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Détails du patron de conception « Time for Play /Time for Thought »

in english

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Contexte : start the Game-Based Learning Mixture with a list of pedagogical objectives including high-level knowledge.

Problème :

How to make learn high-level knowledge?

Users can unlikely control interactions and do high-level thinking because of cognitive over-load. Video games are based on interactions while some knowledge requires slowness to be matured.

Solution :

Use intensive action phases to make practice and use less intensive phases to make reflect.

Frequent comments oppose playing and learning whereas the opposition is more between practice and reflection.
In [Kiili, 2007] analysing problem-based gaming, Kiili highlights the need of reflection phases for « personal synthesis of knowledge, validation of hypothesis laid or a new playing strategy to be tested ». During action phases, users are engaged emotionally or focussed on a goal thus can unlikey revise or structure their knowledges.

Video games often provide less-intensive phases. Even if they are based on interactions, the progression often alternates tension phases with more peaceful ones e.g. before a mission or when there is a game over, when a goal is reached or a level is completed. Peaceful phases are habitual in Narrative Structures (GD) because they allow to make users rest before next action phases. These peaceful moments are necessary as difficulty and intensity of actions increase during the progression.

So design Pedagogical Gameplays during actions phases to make discover, feel or experiment elements of knowledge. During reflection phases, you can use Debriefings explaining what happens during actions. Reified Knowledge and Advanced Indicators provided into the action phases can help gaining altitude on actions.

Références :

Kiili, K. : Foundation for Problem-based gaming. British Journal of Educational Technology 38(3) (May 2007) 394-404


Patron rédigé par : Benjamin Huynh-Kim-Bang, Bertrand Marne

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