« Jeux sérieux » : différence entre les versions
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|fait_partie_du_cours=Bases psychopédagogiques des technologies éducatives | |fait_partie_du_cours=Bases psychopédagogiques des technologies éducatives | ||
|fait_partie_du_module=Introduction aux théories psychologiques | |fait_partie_du_module=Introduction aux théories psychologiques | ||
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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. | |||
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 | |||
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, instruc- | |||
tion and support inherent in the game or supplemented by teachers, may be more | |||
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. | |||
Version du 16 février 2018 à 17:07
| 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.
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).
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, instruc- tion and support inherent in the game or supplemented by teachers, may be more
decisive than the experience of fun during the game.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.