Une analyse des écrits sur les impacts du jeu sur l’apprentissage

Sauvé, Louise; Rénaud, Lise; Gauvin, Mathieu

doi:10.7202/016190ar

Cited by 32 publications

(22 citation statements)

References 51 publications

(27 reference statements)

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“…They follow a constructivist logic in which the players build their own knowledge by confronting a problem in a simulated world. A meta-analysis gathering 193 articles about serious games [8] has shown the following benefits: favouring the development of social and human relationships and communication skills; increasing learning motivation, self-esteem and self-confidence, engagement and persistence; developing problem-solving skills; helping learners to structure, build and represent knowledge; and helping learners to integrate information by developing the capability to build links and transfer knowledge from other contexts.…”

Section: Serious Games For Teachingmentioning

confidence: 99%

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Taillandier

Adam

2018

Simulation & Gaming

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Risk management has become an essential skill for civil engineers. Teaching risk management to engineering students is therefore crucial, but is also challenging: it looks too abstract to students, and practical works are complex and expensive to organise. It also involves interconnected mechanisms coupling human and technical aspects, that are difficult to explain. In order to support risk management teaching, we propose SPRITE, an agent-based serious game using a concrete case study which is exemplary in terms of risk management: the coastal floods on the Oleron Island (France). SPRITE places the player (student) in the role of a local councillor of the Oleron Island, who must ensure the safety and well-being of the island residents, while maximising performance w.r.t. economic and environmental issues, in a context of coastal flood risk. SPRITE is the central piece of a pedagogical sequence which is actually used in risk management courses at Bordeaux University. This paper describes the SPRITE serious game and the underlying agent-based model, and reports on some lessons learnt from its use in a risk management course. Keywords: Serious game, risk management teaching, ABMS share the same case-study, their approach and purpose are completely different. LittoSIM is more realistic and more complex than SPRITE, because it is intended for local authorities, who have a strong knowledge of the Oleron territory. It was not designed for teaching, but to make experts reflect on their strategy for the Island. The difference of target player and objectives led to different modeling and game design choices, making the two models very different. In particular they differ on the available player actions, the user interface, the game rules and objectives, the simulation mechanisms and level of realism, etc. This paper is structured as follows: Section 2 briefly discusses some literature about the use of serious games for teaching in general, and teaching risk management in particular. Section 3 introduces our case study (the coastal flood risk on the Oleron island) and the SPRITE conceptual agent-based model, designed to raise awareness about that risk. Section 4 describes the serious game based on this model, its game design and its implementation. Section 5 introduces the methodology and first results of our evaluation of the use of SPRITE for teaching risk management. Finally, Section 6 concludes and discusses future prospects.

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Section: Serious Games For Teachingmentioning

confidence: 99%

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Taillandier

Adam

2018

Simulation & Gaming

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“…The use of educational and interactive games and cartoons as well are good ways to poke the interest of and to promote long-term information retention. (4). In India a study had shown that exposing school children to different health education activities such as live demonstrations, and slide shows when both events were grouped a high average of correct score (47.88%) in comparison to that of control group (26.56%) (5).…”

Section: Discussionmentioning

confidence: 99%

Knowledge, attitudes and practices (KAP) to assess the impact of school children's awareness of malaria using the MOSKI KIT® tool: study case of some Dakar schools in Senegal

Manga

Gaye

Kouevidjin

et al. 2020

Preprint

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Background MOSKI KIT® is a fun tool designed to interest children for prevention and management of malaria. This study was carried out with the objective to assess the short- and long-term impacts of this tool on the knowledge, attitudes and practices of school children, and on the transmission of the knowledge received at the household level as well. Method The study took place in elementary schools in the city center (with relatively low endemicity) and in the Niayes area (at high risk of anopheline and malaria) in the Dakar region of Senegal. The various schools chosen for our study were divided into an intervention group and a control group. The intervention schools were also divided into two subgroups, a full package subgroup and another partial package. We conducted three surveys there, a first before exposure to the MOSKI KIT®, a second a week later and a third a year later. In the control schools, we only carried out one at the same time as the last in the intervention schools. We carried out two household surveys (a week and a year after exposure) for the intervention schools, against one for the control schools.Results Before sensitization, the proportion of school children with a grade above or equal to the average was 50% for the complete package subgroup (CPS) and 53% for the partial package subgroup (PPS). A week later, these proportions were 69% and 71% respectively for the complete and PPSs. A year later, they were 99.4% for the CPS, 98.1% for the PPS and 99.5% for the control group; The number of children who spoke to their parents about malaria was greater in intervention schools than that of control schools. They were 46.63% and 32.58% respectively in intervention and control schools.Conclusion The MOSKI KIT, has enabled an increase of the knowledge of school children about malaria in the short term and favored its retention in the long term. However, its impact was not felt on their attitudes and practices.

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“…Dentre as plataformas que disponibilizam jogos com fins educacionais, destacam-se o Moodle e o EGC-SAVIE [Sauvé et al 2005]. A plataforma Moodle (Modular Object-Oriented Dynamic Learning Environment), através do módulo Moodle Game, provê jogos aos seus usuários, mas a busca é meramente sintática.…”

Section: Discussionunclassified

“…Contudo, quando o modelo da literatura encontrado faz busca e recuperação semântica de objetos de aprendizagem (considerando que uma AA-Jogo pode ser vista como um objeto de aprendizagem), a preocupação dos seus desenvolvedores é em organizar melhor o domínio do conteúdo e do armazenamento dos objetos de aprendizagem, mas sem tratar especificamente de jogos educacionais [Campos et al, 2011;Araujo et al, 2011]; quando o modelo da literatura trata de jogos educacionais, oferecem apenas mecanismo de busca sintática de jogos [Moodle, 2012;Sauvé et al, 2005]. Em ambos os casos, nenhum desses modelos considera importante modelar o contexto da atividade de aprendizagem para obter jogos mais apropriados a esse contexto.…”

Section: Introductionunclassified