Résumé
Interdisciplinarity cannot be decreed a priori. It has to be built up gradually, through interactions between disciplinary knowledge, interdisciplinary practices and feedback. But how do we learn about interdisciplinarity? In this article, we present a process of reflective evaluation based on the co-development of a serious game for interdisciplinarity. We hypothesise that the reflective evaluation process at work in the co-development of a serious game acts as an external device likely to shake up and develop the learner’s definitions and practices. We describe the implementation of each stage of the serious game’s co-development process: in applying category theory, this involves the conceptual modelling of the reference systems of 12 volunteer researchers whose ontologies and semantic categories constitute the elements (foundations, bricks, bridges) of a game for building interdisciplinarity. By reporting on the process of reflective evaluation at work at each stage of this co-development, we discuss its impact on the learning of interdisciplinarity, the integration of the methods proposed in this learning by the learners and the improvement of the learning system as such. This experiment thus reveals the multiplicity and coexistence of evaluative intentions at the time of the experiment. It underlines the importance of reflective evaluation on the part of learners and observers alike, both in the short term of the game’s development and in the long term of the actual transformation of practices.