Towards an Analysis of the Information Practices of Actors Involved in the Field of Educational Serious Games

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The integration of digital technologies in education has highlighted the transformative potential of Serious Games (SGs). This research offers a comprehensive analysis of informational practices among key actors involved in the design, implementation, and utilization of SGs. Adopting a qualitative methodology, the study explores how these stakeholders navigate, interpret, and share information, and assesses the potential for enhancing existing classification models for SGs, focusing on their integration in-to educational strategies. Fieldwork includes workshops with teachers and institutional actors, and game experimentation at the National Library of France (BnF), providing a cross-examination of diverse perspectives. The data reveals a strong reliance on human and online resources, especially personal networks and digital platforms. Educators expressed the need for specialized research tools for Serious Games and opportunities for professional development and resource sharing. The study highlighted the need to improve the distribution of resources and suggested the potential for greater collaboration between teachers and serious games designers. Additionally, the study addresses the challenges of SG preservation, emphasizing the role of institutions like the BnF. This multifaceted exploration seeks to connect theoretical models with real-world practices, offering insights to inform future educational and archival methodologies in the digital era.