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Demotivation and disengagement of students toward the formal learning curriculum, know an increasingly strong and even alarming proliferation. In this paper, we try to deal with motivation and engagement of learners during learning process and learning experience within a formal context, by the adoption of a Top-Down approach through three levels of design: Macro, Meso, and Micro level. The Macro Level tries to rely on a conceptual framework: the S2P Learning Model. The Meso Level is related to the design of the learning experience, by which we formalize the pedagogical scenario, the didactic tools, the pedagogical activities and roles: based on the Extended Blended Learning. Finally, the Micro Level stresses on the use of game mechanics and Gamification of activities and tools as a way to enhance the motivation and engagement of learners during the learning experience. By these principles, we move gradually towards a new kind of teachers (â??Integratorsâ? & â??Facilitatorsâ?); and a new kind of learners (â??Learnplayersâ?). Therefore, we try by this paper, to outline of the conceptual basis of our approach that must build the frame of validation by experimentation during the next steps of our research.

Abstract-Within the Moroccan context, the Higher Education Institutions have realized the importance of the integration of information technologies into the formal learning curriculum. However, the risks of demotivation remain large in tertiary education, even with the support of these new technologies. It is therefore essential to ensure consistently the maintenance of the learners' motivation, which must start from the design phase by adopting real motivational strategies. Blended Learning addresses the issue of the quality of teaching and learning offering then some answers to learners' motivation issue. So, we try to extend of the dimensions of Blended Learning to an "Extended Blended Learning (Ex-BL)", according to the S2P Model Learning designed as an integration model, arguing that knowledge and learning tools are nowadays available everywhere. This integration of educational resources takes into consideration various components: Face-to-face/online learning, Text-based Learning/Game-based Learning/Media-based Learning, Gamification, and Open Educational Resources. This paper investigates the learner perceptions of this instructional design. This includes their perceptions of learning effectiveness and its impact on their motivation during the learning experience. This investigation focused on two main points: the "Observation of learners' behavior", especially during online activities, as a way to gauge the degree of motivation and engagement; and the "Evaluation of the learning experience" through a survey covering the appreciation of the instructional design; the degree of satisfaction; the students' motivation; the online platform; the extension of Ex-BL elements and their impact on learners' motivation.

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