** Marie-Pierre Jouannaud ;
+** Émilie Magnat ;
+** Anne Blavot ;
+** Adrea Soh.
+* Development: [http://www.oeilpouroeil.fr/ Œil pour œil], [http://www.kiupe.com kiüpe].
-* Anne Blavot — Project manager/ UGA ;
+== Funding and sub-projects ==
-* Marie-Pierre Jouannaud — English teacher / UGA ;
+{|style="background-color:#fcbe00;margin-bottom:1em;width:1024px"
-* Coralie Payre-Ficout — English lecturer / LIDILEM, UGA ;
+|-
-* Adrea Soh — intern ;
+!style="width:90px"|2017–2022
-* Lucie Le Roux — intern ;
+|width=145px|[[Fichier:Logo-Fluence.png|140px|link=LUCIOLE:FLUENCE]]
-* Thomas Trial — intern ;
+|style="vertical-align:top;"|Luciole is one of the application created in the [https://fluence.cnrs.fr FLUENCE] project, funded by the French Government through the e-FRAN Call of the ''Programme d’investissement d’avenir'', operated by the ''Caisse des Dépôts''.
-* Róisín Lee — intern ;
+|}
-* Fatima Benmaïssa — intern ;
+{|style="background-color:#213a5a;margin-bottom:1em;width:1024px"
-* Johana Ladino — intern ;
+|-
-* Sharmili Zafari — intern ;
+!style="color:white;width:90px"|2019
-* Fatma Miladi — intern.
+|width=145px|[[File:logo_data_institute-blank2.svg|140px]]
-* Development : [http://www.oeilpouroeil.fr/ Œil pour œil]
+|style="vertical-align:top;color:white"|<span style="background-color:white">[https://demarreshs.hypotheses.org/luciole Démarre SHS !]</span>, WP3 of <span style="background-color:white">[https://data-institute.univ-grenoble-alpes.fr/data-institute/organisation/ Data@UGA]</span> funds an internship for the diffusion of sound resources created within Luciole.
+|}
-== Institutions supporting the [[#Le_projet_FLUENCE|FLUENCE]] project ==
+{|style="background-color:#2f52a0;margin-bottom:1em;width:1024px"
-=== Actors ===
+|-
-<gallery>
+!style="color:white;width:90px"|2021
-Fichier:Logo-Uga.svg|link=http://www.univ-grenoble-alpes.fr
+|width=145px|[[File:logo_aslan_blanc.svg|140px|link=https://aslan.universite-lyon.fr/projet-luciole-216008.kjsp?RH=1525438355903]]
-Fichier:Logo lidilem-sans font.svg|link=http://lidilem.u-grenoble3.fr/axes/axe-3/projets-de-recherche-axe-3/article/fluence-luciole
+|style="vertical-align:top;color:white"|<span style="background-color:white">[https://aslan.universite-lyon.fr/projets-finances-par-aslan/projet-luciole-216008.kjsp The ASLAN LabEx]</span> funds an internship for tracks analysis.
-</gallery>
+|}
+{|style="background-color:#4bbe46;margin-bottom:1em;width:1024px"
-=== Partners ===
+|-
-<gallery>
+!style="color:white;width:90px"|2021–2024
-File:cnrs-filaire.svg
+|width=145px style="background-color:rgba(255,255,255,0.77)"|[[File:logo-Pégase.svg|140px|link=https://www.polepilote-pegase.fr/recherche/rd-collaborative/ecrimo2/]]
-Fichier:Logo-Academie Grenoble - 2016-simplifié.png
+|style="vertical-align:top;color:#143c8c"|Within <span style="background-color:white">[https://www.polepilote-pegase.fr/recherche/rd-collaborative/5-projets-de-recherche-retenus/ Pégase]</span>, Luciole mutualizes resources with two projects (ÉCRIMO2 2021–2024<ref>Which financed improvement in the tracing system.</ref> et ObRéCo 2021–2023).
-</gallery>
+|}
+{|style="background-color:#2f52a0;margin-bottom:1em;width:1024px"
+|-
+!style="color:white;width:90px"|2022
+|width=145px|[[File:logo_aslan_blanc.svg|140px|link=https://aslan.universite-lyon.fr/projet-lucocoph-251283.kjsp]]
+|style="vertical-align:top;color:white"|<span style="background-color:white">[https://aslan.universite-lyon.fr/projet-lucocoph-251283.kjsp The ASLAN LabEx]</span> funds an internship and some development to delve into the results obtained regarding [[conscience phonologique|phonological awareness]].
+|}
+{|style="background-color:#a480d6;margin-bottom:1em;width:1024px"
+|-
+!style="color:white;width:90px"|2022–2024
+|style="width:145px"|[[File:Logo_Trans3_TransparentFondNoir.png|140px|link=LUCIOLE:Trans-3]]
+|style="vertical-align:top;color:white"|In the context of <span style="background-color:white">[https://www.gouvernement.fr/france-2030 FRANCE 2030]</span>, the <span style="background-color:white">[https://anr.fr/fr/ ANR]</span> funds the<span style="background-color:white">[[LUCIOLE:Trans-3|Trans-3]]</span> project (<span style='font-family:monospace'>ANR-22-FRAN-0008</span>).
+|}
-=== Financing ===
+== Scientific communications ==
-<div style="width:650px;"><gallery>
+* EUROCALL 2017 ;
-Fichier:Logo-E-fran.jpg
+* SAES 2017 ;
-Fichier:Logo-Investissements d'avenir.svg|link=http://www.gouvernement.fr/le-commissariat-general-a-l-investissement
+* [https://hal.archives-ouvertes.fr/hal-01811082 CALICO 2018] ;
-Fichier:Logo-CDC dégueu.jpg|link=http://www.caissedesdepots.fr/investissements-davenir-22-projets-laureats-de-laction-e-fran-pour-le-developpement-de-territoires-0
+* SAES 2018 ;
-</gallery><span>''Operation supported by the French government as part of the e-FRAN work package of the “Investissement d'avenir” Programm, operated by the Caisse des Dépôts''</span>
+* Méthodologie recherche en acquisition 2018.
-</div>
 == Notes and references ==
 <references />

En