Authors:
Anne-Laure Guinet
1
;
Audrey Serna
1
;
Léo Vanbervliet
1
;
Emilie Magnat
2
;
Marie-Pierre Jouannaud
3
;
Coralie Payre-Ficout
4
and
Mathieu Loiseau
1
Affiliations:
1
INSA Lyon, LIRIS, France
;
2
Ecole Normale Supérieure de Lyon, ICAR, France
;
3
Université Paris 8, TRANSCRIT, France
;
4
Université Grenoble Alpes, LIDILEM, France
Keyword(s):
Serious Games, User-Centered Design, English as a Foreign Language (EFL), Young Learners.
Abstract:
In France, elementary school curriculum mandates 54 hours of foreign language instruction for pupils, typically English. However, many teachers feel linguistically insecure. Addressing this, we propose Luciole, a serious game designed to introduce 6 to 8-year-olds to English. Focused on oral comprehension, Luciole allows for autonomous use, facilitating differentiated activities. Luciole was developed through an iterative and inclusive series of design-development-user test-feedback analysis-redesign. Throughout this process, various methods were employed, including participatory workshops with children in the context of real classroom sessions. This article, through the description of the various design stages and successive prototypes, seeks to clarify a number of more general design issues related to serious learning games intended for use in the classroom, by pupils new to English, independently, and under the supervision of their teacher, who may be unfamiliar with the use of di
gital tools for learning.
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