Evaluation d´un jeu sérieux pour l´apprentissage de la programmation

Muratet, Mathieu; Viallet, Fabienne; Jessel, Jean-Pierre

doi:10.3166/ria.25.175-202

Cited by 6 publications

(8 citation statements)

References 18 publications

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“…Indeed, the use of this tool has shown a high degree of motivation among student's testers as the playful side of the game to draw the attention of users through the presence of a set of attractive characters with fun animations. These results come join the achievements Muratet et al (2011) relating to the assessment of a serious game for learning programming.…”

Section: Summary Of Experiencesupporting

confidence: 52%

The Pedagogical Innovation Serving Technological Education

Hamida¹,

Maaloul²,

Hamida³

2016

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It is now recognized that the learner is no longer passive, he becomes the main actor of his training. There are, in fact, the part of the learner, an appropriation work that is taking place and the trainer, a specific work to promote learning. In order to offer to our students a better education, we began to discover some techno approaches crossing innovative teaching and set up two educational modalities that we experienced in Institute of Higher Technological Studies IHTS of Gabes for the students having speciality of telecommunications and networking by the introduction of flipped classroom and serious games. This was followed by a comparison of different pedagogical approaches tested to detect their contributions and limitations.

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Section: Summary Of Experiencesupporting

confidence: 52%

The Pedagogical Innovation Serving Technological Education

Hamida¹,

Maaloul²,

Hamida³

2016

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“…There is a scientific basis behind the use of art, theater, color, emotion, social learning and even games for learning purposes (Rose & Nicholl, 1998). The idea that SGs facilitate learning has been examined in several domains, for example, languages and health (Mandin, 2010), economy and management (Blunt, 2009), and learning programming (Muratet, Torguet, Jessel, & Viallet, 2008).…”

Section: Games and Learningmentioning

confidence: 99%

Designing learning scenarios for serious games with ARGILE

2014

Knowledge Management &Amp; E-Learning: An International Journal

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The design of Serious Games for training in complex areas of expertise presents many difficulties related to trainers’ participation in the design phase, the formalization of scenarios describing highly complex situations, the limited number of scenarios in Serious Games due to their high costs, and the low re-use level of real-life scenarios. This study proposes functional and technical infrastructure with ARGILE (Architecture for Representations, Games, Interactions, and Learning among Experts) for design of Serious Games. We illustrate our solution applied to a project in the sustainable development field.

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“…Aux difficultés sociales et culturelles s'ajoutent souvent des difficultés disciplinaires : l'informatique étant un enseignement exigeant en terme aussi bien de savoir-faire que de savoir-être, il semble agir comme un révélateur de l'altérité des étudiants. Depuis les années 1980, les chercheurs notent la difficulté de l'enseignement et de l'apprentissage des fondamentaux de la programmation, le qualifiant de « tâche difficile, en particulier pour les novices » (Guéraud et Peyrin, 1988 ;Muratet et al, 2011).…”

Section: Introductionunclassified

Le jeu de rôle dans l'enseignement supérieur pour développer l'autonomie et la motivation des étudiants

Brisson

Karmann

2021

QPES

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L’informatique est une discipline exigeante à bien des niveaux, et son enseignement a suscité beaucoup de questionnements dans le domaine de la pédagogie. Quand s’ajoutent aux difficultés d’ordre disciplinaire, des éléments de complexité plus fort encore comme l’hétérogénéité d’un groupe d’étudiants (niveaux de compétences différents, formation et parcours professionnels différents, origines ethniques et culturelles différentes), les attendus des enseignants et des étudiants sont forcément mis à mal. Cet article propose l’évaluation d’un dispositif pédagogique par le jeu de rôle ayant pour but de prendre en compte les difficultés liées à l’altérité des étudiants et de permettre de les surmonter de manière ludique et motivante, en prenant en compte les spécificités de chacun au sein du groupe.

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Evaluation d´un jeu sérieux pour l´apprentissage de la programmation

Cited by 6 publications

References 18 publications

The Pedagogical Innovation Serving Technological Education

The Pedagogical Innovation Serving Technological Education

Designing learning scenarios for serious games with ARGILE

Le jeu de rôle dans l'enseignement supérieur pour développer l'autonomie et la motivation des étudiants

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