Workshop as part of EIAH2023: 11th Conference on Computer Environments for Human Learning
Workshop theme: "Obstacles and needs of edutainment".
Conference dates: June 12-16, 2023
Workshop date: June 13 afternoon
Location: Brest (France)
Tags: educational games, ethics, edutainment, game design, instructional design
Organized by the Ikigai Scientific Council
Context
The aim of this workshop is to identify the obstacles to the design of educational games, as well as the needs of players in the field, in order to guide the work to be carried out by Ikigai's Scientific Advisory Board over the coming years. Ikigai is in fact a consortium dedicated to the collaborative design of educational games (bringing together universities, schools, museums, popular education structures, etc.), as well as an online platform ikigai.games whose aim is to provide access to the games developed and to pool edutainment resources. Through this platform and its scientific advisory board, the consortium also aims to develop and support research into educational games, notably by collecting usage data (learning analytics). In order to develop this collective tool, which will produce large volumes of data for researchers, it is essential to identify their real needs upstream. To this end, we propose to organize an afternoon workshop as part of the EIAH2023 conference on Computer Environments for Human Learning.
Text of the call
Whether we're thinking of the design of serious games (serious games; Djaouti, 2011), the use of video games from industry for educational purposes (serious gaming; Alvarez & Djaouti, 2012: 17), or attempts to gamify (Deterding et al., 2011) or ludicization (Genvo, 2011: 62) of learning situations, edutainment ventures are regularly approached from the angle of enthusiasm and hope: games - and video games in particular - are often presented as a tool for renewing pedagogical methods, capable of easily and sustainably engaging learners in educational activity, facilitating interaction and socialization (David & Besse-Patin, 2013: 95-96).
However, these ambitions are regularly qualified by practice (not all audiences are ready to engage in ludic activity in the same way, depending on the dispositions induced by their background and prior ludic socialization) and the implementation of ludopedagogical activities also comes up against numerous obstacles, uncertainties or needs, which this study day proposes to take stock of. During this event, members of the Ikigai consortium will be invited to take stock of their concrete edutainment practices (which may include: developing a serious game, using a game in the classroom, making a learning situation playful, etc.) in order to take critical stock of the systems that didn't work, the difficulties that remain to be resolved, the questions that remain unanswered or the needs that arose during the development of the said experience.
Proposals may fall into one of the following (non-exhaustive) thematic areas:
Playful literacy (Zagal, 2010) as an obstacle: What indicators can be put in place or measured to recognize situations of "learning through play" and "learning from play" (or, to use the terms of the Simon report, 1980: situations where play is used as a tool or learning object; cf. Béziat, 2012)? When designing educational games, how can we anticipate possible disparities in the "play cultures" (Brougère, 2002) and player profiles of future learners? And, at the same time, how can we anticipate the place and meaning that will be given to games by teachers (according to their professional, play and heritage cultures)?
Immersion, engagement and learning: the "immersive" or "engaging" potential often attributed to video games is not self-evident, and immersion does not always mesh harmoniously with the reflective posture required for learning. What's more, the nuances or differences in usage between these concepts can create misunderstandings in the multidisciplinary teams designing serious games.
Educational games, research and ethics : the use of video games or digital tools makes it easy to collect a large amount of usage data (along the lines of "learning analytics"). What are the limits to this data collection, and how can they be implemented at researcher level? More generally, what are the mistakes not to be made when involving learners in an experiment?
Through the discussions and case studies presented, this day will aim to identify and prioritize recurring problems in the field. This inventory will guide the research work that will be coordinated by the Ikigai Scientific Committee in the years to come, in an attempt to respond to the needs that emerge.
Workshop program - June 13, 2023, 1:30 pm - 5 pm
1:30-2 p.m.
"Ikigai.games a platform for game-based education and digital education research. General presentation and illustration of the Stranger fields approach"
Bertrand Laforge
2pm-2:30pm
"From 'trendy term' to 'visceral refusal': taming the notion of 'serious game' in a video game studio"
Hélène Sellier and Gabrielle Lavenir
2:30 - 3 p.m.
"Ludopedagogy in project management: an attempt at a 360-degree approach to edutainmentThibault Philippette and Guillamet Ronan
3pm-3.15pm - Break
3.15pm-3.45pm
"Helping teachers design Role Learning Games
Gaëlle Guigon
3.45pm-4.15pm
"Between ideation and negotiation: a look back at a commissioned video game creation project in an academic context".
Alexis Messina
4:15pm - 5pm
Conclusions : collaborative identification and prioritization of recurring edutainment problems
Registrations
Registration for the conference and satellite events, including workshops, is now open and can be made by following this link: https://eiah2023.sciencesconf.org/registration
For the Workshop Day on Tuesday June 13, 2023, registration is proposed at a rate of €60 incl. VAT, which includes access to one workshop in the morning and another in the afternoon, lunch and a break for the day, as well as access to the Tuesday evening social activity (sea cruise or guided walking tour). It is possible to register for this day only. For full details of prices and how to register, click here:
Comité scientifique
Fanny BARNABE (Namur Université)
Nour EL MAWAS (Lille University)
Antoine TALY (CNRS)
Mathieu VERMEULEN (IMT Nord Europe) Bertrand LAFORGE (Sorbonne Université) Jérôme LEGRIX-PAGÈS (Université of Caen Normandie) Thomas PLANQUES (Ikigai) Gaëlle LEFER SAUVAGE (University Training and Research Centre, Mayotte) Judit VARI (Rouen University)
Bibliographie
Alvarez Julian & Djaouti Damien (2012), Introduction au Serious Game (2e édition), Questions Théoriques
Alvarez Julian (2019), Design des dispositifs et expériences de jeu sérieux, Mémoire d’Habilitation à Diriger les Recherches, Université Polytechnique des Hauts-de-France
Béziat Jacques (2012), “Informatique, outil ou objet ? Permanence d’une question. Le cas de l’école primaire en France, Revue Adjectif, http://www.adjectif.net/spip/spip.php?article177
Brougère Gilles (2002), « L’enfant et la culture ludique », Spirale, vol. 4, n° 24, pp. 25-38
Deterding Sebastian, Dixon Dan, Khaled Rilla et Nacke Lennart (2011), « From game design elements to gamefulness : defining “gamification” », Actes de la conférence présentée au festival MindTrek’11 : Envisioning Future Media Environments, Tampere, pp. 9-15
Djaouti Damien (2011), Serious Game Design - Considérations théoriques et techniques sur la création de jeux vidéo à vocation utilitaire, Thèse de doctorat, Université Toulouse III Paul Sabatier
Genvo Sébastien (2011), « Penser les phénomènes de “ludicisation” du numérique : pour une théorie de la jouabilité », Revue des sciences sociales, n°45, pp. 68-77, http://www.ludologique.com/publis/Ludicisation_Genvo_S.pdf
O’Connor Katharina (2014), Spiel und Pädagogik im Kindergarten: Eine qualitative Studie zur Einstellung von Erzieherinnen, Munich, Deutsches Jugendinstitut
Zagal José P. (2010), Ludoliteracy: Defining, understanding, and supporting games education, ETC Press