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23 avril 2021
- handle: 10670/1.s37v1h
- hal: hal-03206273
- doi: 10.5220/0010530203700376
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info:eu-repo/semantics/altIdentifier/doi/10.5220/0010530203700376
info:eu-repo/semantics/OpenAccess
Mots-clés
Serious Games Meta-design Computational Thinking Authoring Tools ACM: K.: Computing Milieux/K.8: PERSONAL COMPUTING/K.8.0: General/K.8.0.0: Games ACM: K.: Computing Milieux/K.3: COMPUTERS AND EDUCATION/K.3.1: Computer Uses in Education ACM: K.: Computing Milieux/K.3: COMPUTERS AND EDUCATION/K.3.1: Computer Uses in Education/K.3.1.3: Distance learningSujets proches
Amusements Children--Recreation Games for children Pastimes Primitive games Recreations Games, Primitive Children's gamesCiter ce document
Bertrand Marne et al., « Toward a Meta-design Method for Learning Games », HAL-SHS : sciences de l'information, de la communication et des bibliothèques, ID : 10.5220/0010530203700376
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Résumé
To support the appropriation of serious learning games by teachers, we are studying design methods that focus on both design and use phases: meta-design methods. Our objective is to propose models and tools for designing levels and scenarios for Blockly Maze and to provide the teacher with monitoring indicators allowing him/her to appropriate and adapt the game according to the observed uses. In this article, we detail the first contributions of this study based on qualitative data: analysis of the game Blockly Maze and interviews with two teachers. First results draw three main needs: level design tool, scenario design tool and monitoring tool. Beyond these needs we introduce underlying models of each of them and future works.