Search

International audience

This paper proposes a study of a serious game with a scientific aim, currently being designed, aboutchance and biological evolution, “Darwinium”. This game places secondary school pupils in thesituation of researchers observing the evolution of chimeric animal populations placed in anexperimental dome and having to report on this evolution in verbal narrative form (writtenexplanation of evolution) and graphically (representation of the population). This narrative is anelement of play and a means of observing the learning generated by the play activity. The approachto the game design process allows us to understand the instrumented interactions between thedifferent stakeholders and the choice of a narrative and graphic activity integrated into the game. Asemio-cognitive analysis of the written and graphic productions of the players allows us to discussthe use of drawing and narration in a ludic activity., Cette communication propose une étude sur un jeu sérieux à visée scientifique, en cours de conception, sur le hasard et l’évolution du vivant, « Darwinium ». Ce jeu place des élèves de collège en situation de chercheurs observant l’évolution de populations animales chimériques placées dans un dôme expérimental et devant rendre compte de cette évolution sous forme narrative verbale (explicitation écrite de l’évolution) et graphique (représentation de la population). Cette narration est un élément de jeu et un moyen d’observer les apprentissages engendrés par l’activité ludique. L’approche de la démarche de conception du jeu permet de comprendre les interactions instrumentées entre les différentes parties prenantes et le choix d’une activité narrative et graphique intégrée au jeu. Une analyse sémio-cognitive des productions écrites et graphiques des joueurs permet ensuite de discuter de l’usage du dessin et de la narration dans une activité ludique.

International audience

International audience

International audience; The ARTEfac project is a web solution developed by researchers and engineers from Aix-Marseille University and a private company. The solution is composed of a Backoffice for scenarios' designers and a mobile user application. An Augmented Reality (AR) science learning scenario has been designed for university students allowing them to build knowledge about Earth's seasons. The scenario included an interactive AR model representing the earth revolution around the sun using 3D objects. The users had the possibility to interact with the model like stopping the revolution and rotation, changing the earth inclination, etc. A quasi-experimental approach was used to investigate the impact of an AR model on the students' cognitive load, short-term and long-term learning outcomes. A test group composed of 24 students learnt Earth's seasons through the AR model while the 24 students control group learnt the topic with images and diagrams. A self-assessment of cognitive load has been used during the learning tasks and pre, post and retention questionnaires assessed the students' knowledge about Earth' seasons. According to the previous literature, we expect to find significant higher cognitive load for the control group (based on Wilcoxon rank-sum test) whereas the test group would outperform the control group in retention test. The post-test could be not significantly different. All these results will be discussed according to their limitations and the previous studies done in the same field.