DISCO, a Formal Model of Serious Games to Help Teachers at the Design Stage

Mathieu Vermeulen, Nadine Mandran, Jean-Marc Labat

Abstract

This paper proposes a formal model of serious game understandable and usable by teachers in higher education. Serious games are often mentioned in higher education, but their use is restricted other than for teachers always looking for renewal. Indeed, there is a lack of tools to facilitate their creation and use, especially for teachers. This article presents serious games of the type case study designed empirically. To overcome this empirical aspect, we derive a formal model of serious play and methodology closely associating teachers in the creative process. We want to improve no only the design stage but also the use of serious games produced by teachers with their students. This model, called DISCO, will be the basis of a current work including an experimental approach taking into account the context of the job of teachers.

References

  1. Abt, C., Serious Game, Viking Press, 1970.
  2. Alvarez, J., and Djaouti, D. 2011. An introduction to Serious game Definitions and concepts. Serious Games & Simulation for Risks Management, 11.
  3. Charlin, B., Roy, L., Brailovsky, C., Goulet, F., and Van der Vleuten, C. 2000. The Script Concordance test: a tool to assess the reflective clinician. Teaching and learning in medicine, 12(4), 189-195.
  4. Djaouti, D. 2011. Serious Game Design: considérations théoriques et techniques sur la création de jeux vidéo à vocation utilitaire. Doctoral dissertation, Toulouse 3.
  5. Dooley, A. R., and Skinner, W. 1977. Casing case methods, Academy of Management Review, p. 277- 289.
  6. Fabricatore, C. 2000. Learning and videogames: an unexploited Synergy. AECT National Convention, Secaucus, NJ.
  7. FFUP2013. http://www.jeux-serieux.fr/2013/10/28/ffup2013-les-ecsper-prime-meilleur-jeux-serieux/
  8. Fronton, K., Vermeulen, M., and Quelennec, K., (2015). LES ECSPER : retour d'expérience d'une étude de cas de type serious game en gestion de projet, Colloque eFormation des adultes et des jeunes adultes, Lille.
  9. Gebers, E., and Crozat, S. 2010. Chaînes éditoriales Scenari et unité ICS, Distances et savoirs 7.3, p. 421- 442.
  10. Mandran, N., Dupuy-Chessa, S., Front, A., and Rieu D. 2013. Démarche centrée utilisateur pour une ingénierie de langages de modélisation de qualité. Rev. RSTI Sér. ISI Vol 18 N°3 XVIII, 3.
  11. Marfisi-Schottman, I. 2013. Méthodologie, modèles et outils pour la conception de Learning Games. Doctoral dissertation, INSA de Lyon.
  12. Marfisi-Schottman I., Labat J.M., Carron T. 2013. Building on the Case Teaching Method to Generate Learning Games Relevant to Numerous Educational Fields , Proceedings of the International Conference on Advanced Learning Technologies, ICALT, p.156- 160.
  13. Mariais, C. 2012. Modèles pour la conception de Learning Role-Playing Games en formation professionnelle. Doctoral dissertation, Grenoble.
  14. Mariais, C., Michau, F., Pernin, J. P., and Mandran, N. 2011. "Learning Role-Playing Games": méthodologie et formalisme de description pour l'assistance à la conception-Premiers résultats d'expérimentation. In Environnements Informatiques pour l'Apprentissage Humain, Conférence EIAH'2011. Editions de l'UMONS, p. 95-107.
  15. Marne, B. 2014. Modèles et outils pour la conception de jeux sérieux: une approche meta-design. Doctoral dissertation, Université Pierre et Marie Curie-Paris VI.
  16. Marne, B., Wisdom, J., Huynh-Kim-Bang, B., and Labat, J. M. 2012. The six facets of serious game design: a methodology enhanced by our design pattern library. In 21st Century Learning for 21st Century Skills, Springer Berlin Heidelberg, p. 208-221.
  17. Marne, B., and Labat, J. M. 2014. Model and authoring tool to help teachers adapt serious games to their educational contexts. International Journal of Learning Technology, 9(2), p. 161-180.
  18. Michael, D., and Chen, S. 2005. Serious Games: Games that educate, train and inform, Course Technology, 2005.
  19. Paquette, G., Aubin, C., and Crevier, F. 1999. MISA, A knowledge-based method for the engineering of learning systems. Journal of Courseware Engineering, 2(63-78), 202.
  20. Quelennec, K., Vermeulen, M., Narce, C., and Baillon, F. 2010. De l'industrialisation à l'innovation pédagogique avec une chaîne éditoriale. In TICE 2010.
  21. Robot. https://campus.mines-paristech.fr/pluginfile.php/11 280/mod_resource/content/1/index.html.
  22. Sanchez E., Ney M., and Labat J. M. 2011. Jeux sérieux et pédagogie universitaire: de la conception à l'évaluation des apprentissages. Revue Internationale des Technologies en Pédagogie Universitaire (RITPU)/International Journal of Technologies in Higher Education (IJTHE),11(2).
  23. F. Wang F., and Hannafin, M. J. 2005. Design-based research and technology-enhanced learning environments. Educ. Technol. Res. Dev. 53, 4, p. 5-23.
  24. Yusoff A. 2010. A Conceptual Framework for Serious Games and its Validation. Doctoral Dissertation, University Of Southampton.
Download


Paper Citation


in Harvard Style

Vermeulen M., Mandran N. and Labat J. (2016). DISCO, a Formal Model of Serious Games to Help Teachers at the Design Stage . In Doctoral Consortium - DCCSEDU, (CSEDU 2016) ISBN , pages 3-8


in Bibtex Style

@conference{dccsedu16,
author={Mathieu Vermeulen and Nadine Mandran and Jean-Marc Labat},
title={DISCO, a Formal Model of Serious Games to Help Teachers at the Design Stage},
booktitle={Doctoral Consortium - DCCSEDU, (CSEDU 2016)},
year={2016},
pages={3-8},
publisher={SciTePress},
organization={INSTICC},
doi={},
isbn={},
}


in EndNote Style

TY - CONF
JO - Doctoral Consortium - DCCSEDU, (CSEDU 2016)
TI - DISCO, a Formal Model of Serious Games to Help Teachers at the Design Stage
SN -
AU - Vermeulen M.
AU - Mandran N.
AU - Labat J.
PY - 2016
SP - 3
EP - 8
DO -