Abstract
Learning with Serious Games? explores the use of serious games as learning and teaching tools. Using an analytical and pragmatic approach, Julian Alvarez, Damien Djaouti and Olivier Rampnoux define serious games as hybrid tools that combine utilitarian objectives (education, training, communication) with ludic mechanisms. This crossover between games and learning raises questions about the pedagogical relevance, effectiveness and conditions of implementation of these tools in an educational context.The authors begin by setting out a theoretical framework, defining the key concepts of serious games and distinguishing them from other forms of gamification or playful learning. They point out that serious games are not limited to video games, and can take a variety of forms to suit different educational objectives. One of the central issues raised in the book lies in the way these devices transform learning dynamics, by introducing renewed forms of engagement and interaction.From a more operational perspective, the book analyzes the benefits of serious games, in particular their ability to promote active learning, learner motivation and adaptation to a variety of profiles. In particular, they offer immersive, interactive experiences that facilitate the comprehension and memorization of knowledge. However, the authors also highlight certain limitations, such as the need for thoughtful integration within the educational framework and the specific skills required on the part of teachers or trainers.Finally, the authors propose methodologies for designing and evaluating the effectiveness of serious games. They stress the importance of an adapted didactic approach, taking into account pedagogical objectives, technical constraints and learners' needs. Through case studies and practical recommendations, the book provides teachers and designers with tools for analysis and implementation.In conclusion, the authors adopt a nuanced approach that highlights both the potential and the challenges of these devices, while providing concrete avenues for their integration into contemporary teaching practices.