RITPU | IJTHE

Revue internationale des technologies en pédagogie universitaire

International Journal of Technologies in Higher Education

Jeux sérieux et pédagogie universitaire : de la conception à l’évaluation des apprentissages

Serious games and university teaching: From design to learning assessment
Eric Sanchez - Institut national de recherche pédagogique - Équipe EducTice et LEPS - Université de Lyon - FRANCE
Muriel Ney - METAH, Laboratoire d’informatique de Grenoble, FRANCE
Jean-Marc Labat - LIP6, Université Pierre et Marie Curie, Paris, FRANCE
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Abstract

Within a context characterized by a gap between youth digital culture and university traditional habits, game-based learning is now considered as an alternative pedagogy. Serious games have the power to foster motivation and to allow the learners to face “authentic” and complex situations to develop knowledge. This paper is based on the research works of two different research teams. It aims at discussing the uses of different definitions for the expression “serious game”. We show that the choice of a definition has an important impact on the design of the game and on the knowledge assessment process.

Available online: 2011-06-22

DOI : https://doi.org/10.18162/ritpu.2011.194

Sanchez, E., Ney, M., & Labat, J.-M. (2011). Jeux sérieux et pédagogie universitaire : de la conception à l’évaluation des apprentissages. International Journal of Technologies in Higher Education, 8(2), 48-57. https://doi.org/10.18162/ritpu.2011.194