« Jeux sérieux » : différence entre les versions
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Certains auteurs font l'hypothèse que le jeu sérieux peut globalement motiver les apprenants et que celle entraine in fine une meilleure performance dans l'apprentissage. | Certains auteurs font l'hypothèse que le jeu sérieux peut globalement motiver les apprenants et que celle entraine in fine une meilleure performance dans l'apprentissage. | ||
Un des modèles explicatifs le plus souvent évoqué est celui de Malone et Lepper résumé dans l'article [[motivation intrinsèque pour l´apprentissage]]. | |||
Pour le moment les résultats ne sont pas concluants. Par exemple, l'étude de Iten & Petko part du constat que {{citation|serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains.}} (Iten & Petko, 2016). | Pour le moment les résultats ne sont pas concluants. Par exemple, l'étude de Iten & Petko part du constat que {{citation|serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains.}} (Iten & Petko, 2016). | ||
{{citation encadrée|The analysis showed that anticipated enjoyment played only a minor part in students’ willingness | {{citation encadrée|The analysis showed that anticipated enjoyment played only a minor part in students’ willingness to learn with serious games. Of greater importance was the students’ expectation that | ||
to learn with serious games. Of greater importance was the students’ expectation that | the learning game would be easy and instructive. The level of actual enjoyment of the game also had a smaller influence than expected. While there was a correlation between enjoyment and the motivation to continue being engaged with the subject matter of the game, no effect was found with respect to self-assessed or tested learning gains. The results lead to the conclusion that other factors, such as explicit learning tasks, instruction and support inherent in the game or supplemented by teachers, may be more | ||
the learning game would be easy and instructive. The level of actual enjoyment of the | decisive than the experience of fun during the game.}} (p. 151-163, à traduire un jour) | ||
game also had a smaller influence than expected. While there was a correlation between | |||
enjoyment and the motivation to continue being engaged with the subject matter of the | |||
game, no effect was found with respect to self-assessed or tested learning gains. The | |||
results lead to the conclusion that other factors, such as explicit learning tasks, | |||
decisive than the experience of fun during the game.}} | |||
== Bibliographie == | == Bibliographie == | ||
Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success?. ''British Journal of Educational Technology'', ''47''(1), 151-163. | Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success?. ''British Journal of Educational Technology'', ''47''(1), 151-163. | ||
Version du 16 février 2018 à 18:09
| Bases psychopédagogiques des technologies éducatives | |
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| Module: Introduction aux théories psychologiques | |
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| ⚐ brouillon | ☸ débutant |
| ⚒ 2018/02/16 | |
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Introduction
Certains auteurs font l'hypothèse que le jeu sérieux peut globalement motiver les apprenants et que celle entraine in fine une meilleure performance dans l'apprentissage.
Un des modèles explicatifs le plus souvent évoqué est celui de Malone et Lepper résumé dans l'article motivation intrinsèque pour l´apprentissage.
Pour le moment les résultats ne sont pas concluants. Par exemple, l'étude de Iten & Petko part du constat que «serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains.» (Iten & Petko, 2016).
the learning game would be easy and instructive. The level of actual enjoyment of the game also had a smaller influence than expected. While there was a correlation between enjoyment and the motivation to continue being engaged with the subject matter of the game, no effect was found with respect to self-assessed or tested learning gains. The results lead to the conclusion that other factors, such as explicit learning tasks, instruction and support inherent in the game or supplemented by teachers, may be more
decisive than the experience of fun during the game.(p. 151-163, à traduire un jour)
Bibliographie
Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success?. British Journal of Educational Technology, 47(1), 151-163.