Serious games or how video games are diverted

Serious games ou comment sont détournés les jeux vidéo

Julian Alvarez (), Christian Gautellier () and Olivier Rampnoux ()
Additional contact information
Julian Alvarez: Ludoscience - Ludoscience : Studying Video Games, INSPE LHdF - Institut national supérieur du professorat et de l'éducation - Académie de Lille - Hauts-de-France - Université de Lille, IRIT - Institut de recherche en informatique de Toulouse - UT Capitole - Université Toulouse Capitole - Comue de Toulouse - Communauté d'universités et établissements de Toulouse - UT2J - Université Toulouse - Jean Jaurès - Comue de Toulouse - Communauté d'universités et établissements de Toulouse - CNRS - Centre National de la Recherche Scientifique - Toulouse INP - Institut National Polytechnique (Toulouse) - Comue de Toulouse - Communauté d'universités et établissements de Toulouse - EPE UT - Université de Toulouse - Comue de Toulouse - Communauté d'universités et établissements de Toulouse - TMBI - Toulouse Mind & Brain Institut - UT2J - Université Toulouse - Jean Jaurès - Comue de Toulouse - Communauté d'universités et établissements de Toulouse - EPE UT - Université de Toulouse - Comue de Toulouse - Communauté d'universités et établissements de Toulouse, LARA-SEPPIA - Laboratoire de Recherche en Audiovisuel - Savoirs, Praxis et Poïétiques en Art - UT2J - Université Toulouse - Jean Jaurès - Comue de Toulouse - Communauté d'universités et établissements de Toulouse
Christian Gautellier: Ceméa - Ceméa – Centre d'entrainement aux méthodes d'éducation active [réseau associatif]
Olivier Rampnoux: CEREGE [Poitiers] - Centre de recherche en gestion [UR 13564] - UP - Université de Poitiers = University of Poitiers, UP - Université de Poitiers = University of Poitiers

Post-Print from HAL

Abstract: When it comes to the issues surrounding digital objects in the world of young people, our usual bias, our reflex, is first and foremost to take an approach that is often exclusive to the educator, and not without reason. The interest of this article, based on the example of serious games, is to situate these issues from the viewpoints of both the marketing designer of "products to be consumed" and the educator designing "situations to be educated". In the process, each borrows the tools of the other. Today, it's a question of reinforcing situations in which the two viewpoints intersect, by adopting the other's point of view and adapting the other's to his or her point of view, which is essential if we are to make progress on shared educational issues and give concrete meaning to the notion of co-responsibility. To develop in the apprentice consumer, if not a cultural reflex in the face of addictive temptations, a critical attitude in the face of omnipresent and intrusive marketing communication strategies.

Keywords: serious game; e-learning; Edugaming; Advergaming; Edumarket game; Serious gaming; Edugame; Advergame; Serious game; enseignement; edugaming; serious gaming; advergame; edumarket game; edugame (search for similar items in EconPapers)
Date: 2008-07
Note: View the original document on HAL open archive server: https://hal.science/hal-05505915v1
References: Add references at CitEc
Citations:

Published in Vers l'Éducation Nouvelle, 2008, 1 (531)

Downloads: (external link)
https://hal.science/hal-05505915v1/document (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05505915

Access Statistics for this paper

More papers in Post-Print from HAL
Bibliographic data for series maintained by CCSD ().