Entraves à l’attitude ludique avec un jeu sérieux intégré dans une formation managériale : un exercice plus qu’un jeu  ?

Martin, Lydia

doi:10.4000/sdj.796

Cited by 6 publications

(4 citation statements)

References 20 publications

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“…This was not surprising, given that the same game can have different meanings for different participants (Juul, 2010). Indeed, a study of adult education using a serious game revealed a significant effect of participants' previous experiences as players; this preliminary knowledge altered the playful experience and perception of the serious game as an evaluation (Martin, 2017(Martin, , 2018. In addition, a small study of a SEG found a correlation between the gender of participants and the effect on their experience (the "flow") (Hou, 2012).…”

Section: Discussion -Conclusionmentioning

confidence: 99%

Serious Games for Vocational Training: From Emotional Labor to Knowledge Transfer

Martin¹,

Alvarez²,

Taly³

2021

Digital Transformations in the Challenge of Activity and Work

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based on research on a serious game used for training purposes, this chapter aims to analyze knowledge transfer related to emotional labor between gaming and work situations. After defining emotional labor, we will discuss issues related to the use of a serious game as mediation; whether or not it is accepted; and whether it contributes to the possibility of better regulating emotions. The results suggest that knowledge transfer, in and about work situations, is more related to the acceptance of mediation including its debriefing than to the playful attitude itself.

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Section: Discussion -Conclusionmentioning

confidence: 99%

Serious Games for Vocational Training: From Emotional Labor to Knowledge Transfer

Martin¹,

Alvarez²,

Taly³

2021

Digital Transformations in the Challenge of Activity and Work

Self Cite

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“…Learner's play skills. The experience of a 'game' used for learning can be dramatically modified by a participant previous play experience as noticed by Lydia Martin [27]: i.e. a skilled player can find room for play where others will not.…”

Section: The Learnermentioning

confidence: 99%

The Colectyng Model for the Evaluation of Game-Based Learning Activities

Taly¹,

Djaouti²,

Alvarez³

2020

Lecture Notes in Computer Science

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Games and/or play are often used in educational context as mediation. The resulting teaching or training activitys are however difficult to assess. To set up a model to allow evaluating these activitys, we choose to enrich an existing grid, that was developed in 2006 by Sara de Freitas and Martin Oliver, centered on pedagogical considerations. We propose to add dimensions relating to the game, the humans involved, and their interactions with the game. The resulting grid takes into account COntext, LEarner, Course scenario, Teacher, plaY aNd Game, making the Colectyng framework. The model was then confronted to literature to see if we could complete the grid and whether all elements could fit in the model, assuming that the collecting framework would act as a meta-model. Altogether our analysis suggest that the colectyng framework indeed acts as a metamodel that could give a general view and could facilitate the articulation between more specialized models. Game-based learning Evaluation

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“…La réalité virtuelle se distingue traditionnellement par trois traits caractéristiques (Burkhardt et al, 2006), qui permettent de la distinguer des autres outils numériques. (Martin, 2017).…”

Section: Introductionunclassified

Intégration de la réalité virtuelle dans une formation à distance en contexte de crise sanitaire : étude de l’hybridation d’un parcours de formation

Barbe

Boboc²

2022

phro

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L’article s’intéresse à un nouvel outil pédagogique de formation, la réalité virtuelle, embarquée dans l’hybridation d’un parcours de formation, durant de la crise sanitaire. À partir d’une étude d’usage sur son introduction dans une formation pour la prise de parole en public, l’article interroge les conditions dans lesquelles la réalité virtuelle peut permettre aux salariés de se former, et ce dans un contexte de télétravail contraint. Il développe une double perspective : d’une part, autour du design capacitant, en s’appuyant sur les sciences de l’éducation et la sociologie des usages, et d’autre part, une approche sociologique autour des environnements capacitants.

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Entraves à l’attitude ludique avec un jeu sérieux intégré dans une formation managériale : un exercice plus qu’un jeu ?

Cited by 6 publications

References 20 publications

Serious Games for Vocational Training: From Emotional Labor to Knowledge Transfer

Serious Games for Vocational Training: From Emotional Labor to Knowledge Transfer

The Colectyng Model for the Evaluation of Game-Based Learning Activities

Intégration de la réalité virtuelle dans une formation à distance en contexte de crise sanitaire : étude de l’hybridation d’un parcours de formation

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