Digital Learning Game Scenario

A Pedagogical Pattern Applied to Serious Game Design

Richard Hotte, Susan M. Ferreira, Saâd Abdessettar and Charles Gouin-Vallerand

LICEF research Center, TÉLUQ (UQ), 5800 rue Saint-Denis, Montréal, Canada

Keywords: Serious Games Design, Pedagogical Pattern, Mobile Learning Application, Learning Game Scenario,

Educational Montessori Approach, Instructional Modeling Technique.

Abstract: The design of educational Serious Games (SG) remains a difficult operation which requires a tight weave

between practices in instructional design and game design to be effective. Despite excellent works in the

domain, the balance problem increases more significantly in the mobile learning system development such

as Kids Smart Mobile School (KSMS) as a SG. KSMS is a school that aims to provide learning from K to

12 in Math and English as a Second Language to children without access to school in developing countries.

This paper proposes a solution by designing a pedagogical pattern of a Learning Game Scenario, based on

the educational Montessori approach mixed up with instructional engineering technique. This pattern is

applicable to the various learning phases, making up the structure cognitive and pedagogical of KSMS.

Moreover, this paper indicates how this pedagogical pattern makes easier the communication between

members of an interdisciplinary team in different phases of design and development.

1 INTRODUCTION

Nowadays, there are still populations in the world in

which children do not have access to school

(primary and secondary). According to the EFA

Global Monitoring Report 2012, an estimated 250

million children are not able to read, write or count

well even after spending at least four years of

schooling, (UNESCO. Approved Programme and

Budget 2014–2017 (37 C/5), objective 6- Improving

learning, p.45).

So how can information and communication

technologies (ICTs) help mitigate the impact of

accessibility problems in education? The increasing

penetration of technologies in developing countries

could be seen as an opportunity to provide more

access to education, in poor and rural areas. The

development of mobile learning systems in form of

Serious Games would appear as an alternative

available to access face-to-face schooling for

children in disadvantaged areas?

This paper proposes a pedagogical pattern as a

support tool to SG design. It is dedicated to a

learning game that merges both learning and game

into a unique and same activity for the learner-

player.

1.1 KSMS Research Program

Kids’ Smart Mobile School (KSMS) is an

interdisciplinary research program. Its aim is to

create and develop a mobile learning system for

mobile devices such as electronic tablets. KSMS is

adapted to the individual self-learning, particularly

for children in developing countries.

On the one hand, the overall goal of this program

is to adapt every subject's content offered from K to

12 in a standard state school curriculum onto a

software/app. On the other hand, its targets to

enhance the design practices and implementation of

mobile learning systems based on SG’s scenarios,

and a smart and efficient human machine interaction

management.

1.2 Originality of KSMS

The KSMS program's originality is that the system

in its final form will represent a unique source of

formal learning for the target population. KSMS will

not be a complement to the formal educational

system, such as school, classrooms, learning

resources or teachers.

As highlighted by Ferreira et al (2016),

"Unfortunately, most of current efforts in this area

Hotte, R., Ferreira, S., Abdessettar, S. and Gouin-Vallerand, C.

Digital Learning Game Scenario - A Pedagogical Pattern Applied to Serious Game Design.

DOI: 10.5220/0006260300870094

In Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 2017) - Volume 2, pages 87-94

ISBN: 978-989-758-240-0

aimed to complement the daily school learning or

focus only in a particular learning content, not

offering strong solutions for providing children’s

education in lieu of availability of regular

schooling".

In contrast, KSMS aims to provide all its

components in an integrated architecture of a mobile

learning system. This can ensure learning efficiency

and effectiveness for the target population, with

limited access or no access to teachers or the

schooling.

1.3 Three Specific Issues

In designing and developing KSMS as SG

environment, we had to create a customized

Learning Game Scenario that would integrate the

learning and game in a same and unique activity.

Moreover, we did it in order to face three specific

issues that are 1.) how to amalgamate learning and

game in a same process, 2.) how to compensate for

lack of teachers, and 3.) how to provide a common

language inside a multidisciplinary team, more

specifically to enhance the collaboration between

instructional designer and software developers.

The pedagogical pattern proposed in this paper is

based on both the epistemological founding

principles of the Montessori constructivism

approach (1912) and with the skills' typology of

Paquette (2002). Mainly, this pedagogical pattern

has been used as a guide to the learning game

activities design of KSMS prototype. Moreover, it

facilitated exchanges within the interdisciplinary

team during the learning game prototype

development on the tablet. Section 2 raises the issue

of SG design as digital learning environment as it

stands today. Section 3 sets the principles of the

ongoing research. Section 4 addresses the design of

the Learning Game Scenario. Section 5 deals with

the implementation of the pedagogical pattern called

Learning Game Scenario to support the

development of the first KSMS prototype as SG.

Finally, the conclusion puts into perspective the

next steps of the research program and the

educational pattern design, as a support to the

educational SG design and development teams.

2 STATE OF ART

Previous studies had stated that "in the past 10

years, the field of learning games has grown

dramatically" (Groff et al., 2015), that “serious

Games (SGs) are gaining ever more interest as an

instructional tool" (Arnab et al., 2015) and that

"Educational games are being backed up in the

Technology-Enhanced Learning domain as

strategies that can lead to worthy learning

outcomes." (Melero and Hernández-Leo, 2014).

The literature makes amply state of design work

(Moreno-Ger et al., 2008), good stories examples

(Prensky, 2001), and prototypes related to SG design

applied to learning or Learning Games (Marfisi-

Schottman, 2012). Nevertheless, their design is

always a difficult and poorly controlled operation.

2.1 Serious Game, a Digital

Application

Crookal (2010) specifies that he prefers "the term

computerized simulation/game for training or

learning because it includes explicitly the three main

elements [games, advanced video graphics,

research], and also because a learning game is

indeed serious, almost by definition, and so does not

in itself really need the epithet.". In the education

domain, SG connects an useful component from

educational domain or training (Serious), with fun

components (Game) from a video game or computer

simulation.

2.1.1 A French Point of View

In the francophone community, the Alvarez’s thesis

(2007), marks the beginning of the digital learning

environment design as SG, in other words, designing

a gaming environment for the purpose of learning.

So, Alvarez (2007) defines SG as a computing

application whose initial intention is to combine

with consistency, both serious aspects (Serious)

including, but not limited to, non-exclusive,

teaching, learning, communication, information,

etc., with fun springs from the video game (Game).

Marne (2011) considers SG like computer-based

environments for human learning that are based on a

knowledge domain simulation to teach with which

the player-learner can interact playfully using a

metaphor.

As for George et al. (2013), the learning games

are digital learning environments that incorporate

effective scenarios based on metacognitive

strategies. Finally, Marfisi-Schottman (2012) affirms

that in order that a LG be really at the service of the

learning, its educational activities and game scenario

must be carefully woven together in order that the

learner feel an intrinsic motivation to learn.

CSEDU 2017 - 9th International Conference on Computer Supported Education

2.2 Designing a SG, an Elusive Issue

George et al. (2013) state the core of the problem is

still lies today in the integration of educational

content into the game or the game in the pedagogical

scenario. This solicits transdisciplinary collaboration

between, minimally, educational designers and game

designers.

Alvarez (2007) writes that his problem is, in

particular, to understand how this relationship between

a pedagogical scenario and a video game operates.

More exactly, the challenge was the successful

amalgamation of play and learning. The most

appropriate scenario to design a SG must provide all

the necessary conditions for knowledge real

construction, without the game taking over by its

visual tricks and dynamism or, conversely, that too

much academic educational aspects make the game

boring, demotivating the learner-player.

2.2.1 Motivation to Learn

Marne (2011) adds that the balance between

motivation and learning in the design of these

serious games is based on the synergy of fun and

educational expertise. According to (Abdessettar et

al., 2016), Marshall, H. (1987) defines motivation to

learn as "the meaningfulness, value, and benefits of

academic tasks to the learner regardless of whether

or not they are intrinsically interesting."

In order to reach this balance, Marne (2014)

proposes a generic model of a fun-pedagogic process

for the serious games by steps called MoPPLiq. On

the other hand, Abdessettar et al. (2016) suggest, "to

integrate persuasive design and persuasive

technologies in a framework of three layers that

among others in the Learning Content & Scenarios

layer."

3 FOUNDATIONS OF THE

MODEL

KSMS proposes to create and develop a mobile

learning system using tablets to provide learning

from K 1 to 12 in math and ESL to children who are

deprived. This mobile learning system consists of a

server and a 7 inches’ tablet, supported by a second-

generation network, called 2G. The server is

dedicated to account administration, monitoring of

interactions, and data collection. The tablet hosts the

serious game and collects some of the information.

The system belongs to the partner that handles

thelink between the tablet and the server.

3.1 Instructional Scenario

The instructional scenario adapted to a game became

the sensitive point of the SG design applied to

learning. The scenario is a learning flow process that

guides the learner in his knowledge-building process

throughout his training. The consideration of

individual self-learning situations guided the

instructional scenarios design of KSMS as a school

without teachers, and the metacognitive strategies

including those of self-observation, self-assessment

and, in particular, the debriefing defined as "the

processing of game experience to turn it into

learning" (Crookal, 2010).

Taking into account the literature review

recommendations, including those of Klopfer et al.

(2009), in KSMS "we focused in both aspects,

learning and gaming, from the beginning of the

design process. The result of this strategy was

learning to design gaming scenarios and game

mechanics that include both gaming and learning

aspects" (Ferreira et al., 2016). According to

(Bouvier et al., 2013), "Learning games are digital

learning environments that involve efficient year

scenario based on metacognitive strategies.” On the

other hand, Arnab et al. (2015) draw attention to the

fact that "despite the digital games' potential in

terms of interactivity, immersion and engagement,

more work is still required to understand how to

better design, administrate and evaluate digital

games across different learning contexts and

targets."

In recent years, various initiatives lead to the

conclusion that "The amalgamation of mobile

learning is mini terminal and learning games is

promising to solve the lack of access to education of

children who are deprived populations" (Bouvier et

al. 2013). Furthermore, the literature review

proposes learning system models that serve as levers

to deliver customized learning experiences (Eggers

and MacMillan, 2015) by exploiting technologies.

The AltSchool is one example. It has been

implemented experimentally since 2013, in order "to

rethink how education can serve families in the

modern era" (Max Ventilla, Linked In). The

AltSchool model finds its foundations in the

Montesseri constructivist approach (1912). It

provides pedagogical organisation centred on

individual self-learning and group cooperative

approach (Ultanir, 2012). The individual self-

learning encouraged the track of students’ activities,

aiming to send back to them personalized learning

scenarios.

Digital Learning Game Scenario - A Pedagogical Pattern Applied to Serious Game Design

3.2 Montessori’s Constructivism

Any approach in education presupposes an

epistemology, that is to say a set of theoretical

principles that justifies it. In Montessori and

Constructivism, David Elkind (2003) states that:

"Montessori education encompasses all three

epistemologies that it has survived and continued to

grow as a pedagogical influence.” These

epistemologies are empiricism, nativism and

constructivism.

In the education domain, they match reciprocally

with behaviourism, Socratic method, and

constructivism. Concerning the behaviourist

approach, the learner explores his/her natural

environment to learn. In the Socratic educational

method, one is handled the concepts and objects to

deduce learning, and in constructivist approach the

learner implements knowledge through a personal

construction. Depending on its activity "Every child

has a bit of the mime, the logician, and the architect

in himself or herself. Indeed, these three models

might be described as the three basic modes of

learning: imitation, reason, and construction"

(Elkind, 2003).

3.3 Paquette's Typology of Skills

Concerning the Paquette’s typology (2002), it

suggests four main classes of skills related to the

information cognitive processing: to receive, to

recreate or reproduce, to create or to produce and,

finally, to self-manage. The first three ones are in

keeping with roles of learner-player suggested by

Montessori approach. We added the fourth class, to

self-regulate, to the first three in order to introduce a

debriefing process to the Learning Game Scenario

model. It is the self-management class of Paquette's

skills typology (2002). This fourth iteration is a kind

of tool to guide the learner-player into a

metacognitive reflection about his/her own learning

process. Eventually, in KSMS scenario, an activity

of a learning-game process includes four steps: to

explore, to manipulate, to operate, and to self-

regulate. Each step definition is a combination of the

educational approach of Montessori (1912) and

Paquette's skills typology (2002).

The first approach belongs to the epistemological

principles in education and, more particularly, to a

kind of constructivism relatively eclectic (Elkind,

2003). The second one belongs to the learning

systems engineering, particularly, online learning

systems. It finally finds its foundation in a

cognitivism hypothesis of the information process at

the human being based on the computer theory.

Both

align themselves with constructivism as an

instructional approach centered on the learner, more

specifically, on his/her capacity to learn by him or

herself.

4 METHODOLOGICAL DRAFT

On the one hand, all good scholar instructional

engineers know the Paquette’s work about the

knowledge and competencies modeling (2002)

integrating typologies of skills. The outcome of this

work is a graphic language to conceive and learn

that we have used to represent Learning Game

Scenario.

On the other hand, all good scholar learning

system engineers know how it is crucial to adopt

tools in order to enhance communication at an

interdisciplinary team, particularly, in order to

favour exchange between instructional designers and

IT developers.

4.1 MOT as Modeling Technique

In order to create, develop and represent the

Learning Game Scenario as a pedagogical model,

we have used a knowledge representation technique

called "Modeling using Object Types" (MOT). MOT

enables to represent a large variety of situations and

knowledge domains, transparent view of

relationships between knowledge units, uncovering a

domain’s semantic (Paquette, 1996).

In addition, G-MOT is the editor of models by

object types (MOT). Then, G-MOT is a modeling

tool to support instructional design. It provides a

graphical formalism that is able to ensure

consistency of an educational system like KSMS.

Modeling with G-MOT allows to represent, with

graphics, knowledge and competencies and, then to

link them to learning resources.

4.2 The Formalism Graphic MOT

The MOT graphic formalism allows the integrated

processing of four knowledge types: facts, concepts,

procedures and principles. Furthermore, it integrates

six types of links, subject to certain integrity

constraints in order to ensure the pedagogical

coherence of the system.

Three reasons justify our choice of this modeling

technique. The first is that this technique makes it

possible to represent, in the form of models and sub-

models, learning processes as sequences of

CSEDU 2017 - 9th International Conference on Computer Supported Education

interrelated activities. The process includes

procedures, concepts that are the inputs and outputs

(products), and principles that regulate their

execution. The second is that the MOT technique

makes it possible to take into account the

cooperation between participants in the possible

definition of a collaborative learning system. The

third reason is that a software tool support this

technique. A graphic editor that provides a complete

graphic formalism and all necessary functions to

describe systematically all information exchanged

between participants of an interactive mobile

learning system.

4.3 The Modeling Process

We have designed the Learning Game Scenario in

several phases based on Montessori approach,

according to David Elkind (2013), and the Paquette

typology of skill (2002). We believe that by

matching the epistemological educational

foundations with an instructional engineering

approach we would reach our goal, to create a

scenario merging learning and game into one only

activity.

4.3.1 Start of the Learning Game Scenario

We have started the Learning Game Scenario

model’s design by the graphic translation of the

Montessori approach, as described by Elkind (2003).

This first draft allows representing a learning game

activity in three steps: to explore, to manipulate and

to operate and indicate the learner’s role or

positioning at each time.

4.3.2 A Learning Game Scenario Enhanced

Then, in a second time, we have enhanced the model

in including the Paquette’s skills typology (2002)

that describes the first three steps of an activity. This

typology is based on four main classes of skills,

more general and each of them corresponds with a

phase of the information process cycle. The first

phase is called Reception. During this phase, the

learner pays attention to objects, notices the

information in memory, that makes it possible to

give a meaning to each stimulus and memorizes

some of the information. The second phase is called

Reproduction. The memory is managed in such a

way as to select the relevant knowledge to prepare

the possible reaction, by processes of instantiation,

transposition and application. The third phase is

called Production and Creation. They are the high

level intellectual processes of analysis, reparation,

and synthesis. The last one is called Autogestion.

This process begins with assessing the situation that

leads to self-control, influencing others, controlling

a situation and adapting to events.

To improve the Learning Game Scenario’s

design, we have matched the first three classes of

Paquette’s skills typology (2002) with the high-level

activity of Montessori approach. Furthermore, we

have added competencies to each step as a principle

introduced by “To be able to.” That means that the

learner-player must reach this competency in

carrying out this step of the activity.

4.3.3 Debriefing

This learning game process seats the learner at the

center of the game. The game gives a context to the

knowledge in which the learner-player progresses.

This instructional strategy puts the learner-player in

a scalable situation: a mime who imitates, a logician

who deduces, and an architect who builds his/her

own project. At the end of the scalable process, the

learner-player is invited to debrief through a

challenge.

The fourth class of Paquette skills’ typology

(2002) can be considering as a debriefing one.

Incorporated to the model as the learning game

activity fourth step, it allows learners both to turn

his/her game experience into learning (Crookal,

2010), through different steps of the activity, and at

the end to progress from a level to another.

5 PEDAGOGICAL PATTERN

A part of the French researchers’ works on

computer-based environments for human learning

(Jézéquel, 2006; Olavo et al. 2007; Marne 2014;

Marne and Labat, 2012; Marnes et al., 2011) focuses

on pedagogical design pattern studies.

5.1 What a Pattern Is?

In fact, what does a pattern mean? Olavo et al.

(2007) think patterns as micro-architectures, that are,

"structures larger than objects but not large enough

to be system-level organizing principles" (Coplien,

1996). As stated in Douglas et al. (1996) "A pattern

is a recurring solution to a standard problem.”

Conte et al. (2001) add that, in general, a pattern

described a problem frequently encountered in a

particular context as well as a general and

consensual solution to the problem. Conforming to

the Association for Computing Machinery, "Not

Digital Learning Game Scenario - A Pedagogical Pattern Applied to Serious Game Design

only do patterns teach useful techniques, they help

people communicate better, and they help people

reason about what they do and why" (Douglas et al.,

1996).

5.2 Pedagogical Pattern in SG

Marnes and Labat (2012) are more specifically

interested in the implementation of design patterns

in order to adapt pedagogical-playful paths in SG.

They describe these kind of design patterns as

serious games based on an intrinsic metaphor in

which scriptwriting can be divided into activities.

This division can take different forms such as a

succession of levels, exercises, quests, case studies, etc.

5.3 The Usefulness of a Pattern

Design patterns are represented by a structured

formalism. In our case, we have used the model

editor G-MOT that is a modeling tool to support

instructional design. G-MOT provides a graphical

formalism that is able to ensure consistency of an

educational system like KSMS. Modeling with MOT

allows to graphically represent knowledge and

competencies and, then to link them to learning

resources.

As far as we are concerned, we have designed a

pedagogical pattern, called Learning Game

Scenario. This pattern is applicable throughout the

development of the KSMS school's cognitive and

pedagogical architecture, to which it gives

coherence. Concerning the point of view of

pedagogical design, this pattern makes it possible to

ensure a progression in learning and to tie the

activities closely to the universe of the game,

precisely because of its level of abstraction. But

what does it really mean from the game engineering

point of view?

The use of the teaching pattern allowed to guide

the teams in the conception of the KSMS’s

prototype in the form of a game. In this prototype,

we initiate a first activity, linking the learning of the

numbers and their English nomenclature.

Furthermore, we are currently working on the

prototype evaluation with children to measure its

usability and its usefulness in the overall design of

the SG.

6 IN BRIEF

We have designed and implemented a Learning-

Game Scenario to facilitate the mobile learning

system (KSMS)’s development for children without

access to school. According to Abdessettar et al.

(2016), we have noticed that "there is yet no

research study that focus on technological learning

system to compensate absence of school or teacher.

Few existing studies focus on either complementing

existing learning provided by standard schools, or

on bringing new alternative learning (distant or

hybrid) that always include teacher or tutor

interaction with final learners".

Our objective is that KSMS be fully automated

and represent a unique source of learning tool for

target population. KSMS learning environment is

based on a Serious Games approach. To develop it,

we have designed the Learning-Game Scenario

adapted to the individual self-learning. We have

believed that the Learning-Game Scenario's high-

level representation, mixing up game and learning

components into a same activity, would resolve an

important problem of serious games' design in

education. Furthermore, it would offer the basics of

a shared language between the involved resources

into the KSMS mobile application design and

development.

Learning Game Scenario as a model based on an

accessible language has made easier the cooperation

inside the project interdisciplinary team, above all,

between instructional designers and IT developers.

The Learning-Game Scenario made easier the

cooperation inside the project team. It facilitated the

experts’ commitment in education during the first

prototype’s production. In mixing up the Montessori

approach with a skills typology, we established

interesting links to explicit each iteration of the

Learning Game Scenario.

So far, we have done a first evaluation of the

learning environment prototype with children. The

results demonstrated the value of the design strategy

and highlighted aspects in the game design,

pedagogical pattern, game instruction and tablet

interaction that could be improved. These results

have important implications for future research in

this field, showing positive results of the design

approach and providing recommendations for further

research in this path.

The Learning-Game Scenario as a pedagogical

pattern would must allow a gradual learning and link

the instructional activities tightly to the universe of

the game. We will evaluate the pattern in designing

a new learning activity based on the pattern and

implemented on a mobile platform. So, we could

complete measuring the utility and the usability of

the Learning Game Pattern for the global design of a

Serious Games as KSMS.

CSEDU 2017 - 9th International Conference on Computer Supported Education

ACKNOWLEDGEMENTS

We acknowledge all team members of the KSMS

project for their collaboration and valuable

contributions to this research. We also thank

DataWind Inc. for their collaboration and support.

This project is founded by a MITACS Accelerate

Cluster Research grant, a Canadian Research

Funding Agency.

REFERENCES

Abdessettar, S., Hotte, R., Gardoni, M., Abdulrazak, B.,

2016. Persuasive Technologies for Efficient Adaptable

Self-Education. Kids Smart Mobile School Project. In

eLmL 2016-iaria, 8

International Conference on

Mobile, Hybrid, and On-line Learning, Venice, Italy.

Alvarez, J., 2007. Du Jeu vidéo au Serious Game :

approches culturelle, pragmatique et formelle. Thèse :

Science de la communication et de l’information.

Toulouse : Université de Toulouse II (Le Mirail),

Université de Toulouse III (Paul Sabatier), 445p.

Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., de

Freitas, S., Louchart, S., De Gloria, A., 2015. Mapping

learning and game mechanics for serious games

analysis. In British Journal of Educational

Technology, vol. 46, no. 2, pp. 391–411.

Bouvier, P., Lavoué, E., Sehaba, K., George, S., 2013.

Identifying Learner's Engagement in Learning Games:

A Qualitative Approach based on Learner's Traces of

Interaction. In CSEDU 2013, 5

International

Conference on Computer Supported Education,

Aachen, Germany, pp. 339-350.

Conte, A., Fredj, M., Giraudin, J-P., Rieu, D., 2001. P-

Sigma : un formalisme pour une représentation unifiée

de patrons. In Actes du XIXème Congrès INFORSID,

Martigny, pp. 67-86.

Coplien, J. O., 1996. Software Patterns. SIGS Books &

Multimedia, New-York, 62p.

Crookal, D., 2010. Serious Games, Debriefing, and

Simulation/Gaming as a Discipline. In Simulation &

Gaming, vol. 41, no. 6, pp. 898-920.

Douglas, C. Schmidt, D-C. Fayard, M., Johnson, R-E.

(Guest Editors), 1996. Software patterns. In

Communications of the ACM, vol. 39, no. 10, 39p.

Eggers, W., and MacMillan, P., 2015. A billion to one.

The crowd gets personal. In Deloitte Review, vol.16,

95p.

Elkind, D., 2003. Montessori and Construc-tivism. In

Montessori life, vol. 15, no. 1, 26p.

Ferreira, S, M., Gouin-Vallerand, C., Hotte, R., 2016.

Game based learning: a case study on designing an

educational game for children in developing countries.

In VS-Games 2016, 8th International Conference on

Virtual Worlds and Games for Serious Applications.

(September 7-9), Barcelona, Spain.

George, S., Lavoué, E., Monterrat, B., 2013. Vers une

ludification personnalisée dans une plateforme

d'ancrage mémoriel. In EIAH 2013), Atelier "Serious

games, jeux épistémiques numériques", 6ème

Conférence Nationale sur les Environnements

Informatiques pour l'Apprentissage Humain, (Mai

2013), Toulouse, France, pp. 19-23.

Groff, J., Clarke-Midura, J., Owen, V.E., Rosenheck, L.,

and Beall, M., 2015. Better Learning in Games: A

Balanced Design Lens for a New Generation of

Learning Games. Cambridge, MA: MIT Education

Arcade and Learning Games Network.

Jézéquel, J. M., 2006. Patrons de conception. Akoka,

Jacky and Comyn-Wattiau, Isabelle. In Encyclopédie

Vuibert de l’informatique, Vuibert.  Inria-

00512537. https//hal.inria.fr/inria-00512537.

Klopfer, E., Osterweil, S. and Salen, K., 2009. Moving

Learning Games Forward. The Education Arcade,

MIT, 58p.

Marfisi-Schottman, I., 2012. Méthodologie, modèles et

outils pour la conception de Learning Games. Thèse :

Informatique. Institut National des Sciences

Appliquées de Lyon (France), 339p.

Marne, B., 2014. Modèles et outils pour la conception de

jeux sérieux : une approche metadesign. Thèse :

Environnements Infor-matiques pour l’Apprentissage

Humain. Université Pierre et Marie Curie (UPMC),

Paris (France), 198p.

Marne, B., Labat, J.M., 2012. Implémentation de patrons

de conception pour l’adaptation des parcours pédago-

ludiques dans les jeux sérieux. In TICE 2012, 8

colloque Technologies de l’Information et de la

Communication pour l’Enseignement, Lyon, (France),

pp. 69-79.

Marne, B., Huynh-Kim-Bang, B., Labat, J-M., 2011.

Articuler motivation et apprentissage grâce aux

facettes du jeu sérieux. In EIAH’2011, Environnement

informatique pour l’appren-tissage humain. Mons

(Belgique), pp. 69-80.

Melero, J., and Hernández-Leo, D., 2014. A Model for the

Design of Puzzle-based Games Including Virtual and

Physical Objects. In Educational Technology &

Society, vol.17, no.3, pp.192–207.

Montessori, M., 1912. The Montessori Method. (A. E.

George, trans). New York: Stokes.

Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J-

L., Fernández-Manjón. B., 2008. Educational game

design for online education. In Computers in Human

Behavior, vol. 24, no. 6, pp. 2530–2540.

Paquette, G., 2002. Modélisation des connaissances et des

compétences. Un langage graphique pour concevoir et

apprendre. PUF, Québec, 350p.

Paquette, G. ,1996. La modélisation par objets typés - une

méthode de représentation pour les systèmes

d'apprentissage et d'aide à la tâche. In Sciences et

Techniques, Hermes, vol.3, no.1, pp. 9-42.

Prensky, M., 2001. Digital Natives, Digital Immigrants

Part 1. In On the Horizon, vol. 9, no. 5, pp. 1-6.

Olavo., Filho de, M., Derycke, A., 2007. Concevoir des

Scénarios Pédagogiques Exécutables avec des Patrons

de Conception Pédagogiques, In INRP, 2007.

Digital Learning Game Scenario - A Pedagogical Pattern Applied to Serious Game Design

https://hal.archives-ouvertes.fr/hal-00161475.

http://www.profetic.org:16080/revue/IMG/pdf/art4Paquett

e.pdf. edutice-00001374.

Ültanir, E., 2012. An Epistemological Glance at the

Constructivist Approach: Constructivist Learning in

Dewey, Piaget, and Montessori. In International

Journal of Instruction, vol. 5, no. 2, pp. 195-212.

CSEDU 2017 - 9th International Conference on Computer Supported Education