Érudit's RSS Feed

Artificial Intelligence in Product Design Education: Status, Benefits, and Challenges in the Tunisian Context

Moâtaz Fatnassi
This study examines the gradual integration of artificial intelligence (AI) into product design workshops at the École supérieure des sciences et technologies du design (ESSTED) [Higher School of Design Sciences and Technologies] in Tunisia. Using a mixed-method approach combining questionnaires and non-participant observations of project presentations, the study analyzes how AI is used across the different phases of the design process. The results indicate the use of AI predominantly in project research, analysis, and structuring phases, accompanied by a more limited and often implicit use during the ideation and prototyping phases. This trend is accompanied by a decline in traditional manual practices, particularly sketching. While AI is perceived as a means of improving project efficiency and consistency, significant cognitive, ethical, and pedagogical concerns have nevertheless been reported by both students and teachers. The study’s findings highlight the need for a structured pedagogical framework to facilitate the responsible and contextualized integration of AI, to strike a balance between technological innovation and the preservation of fundamental design skills.

Représentations à l’égard de l’impact sur les apprentissages, satisfaction et engagement des étudiants et étudiantes de premier cycle dans un projet de vidéos YouTube en cours magistral : un exemple d’approche empirique

Pauline Born and Amélie Duguet
This research explores the impact of a YouTube video creation project on undergraduate students’ engagement in lectures. Rooted in the literature on active learning, the use of video, and student engagement, the article presents an exploratory study using a questionnaire completed by 92 students to measure their perceptions, satisfaction, and behavioural, emotional, and cognitive engagement. The results show that the video project fosters significant behavioural and emotional engagement and is perceived in a positive light by students, who see it, in particular, as a way of playing an active role in their own learning.

A Systematic Review of Open Educational Resources (OER) Research (2017–2025): Trends, Thematic Shifts, and Future Directions

Zaidatun Tasir, Jamalludin Harun and Rozaina Zainul Rashid
This study presents a systematic literature review of research on open educational resources published between 2017 and 2025. Using the PRISMA guidelines, 18 studies were selected and a thematic analysis approach was used to identify research trends, thematic shifts, and future directions. Five themes emerged: open pedagogy and co-creation; integrated pedagogical strategies; empirical achievement and equity; behavioural and identity typologies; and barriers to adoption. The findings indicate a clear shift in OER research from access-oriented discussions towards pedagogically grounded and empirically informed studies. Directions for future research are proposed to support meaningful and sustainable OER implementation.

Articulation des usages numériques formels et informels en FLE à l’université marocaine : typologie des pratiques étudiantes et formes d’autonomie d’apprentissage

Nabil Saadi, Khalid Mahdi and Mohammed Rabih Raissouni
This study examines, from the students’ perspective, how formal digital practices – those embedded in university French as a foreign language (FFL) classes – articulate with informal digital practices that students develop outside the classroom. It explores the implications of this for the development of learner autonomy. The fieldwork was carried out in three public universities in Tetouan, combining a questionnaire administered to 180 students and 12 semi-structured interviews with FFL teachers. Teachers mainly report uses focused on resource sharing and academic follow-up. Students draw on a broader and more diverse out-of-class digital ecosystem. Four usage profiles emerge, contrasting autonomy trajectories that remain largely unidentified by teachers and rarely integrated into formal teaching. The paper offers technopedagogical pathways tailored to the Moroccan context.

The Role of English Proficiency in French Language Acquisition: A Case Study of Assassin’s Creed Unity Gamers

Mahmoud Reza Gashmardi and Amir Reza Yazdian
Language learning methodologies have diversified significantly in recent years, with video games emerging as a prominent technological tool over the past decade. Given the predominance of English as the primary language of interaction in the gaming industry, it can be reasonably assumed that gamers often develop a functional command of English. Furthermore, existing scholarship has extensively documented the linguistic similarities between French and English. This study employs an explanatory research design to investigate the potential influence of English proficiency (minimum B1 level) on French language acquisition among Iranian gamers (N = 18), specifically English undergraduates, addressing the research question: To what extent does prior English proficiency facilitate French language acquisition in a game-based learning environment? Utilizing Assassin’s Creed Unity – a game featuring French as its primary language – the research assessed participants' French comprehension through standardized tests evaluating both written and oral competence. The findings contribute to the growing body of knowledge on cross-linguistic transfer in digital learning environments while simultaneously highlighting the limitations inherent in small-scale studies. Based on the results, the paper proposes recommendations for future research to further explore the efficacy of game-based learning for French as a second language (L2).