C. Andersson-&-palm-;-andersson and T. Palm, The impact of formative assessment on student achievement: a study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, vol.49, pp.92-102, 2017.

A. Bandura, Auto-efficacité. Le sentiment d'efficacité personnelle, 2003.

G. Barnier, Le tutorat dans l'enseignement et la formation, Interactions Sociales et Apprentissages : Contribution Aux Acquisitions Scolaires et Professionnelles, Carrefours de L'éducation, vol.11, pp.121-147, 2001.

&. Black, . Wiliam, P. Black, and D. Wiliam, Developing the theory of formative assessment, Educational Assessment, Evaluation and Accountability, vol.21, issue.1, pp.5-31, 2009.

,

L. Burkhardt, J. Burkhardt, D. Lourdeaux, and D. Mellet-d'huart, La conception des environnements virtuels pour l'apprentissage, Le traité de la réalité virtuelle, 2003.
URL : https://hal.archives-ouvertes.fr/hal-01434545

D. Cambridge, Eportfolios for Lifelong Learning and Assessment, 2010.

P. Carré-;-carré, L'apprenance : vers un nouveau rapport au savoir. Revue Française de Pédagogie, vol.153, pp.151-152, 2005.

H. Chaachoua-&-desmoulins-;-chaachoua and C. Desmoulins, Utilisation du modèle praxéologique de référence dans un EIAH, 3e congrès pour la Théorie Anthropologique du Didactique, 2014.

R. &. Chan, N. N. Boyer-;-chan, A. Roussanaly, and A. Boyer, Studying Relations Between E-learning Resources to Improve the Quality of Searching and Recommendation, pp.119-129, 2009.

G. J. Cizek, An Introduction to Formative Assessment: History, Characteristics, and Challenges, Handbook of Formative Assessment. (Routledge), 2010.

J. Dunlosky-&-nelson-;-dunlosky and T. O. Nelson, Does the Sensitivity of Judgments of Learning (JOLs) to the Effects of Various Study Activities Depend on When the JOLs Occur?, Journal of Memory and Language, vol.33, pp.545-565, 1994.

J. Dunlosky-&-rawson-;-dunlosky and K. A. Rawson, Overconfidence produces underachievement: Inaccurate self evaluations undermine students' learning and retention, Learning and Instruction, vol.22, pp.271-280, 2012.

, Gartner's 2016 Hype Cycle for Emerging Technologies, 2016.

F. Henri-;-henri, Les environnements personnels d'apprentissage, étude d'une thématique de recherche en émergence, p.21, 2014.

O. Herman, . Ayala, J. L. Timms-;-herman, E. Osmundson, C. Ayala et al., The nature and impact of teachers' formative assessment practice, p.1522, 2006.

A. Jézégou, Formations ouvertes. Libertés de choix et autodirection de l'apprenant, 2005.

J. Johnson, D. W. Johnson, and R. T. , Cooperative Learning and Social Interdependence Theory, Theory and Research on Small Groups, pp.9-35, 2002.

M. Kimball-;-kimball, Database e-portfolio systems: A critical appraisal, Computers and Composition, vol.22, issue.4, pp.434-458, 2005.

S. Kravcik, . Boticario, . Bielikova, M. Horvath-;-kravcik, O. C. Santos et al., Preface -Proceedings of the 5th International Workshop on Personalization Approaches in Learning Environments (PALE), held in conjunction with UMAP 2015, vol.1388, pp.1-7, 2015.

(. Lefevre, Personnalisation de l'apprentissage : comparaison des besoins et approches à travers l'étude de quelques dispositifs, Revue Des Sciences et Technologies de l'Information et de La Communication Pour l'Education et La Formation (STICEF), 2012.

. López, . Valenzuela, . Nussbaum, X. Tsai-;-lópez, J. Valenzuela et al., Some recommendations for the reporting of quantitative studies, Computers & Education, vol.91, pp.106-110, 2015.

. Manouselis, . Drachsler, . Verbert, N. Manouselis, H. Drachsler et al., TEL as a Recommendation Context, Recommender Systems for Learning, pp.21-36, 2013.

(. Mccracken, A multi-national, multi-institutional study of assessment of programming skills of first-year CS students, Working group reports from ITiCSE on Innovation and technology in computer science education -ITiCSE-WGR 01, 2001.

A. Molinari, G. Molinari, S. Avry, and G. Chanel, Les émotions dans les situations de collaboration et d'apprentissage collaboratif médiatisées par ordinateur, Technologies numériques et formations des adultes : Enjeux et perspectives. Raisons Educatives, vol.21, pp.123-136, 2017.

M. Nagels, Améliorer l'auto-efficacité collective des équipes de cadres formateurs en IFSI par la didactique professionnelle, Recherche En Soins Infirmiers, vol.104, issue.1, 2011.

S. Notari, M. Notari, T. Sobko, and D. Churchill, Using wearable technology to improve the acquisition of new literacies: a new pedagogical approach of situated individual feedback coming from the Activity Trackers and reflected upon in the ePortfolio, International Mobile Learning Festival, IML 2016, 2016.

P. Rabardel, Instrument subjectif et développement du pouvoir d'agir, Modèles du sujet pour la conception. Dialectiques activités développement, pp.11-29, 2005.

B. J. Reiser-;-reiser, Why Scaffolding Should Sometimes Make Tasks More Difficult for Learners, Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community, pp.255-264, 2002.

A. Robins, J. Rountree, and N. Rountree, Learning and Teaching Programming: A Review and Discussion, Computer Science Education, vol.13, issue.2, pp.137-172, 2003.

K. Rongas, T. Kalviainen-;-rongas, A. Kaarna, and H. Kalviainen, Classification of computerized learning tools for introductory programming courses: learning approach, IEEE International Conference on Advanced Learning Technologies, 2004.

J. Roux, Le travail en groupe à l'école. N o 424, Dossier "Le Travail de Groupe, Cahiers Pédagogiques, 2004.

E. Sanchez, E. Sanchez, V. Emin-martinez, and N. Mandran, Une étude empirique à partir des traces numériques d'interaction du jeu Tamagocours. Sciences et Technologies de l'Information et de La Communication Pour l'Éducation et La Formation, 22, 2015.

N. Sclater, A. Peasgood, N. Sclater, A. Peasgood, and M. J. , Learning analytics in higher education, A review of UK and international practice, J, pp.107-123, 1990.

&. Siemens, . Baker, G. Siemens, and R. S. Baker, Learning analytics and educational data mining, Proceedings of the 2nd International Conference on Learning Analytics and Knowledge -LAK12, 2012.

. Silvestre, F. Vidal-&-broisin-;-silvestre, P. Vidal, and J. Broisin, Reflexive learning, sociocognitive conflict and peer-assessment to improve the quality of feedbacks in online tests, 10th European Conference on Technology Enhanced Learning, pp.339-351, 2015.
URL : https://hal.archives-ouvertes.fr/hal-01363369

. Twining, . Heller, &. Nussbaum, P. Tsai-;-twining, R. S. Heller et al., Some guidance on conducting and reporting qualitative studies, Computers & Education, vol.106, pp.1-9, 2017.

J. M. Wing, Computational thinking, Communications of the ACM, vol.49, issue.3, p.33, 2006.

L. E. Winslow, Programming pedagogy---a psychological overview, ACM SIGCSE Bulletin, vol.28, issue.3, pp.17-22, 1996.

R. Zumbach, J. Koch-;-zumbach, P. Reimann, and S. C. Koch, Monitoring Students' Collaboration in Computer-Mediated Collaborative Problem-Solving: Applied Feedback Approaches, Journal of Educational Computing Research, vol.35, issue.4, p.69476, 2006.