LudoScience

Classify and rate games (Broacasting our studies)

The aim of this presentation is to explain the social constructs and subjective perceptions associated with games. This necessarily leads to limitations in classifying games, whether at artifact or player level. In this way, we can understand why classification by Gameplay Brick (artifacts) or via the ESAR system (players) are unable to categorize games. To demonstrate this, an activity was proposed during the conference: ask participants to play games and come up with skills that could be assoc [...]

Keywords : Game, Play, Taxinomy, Evaluation, Classification, Subjectivity, Social construct, ESAR

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How to reinvent health prevention through play? (Broacasting our studies)

Interview with Julian Alvarez, PhD in Information and Communication Sciences, specializing in Ludopedagogy, Serious Game & Gamification at Immersive Factory and the University of Lille. Communities and companies committed to the PNNS charter, and more broadly, structures that work in the field of prevention in health nutrition, implement health education actions with different audiences. By definition, a serious game is a mix between serious content and a fun scenario. It can be a learn [...]

Keywords : Serious game, Health, Health game, Gamification, Nutrition

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Video games, tools of soft power or vectors of ideologies? (Broacasting our studies)

Many video games convey ideological messages, in more or less subtle ways, whether political or economic, or as a form of soft power. However, gamers don't always recognize these messages, and interpret them subjectively.

Keywords : Video game, Soft Power, Ideology, Interpretative gaps, Serious game, Ethics

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Misconception 4: Video games have no place in the classroom with Julian Alvarez (Broacasting our studies)

Podcast: "Are you thinking of using video games in your university teaching? You may not realize that video games can be a useful learning tool. In this fourth episode, we welcome Julian Alvarez, a teacher-researcher in Information and Communication Sciences at the University of Lille, who answers the common misconception that “video games have no place in the classroom”. A pioneer in research into the link between games and learning, he shares with us examples of how video game [...]

Keywords : Ludopedagogy, Edutainment, Serious game, Education, Ethics

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(Broacasting our studies)

This conference was held in St Quentin (France) and is part of a series of events intended to question editorial productions addressing the issue of gender. The intervention took the form of a guided tour of the exhibition “Do video games escape the question of gender?” available here. TV report on the event

Keywords : Gender, Video game, History

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Serious game: human or animal invention? (Broacasting our studies)

The aim of this chapter is to determine whether the Serious Game is a human invention. To answer this question, we propose to check whether both Serious Game and Serious Play can be found in the animal kingdom. If such a census proves negative, then we can conclude that the Serious Game could indeed correspond to a human invention. If this were not the case, then Serious Play would be better regarded as inter-species activities. This would then lead us to study whether it is possible to identify [...]

Keywords : Serious Game, Serious Play, Social Play, Play object, Solo Play, Animal behavior, Invention, Innovation

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Discussions on the exploitation of video games (Broacasting our studies)

The aim of this conference is to present different strategies for using play as an instrument in edutainment sessions. At the same time, the limits and counter-effects of such approaches are outlined. Finally, an evaluative model is presented to highlight the different dimensions to be taken into account when designing and running an edutainment session.

Keywords : Serious game, Mediation, Ethics, Ludopedagogy, Evaluation, CEPAJe, Gamification, Colectyng

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Ludopedagogy: what if we used games to develop soft skills? Interview with Julian Alvarez (Broacasting our studies)

Edutainment, or the art of integrating game mechanisms into learning, is proving an increasingly popular approach within companies. Motivating learners, engaging them and even improving memorization - the benefits of games are well established. However, behind its many advantages also lie challenges and ethical issues. Julian Alvarez, PhD in information and communication sciences - specializing in edutainment, serious games and gamification - addresses these issues in his latest book, “Ser [...]

Keywords : Softskills, Serious games, Ludopedagogy, Edutainment

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Serious games and design thinking: a possible combinaison? (Broacasting our studies)

This chapter presents two socio-technical systems that combine the use of serious games, especially digital ones, with design thinking. The aim of this approach is to test whether such a combination is possible. To this end, we conduct a comparative study of two serious games in which we were involved. Through a reflexive approach and by mobilizing surveys and field studies, the approach is not only feasible, but also allows for a good complementarity between game phases and design thinking. How [...]

Keywords : Serious games, Serious Play, Design Thinking, Edutainment, Video games, Activities, Game Design

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Ludopedagogy told by a sponge (Broacasting our studies)

The aim of this chapter is to present a range of terms and concepts: “Ludopedagogy”, “Serious Game”, “Gamification”, “Ludification”, “Ludicisation”, “Serious Toy”, “Serious Gaming”, “Degamification” and “Toyification”. They are all related to “ludopedagogy”. To contextualize what we're saying, we'll use an artifact - a sponge - as a support. The aim of this approach is to show [...]

Keywords : Ludopedagogy, Serious game, Gamification, Serious Gaming, ,Gamification

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