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Gamification et jeux sérieux

Abstract : Although the development of games for training purposes can be traced back to the 18th century, it took a long time for this possibility to develop, and then to move beyond the military and early childhood education settings. Formulated as such in 1970, serious games only became an acceptable opportunity in the early 2000s. Since then, this movement has grown, bringing in its wake other forms, more or less similar, of diverted practices (serious play / serious gaming), of design projects (learning by game-design), of incentives by structural borrowings or of universes (gamification/ludification). In light of this choice variety, this presentation aims to clarify some of the differences between these new uses, but above all to provide higher education teachers with information and resources to help them choose the game-inspired form that best suits their needs, based on a few examples.
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Submitted on : Friday, April 30, 2021 - 11:41:33 AM
Last modification on : Tuesday, May 3, 2022 - 2:06:04 PM


  • HAL Id : hal-03213209, version 1


Stéphane Goria. Gamification et jeux sérieux. Cycle de conférences sur la ludopédagogie, Service universitaire d'ingénierie et d'innovation pédagogique (SU2IP, Université de Lorraine), Nov 2020, Nancy, France. ⟨hal-03213209⟩



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