PédagoTIC

Je fais une veille informationnelle sérieuse à propos des "serious game" depuis plus d'un an déjà. Intérêt scientifique et pédagogique... Ce matin, j'ai découvert deux articles intéressants. Malheureusement, je n'ai pas le temps de les lire. Peut-être ce soir... Ou demain après mon cours... J'allais les indexer à l'aide de Zotero et del.ico.us quand je me suis souvenu que certains blogueurs francophones parlaient parfois de ce type d'application. J'ai même cru entendre parler de projets québécois...

Voici donc ces deux références:

Ed/ITLib Digital Library: "Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness"

Game-based learning and designing has become a hot topic in educational technology. It is believed that video gaming is one way to get students engaged in learning complex and ill-structured material, holistic learning, and preparing learners for 21st century jobs. However, beyond engagement, games may also be used for learning and developing personal interest in science by utilizing the affordances for personal identity, applicability beyond the school setting and for a personal agenda, and relevance and meaningfulness of scientific practices and ideas. This article, based on the synthesis of information from the games, science education, and motivational research literatures present a focused view on how games for learning (serious games) can be designed and used for learning and developing an interest in science. The article also points in the direction of much needed research to assess the claims about games for learning.

Ed/ITLib Digital Library: "Problem-Based Educational Games: Connections, Prescriptions, and Assessment"

The overwhelming success of the commercial game market has brought increased attention to emerging work in educational game design. Much of the existing work in educational games has a strong similarity to the field of Problem-Based Learning (PBL), which has a rich history of conceptual literature as well as empirical investigations. Despite apparent similarities between the two fields, there has been no formal effort to explore the connections between them. This article examines the basic tenets of PBL with an eye toward making prescriptive recommendations for the design and use of problem-based educational games. Examples within existing educational games are discussed in the context of PBL features and outcomes.

Bonne lecture!