Linking normative and descriptive research with serious gaming Sébastien George, Élise Lavoué, Baptiste Monterrat - 2017


Support : Références scientifiques
Auteur(s) : Sébastien George, Élise Lavoué, Baptiste Monterrat
Editeur : 8th European Conference on Technology Enhanced Learning (EC-TEL 2013), Sep 2013, Paphos, Cyprus. Springer, pp.111-124, 2013, Lecture Notes in Computer Science Volume 8095.
Date : 2017
Langue : Langue


In this paper, we propose an environment to support collaborative modding, as a new way to learn a subject. Modding can be defined as the activity to modify an existing game with dedicated tools. In a constructivist approach, we base our work on the assumption that modding a learning game can help learners to acquire the concepts of the subject concerned. We also think that modding in collaborative settings can help learners both to learn the subject and to learn to collaborate. We first propose a framework to support collaborative modding activities based on four components: the game, the Game Development Kit (GDK), contextual discussions and a knowledge map. We then propose an architecture that integrates these components on a unique platform. We finally present the results of a first exploratory study that demonstrates the feasibility and the interest of this approach for learning and the need for integrating collaborative tools in a unique environment.
Références (2) :
Djaouti, D., Alvarez, J., & Jessel, J. P.: Can Gaming 2.0 help design Serious Games?: a comparative study. In: Proceedings of the 5th ACM SIGGRAPH Symposium on Video Games, pp. 11–18 (2010) 5.
Djaouti, Damien, Alvarez, J., & Jessel, J.-P.: Classifying Serious Games: The G/P/S Model. Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, IGI Global, 118-136 (2011) 

Mots-clés : Modding, Game development kits, Learning game 2.0, Collaborative learning