R-e-cherches, publications, présentations

Étude de l’intégration d’un jeu sérieux pour l’enseignement de la programmation dans différents contextes universitaires

Abstract

Gamification of education is a developing approach for increasing learners’ motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers’ understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach.

...Au contraire, les cartes heuristiques figurant les liens entre les idées du texte d’une manière non linéaire, même lorsqu'elles comportent des erreurs, elles permettent aux étudiants de comprendre la stratégie du texte...

http://www.scoop.it/t/classemapping#

On trouve dans la littérature de nombreux témoignages d'enseignants-chercheurs qui affirment que la participation à la conception d'un MOOC (Massive Open Online Courses) a fait évoluer leurs pratiques pédagogiques. Au-delà des effets d'annonces qui ont entourés l'apparition de cette nouvelle technologie au début des années 2012 en France, nous avons voulu comprendre si cette influence était vraiment réelle, ou si elle résultait de la conjoncture d'autres facteurs tels que l'évolution naturelle des pratiques d'enseignements, ou la démocratisation des nouveaux usages numériques dans notre société.

Frédérick Bigrat, Cécile Méadel, Mélody Laurent. Réalisation de MOOC en France entre 2012 et 2019 : influence sur les pratiques pédagogiques des enseignants-chercheurs impliqués dans leur conception : Étude de l'influence des MOOC sur les pratiques pédagogiques des enseignants-chercheurs impliqués dans leur conception. De l’hypertexte aux humanités numériques (H2PTM'2019), Oct 2019, Montbélliard, France. 

Colloque International sur l'Innovation Pédagogique, Accompagnement et Professionnalisation des Etudiants du 06 au 08 Avril 2017 à Djerba en Tunisie

Usages d’Internet à l’école selon le regard des élèves. Pratiques d’intégration, paradigmes pédagogiques et motivation scolaire

The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.

I promised we’d get back to ratings. You remember that Szpunar had students rate their experience: in particular, he had them rate their anxiety levels. And the students in the Quiz Group were less anxious…not more anxious, LESS anxious…than those in the Break Group. (Their average anxiety rating was a 2, compared to a 3.75 for those who didn’t take quizzes.)

We associate tests and stress so readily that these results seem baffling. How can it be that quizzes reduced stress? Two answers stand out.

First: the quizzes helped the students monitor their own progress. Every fifteen minutes or so, they got feedback about their own understanding. If they knew the answer to a question, then they could be confident that they were in fact learning the material. And, if they didn’t know the answer, they could look to pick up that information in later segments of the lecture. Quizzes provided feedback that boosted confidence.

Second: the quizzes themselves were low stakes and formative. The quizzes weren’t graded, or fussed over, or factored into class averages. The students simply answered a few questions, and then kept going with the lecture. The tone surrounding the quizzes shaped the students’ experience of them.

Szpunar’s research, although surprising, aligns with other studies on the effect of frequent assessment. When Frank Leeming used daily tests instead of one term-end exam in his college Psychology class, his students were skeptical.3 (You’d be skeptical too if you had to prepare for a test each class.) By the end of the term, however, he found that they learned more than students had in previous years, that they preferred daily tests to final exams, and that they recommended he continue the test-a-day plan in future years.