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Jeux sérieux et pédagogie universitaire : de la conception à l'évaluation des apprentissages

Eric Sanchez 1, * Muriel Ney 2 Jean-Marc Labat 3 
* Corresponding author
1 EducTice, LEPS
UdeS - Université de Sherbrooke, EA S2HEP - Sciences et Société ; Historicité, Éducation et Pratiques
2 MeTAH - Modèles et Technologies pour l’Apprentissage Humain
LIG - Laboratoire d'Informatique de Grenoble
Abstract : Within a context characterized by a gap between youth digital culture and university traditional habits, Game-Based Learning is now considered as an alternative pedagogy. Serious games have the power to foster motivation and to allow the learners to face "authentic" and complex situations to develop knowledge. This paper is based on the research works of two different research teams. It aims at discussing the uses of different definitions for the expression "serious game". We show that the choice of a definition as an important impact on the design of the game and on the knowledge assessment process.
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Submitted on : Saturday, August 6, 2011 - 1:30:34 PM
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Eric Sanchez, Muriel Ney, Jean-Marc Labat. Jeux sérieux et pédagogie universitaire : de la conception à l'évaluation des apprentissages. Revue Internationale des Technologies en Pédagogie Universitaire = International Journal of Technologies in Higher Education, 2011, Journées scientifiques "Pédagogie Universitaire Numérique", 8 (1-2), pp.48-57. ⟨10.7202/1005783ar⟩. ⟨edutice-00613840⟩



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