Learning with Serious Games? – Synthetic Reading Note

Apprendre avec les serious games ? Fiche de lecture synthétique de l'ouvrage

Julian Alvarez ()
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Julian Alvarez: GERIICO - Groupe d'Études et de Recherche Interdisciplinaire en Information et COmmunication - ULR 4073 - Université de Lille, 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

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Abstract: This document is a synthetic reading note devoted to the book Learning with Serious Games? (Réseau Canopé, 2016). Generated using an automated summarization tool (BookNoteLM) and revised and amended on 16 January 2025, the note aims to provide a concise analytical overview of key concepts, models, and methodological contributions relevant to the study and pedagogical use of serious games. The reading note is structured around five main components: (1) definitions and terminological frameworks (serious games, serious gaming, gamification, intrinsic vs. extrinsic articulation), (2) the G/P/S classification model (Gameplay, Purpose, Sector), (3) theoretical foundations drawn from educational psychology, (4) mediation and evaluation issues through the CEPAJe model and the structuring of learning sessions (briefing, gameplay/use, debriefing), and (5) the creation of serious games by learners, based on the DICE model. The document also includes references to online academic and professional resources (HAL, Ludoscience, etc.) for further exploration.

Keywords: serious games; synthetic review; reading note; game-based learning; gamification; pedagogical mediation; CEPAJe; G/P/S; DICE; assessment; educational psychology; évaluation; psychologie de l’éducation; médiation; ludopédagogie; note de synthèse; fiche de lecture (search for similar items in EconPapers)
Date: 2026-01-16
Note: View the original document on HAL open archive server: https://hal.science/hal-05461187v1
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Published in 2026

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