Partant de l’observation que, malgré les résultats des rapports IMAGINE et Futurelab, ainsi que l’engouement souligné par les enseignants concernant l’utilisation de jeux vidéo en classe, il n’y a pas eu une grande évolution des pratiques pédagogiques associées aux jeux, Mary Ulicsak (researcher at the University of Birmingham) et Ben Williamson (senior researcher at Futurelab) ont réalisé un nouveau manuel à destination des enseignants pour mieux comprendre et appréhender le potentiel pédagogique des jeux vidéo, en complément de celui produit par Futurelab en 2005 (« Games and learning »). C’est ainsi l’occasion pour eux de refaire le point sur la définition d’un média et de ses pratiques (notamment pédagogiques), 6 ans après.
Le manuel est disponible en PDF à cette adresse : http://www.futurelab.org.uk/sites/default/files/Computer_games_and_learning.pdf
- Introducing games and learning Games as a medium for learning Critical arguments
- Pedagogy of games
- Games in schools
- Digital gaming in families Practical suggestions
- Further information
- Case studies
Extrait de l’avant-propos :
The stance that games have the potential to be relevant and meaningful and engage both teachers and learners — even if they do not, or cannot, revolutionise education — is not new. The difficulty lies in taking games and actually achieving this meaningful learning. Unfortunately, the unique nature of each learning situation means there are no hard and fast rules around how to use games to support learning.
It is assumed by some that the models games employ lead to learning, as young people effectively learn how to play without necessarily being explicitly taught, doing vast amounts of reading or interacting with others; while others see games as boring, tedious, time-consuming, and repetitive. Both of these viewpoints can be true: as stated the impact of a game is dependent on the game itself, but also the player, circumstance of use, mediation of the teacher and other players. In fact, many academic researchers of young people’s uses of digital media argue, counter to the hype, that computer games have been insufficiently well researched as a medium for learning.
In this handbook we aim to summarise not only the key theories around why they are considered to have potential, but how they have been used in the past, how they are used for learning in a family context, what attributes lead to learning, and considerations for using them with young people.
This document should be seen as a useful guide and introduction to areas of interest and emerging development, rather than a definitive handbook around games and learning. It does not have the space for a discussion around how gender, race and socio-economic conditions affect young people’s equality of access to games. Neither does it address the issues around games and violence. Finally, it does not explicitly discuss emerging technologies used by games, for example, headsets that respond to brainwaves, haptic devices, and intuitive interfaces where there are no tangible controls (eg the Kinect). For games used in adult learning see the Futurelab 2010 Serious Games Report.
Crédit image : Futurelab