Authors:
Hajar Saddoug
1
;
Aryan Rahimian
1
;
Bertrand Marne
2
;
Mathieu Muratet
3
;
Karim Sehaba
4
and
Sébastien Jolivet
5
Affiliations:
1
Sorbonne Université, Place Jussieu, Paris, France
;
2
ICAR UMR 5191, Université Lumière Lyon 2, Parvis René Descartes, Lyon, France
;
3
Sorbonne Université, CNRS, INS HEA, LIP6, F-75005 Paris, France
;
4
LIRIS - Université Lumière Lyon 2, avenue Pierre Mendès-France, Lyon, France
;
5
IUFE, Université de Genève, rue du Général-Dufour, Genève, Switzerland
Keyword(s):
Serious Games, Meta-design, Instrumental Genesis, Computational Thinking, Programming.
Abstract:
Our work is part of a broader research project on how French teachers and trainers can appropriate learning games dedicated to computer science and programming. To foster this appropriation, we aim to implement a meta-design approach that favours instrumental genesis. In this article, we describe our review of a selection of learning games to identify whether they are suitable for this approach. We introduce a set of rather generic and reusable criteria to characterize the instrumentalization of serious games. With these criteria we thoroughly review 10 games among 48 selected. Thus, for each game selected, the identified criteria point out the availability of means and tools allowing teachers and trainers to understand the game, but they also assess adaptability of the latter in relation to pedagogical needs. Our results show that the adaptability of most of these 10 games remains weak and out of reach for many teachers and trainers. Indeed, none of the reviewed games were able to m
eet the requirements set out in the framework of the meta-design approach.
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