Motivation et jeux sérieux

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Bases psychopédagogiques des technologies éducatives
Module: Introduction aux théories psychologiques
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2018/11/05
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1 Introduction

Certains auteurs font l'hypothèse que le jeu sérieux peut globalement motiver les apprenants et que cela entraîne 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 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, 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)

2 Bibliographie

  • Fenouillet, F., Kaplan, J., Yennek, N.,(2009) Serious games et motivation, EIAH 2009, papier présenté dans l'atelier Jeux Sérieux. au format PDF
  • 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. au format PDF