Penser l’intégration du jeu vidéo en classe de langue

Schmoll, Laurence

doi:10.4000/apliut.5722

Cited by 6 publications

(8 citation statements)

References 11 publications

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“…L'AI se réalise surtout grâce aux technologies telles que la RV (réalité virtuelle) ou encore celle de la RA (réalité augmentée) où un univers réel est augmenté, enrichi d'éléments virtuels. Le jeu vidéo, autre technologie qui permet une immersion de l'utilisateur, place, selon Schmoll (2017), "le joueur-apprenant dans une position active. Il est, de ce fait, le lieu d'un apprentissage constructiviste: parce qu'il est mis en situation, immergé dans l'univers virtuel, le joueur est amené à structurer son savoir par l'observation, l'action, l'expérimentation" (16).…”

Section: Introductionunclassified

Apprentissage immersif du FLE: potentiels des applications et scénario ludo-éducatif.

Duée

Martin

2021

An. filol. fr.

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Nuestro grupo de investigación, LCF, está interesado en abordar la temática de la realidad virtual bajos sus diferentes formas, como los videojuegos, la realidad aumentada, en la enseñanza de una lengua extranjera, pensando que podría ser la solución para nuestros estudiantes. En efecto, pueden abordar, en nuestro caso, el francés, desde la gamificación y, por tanto, desde la motivación. Además, tiene la ventaja de poder llevar el aprendizaje al terreno de la autonomía y, sobre todo, de la inmersión, concepto que nos parece primordial para alcanzar una adquisición de una lengua y que tenemos que definir en relación con nuestro objetivo. Después, nuestra investigación ha seguido su curso buscando las diferentes aplicaciones interactivas y analizándolas para observar en qué medida conllevan un beneficio para este aprendizaje y, en caso de que no fuera así, qué solución le podemos dar. Our research group, LCF, is interested in addressing the topic of virtual reality under its different forms, such as video games, augmented reality, in the teaching of a foreign language, thinking that it could be the solution for our students. Indeed, they can approach, in our case, French, from gamification and, therefore, from motivation. In addition, it has the advantage of being able to take learning to the field of autonomy and, above all, of immersion, a concept that seems essential to achieve a language acquisition and that we have to define in relation to our objective. Afterwards, our research has continued its course looking for the different interactive applications and analyzing them to observe to what extent they bring a benefit for this learning and, if not, what solution we can give it.

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Section: Introductionunclassified

Apprentissage immersif du FLE: potentiels des applications et scénario ludo-éducatif.

Duée

Martin

2021

An. filol. fr.

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“…Teacher can suggest that learners play a video game because it helps achieve a specific language goal. [28] Le Tour de Culture is more categorized in edutainment software, referring to its characteristics. Edutainment software can be considered as the ancestor of the learning video game, in the sense that it is on a digital medium and that it presents educational content, by inserting playful sequences with challenges and rewards.…”

Section: Fig 5 End Page's Displaymentioning

confidence: 99%

Le tour de culture: Innovation of Snake Ladder Game Based on Computer and Android for Indonesian and French Intercultural Learning

Handayani¹,

Astuti²,

Agustiningrum³

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

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In the new era of education, the learning process cannot be done just face to face and using outdated and outdated media and strategies. It takes media innovation and online and offline learning strategies. The strategy in question is the edutainment concept, which is the integration of entertainment in the learning process to create an entertaining and enjoyable atmosphere. In addition to strategy, technology-based learning media has an important role in improving the quality of education. This article describes the results of development research to create computer and android based game innovations that are used in intercultural learning between Indonesian and French. The method used is research and development which includes (1) game media needs analysis, (2) game development for intercultural learning (3) game validation. The product made is Le Tour de Culture, which adopts the snake and ladder game, and is compatible with computers and androids. There are twenty-five game squares in the game. Fifty Indonesian and French cultural products including landmarks, specialties, transportation systems, are loaded with visualized images and explanations. The legibility test results showed that the validators and respondents easily understood the game with an average score of 80%. Based on the explanation that has been done, the computer-based snake and ladder game, android mobile media for intercultural learning are declared valid, and this game has very good qualifications.

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“…Their integration into the training and education cycles requires a good knowledge of their different modalities in order to identify with relevance the type of games that meets appropriately the learning situation. Schmoll (2017) presents an example of the different modalities of the possible play-educational use of video games during a learning situation on a continuum (Figure 1) ranging from the most dominant serious dimension of the game (on the left) to the most dominant playful one (to the right).…”

Section: Video Game Modalities For Learningmentioning

confidence: 99%

The educational effectiveness of serious games

Rebah¹,

slama²

2019

Med. Med.

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A serious game is a computer application that combines a serious intention of a pedagogical, informative and a communicational type with playful springs of the video game (want to win, collaboration, competition, strategy). This two-dimensional approach has transformed the game from a simple means of entertainment to a robust-integrated tool growing in the world of training and learning. Serious games include the engagement of video games with the worlds of educational and computer simulation to integrate the user in a safe and entertaining learning environment. Many techniques have been used to ameliorate computer graphics and technology in the last few years to make this type of game more adaptive to the learning context. In this study, we are interested in presenting the pedagogical contributions of serious games as well as the different possible approaches of their integration in a learning situation and this is based on a variety of case studies and examples of experimentation. We will start with definitions of other video games that have some valuable characteristics of learning in order to contrast and relate them with serious games. Subsequently, we discuss the definition of serious game and the benefits of its use in education. We will, then, examine approaches to integrate serious games into classrooms with an emphasis on the assets and liabilities of each approach. To finish, we conclude on the trends that will follow the serious games technology in the educational field as well as some recommendations to be taken into consideration in order to better exploit these tools in a pedagogical context.

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Penser l’intégration du jeu vidéo en classe de langue

Cited by 6 publications

References 11 publications

Apprentissage immersif du FLE: potentiels des applications et scénario ludo-éducatif.

Apprentissage immersif du FLE: potentiels des applications et scénario ludo-éducatif.

Le tour de culture: Innovation of Snake Ladder Game Based on Computer and Android for Indonesian and French Intercultural Learning

The educational effectiveness of serious games

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