The general issue addressed in this thesis concerns the measurement of group motivation among learners engaged in mediated collaborative tasks, involving individual motivations and their interactions within the group.
One of the associated challenges is identifying motivational interactions that can be proposed in the collaborative work environments used by groups of learners, at both the individual and collective levels. The design of motivational interactions is based on psychological theories of motivation and can take different forms: game mechanics such as competition, progression, or performance sharing; motivational messages; interactive visualizations of indicators; etc. These motivational interactions are often designed for each individual and are not, or only to a limited extent, intended for the group as a whole. Another challenge concerns the different time scales, as student projects can range from a few days to several months, as well as the size of the group, from 2 to more than a dozen learners engaged in the same project. A final challenge is related to fluctuations over time in collective and individual motivation and collaborative processes (regulation and engagement), requiring dynamic measurements.

In order to address these challenges, the overall objective of the thesis is to propose a framework for measuring the impact of motivational interactions integrated into collaborative learning environments on learners engaged in project-based educational activities. This framework will make it possible to identify the measurement tools to be used based on the motivational interactions proposed and the expected impact on learners in terms of motivation and collaborative processes. In particular, this framework will make it possible to identify inter-individual differences and their impact on group motivation in a dynamic way over time.