By digging here and there on the Internet, anyone interested in serious games will eventually understand that they are a lever on student motivation. However, the more substantive words used to illustrate their true educational value are more difficult to find.
“If games have always existed, raises Yasmine Kasbi, teachers did not wait for the advent of new technologies to teach. Playing is a child's first learning. It was while playing that he made his first discoveries and developed his creativity. She explains that studies have shown that a child or an adult obtains much more convincing results in a learning situation integrating the game than in a traditional teaching situation. Our brain is constantly trying to make patterns, that is to say, automatisms that he will classify in his memory. These patterns create dopamine, which the brain craves. This is the reason why he will try to create as many as he can. "Video games allow the creation of these patterns, she adds. And there will necessarily be dopamine production at the end of each level of play ”.
What uses for electronic games in the classroom is the summary report of research carried out by European Schoolnet in eight European countries. We note a greater motivation on the part of the students when electronic games are integrated into the educational process. The work requested then seems more concrete in the eyes of the students, more connected to their daily reality, in addition to allowing them to develop their confidence in their abilities and to respect their learning rhythm. The teachers who took part in the experiment observed a greater retention of information and of social, intellectual and spatiotemporal skills. Since the games selected were selected for their educational value, the quality of the feedback given to the student on his way of learning seems very formative for the latter. However, the acquisition of skills directly related to the way taught is not clearly evident.
For her part, Samuelle Ducrocq-Henry drew many conclusions about the learning achieved by the participants when they indulge in the practice of network video games. His doctoral thesis tells us that 74 % of the players questioned claim to learn something by participating in a LAN party. What exactly are they learning through these games? Team spirit, difference, communication and respect are grouped together in psychosocial learning. The practice of reflexes, the management of strategies and the control of one's emotions are part of the psychomotor learning achieved. As for psychocognitive learning, problem solving, speed of mind, overview, organization under pressure and innovation are examples mentioned by the players, in addition, of course, to skills related to computing.
Do young people today learn differently? Louise Sauvé mentions the work of authors on the digital generation. These learners would have developed a new cognitive style characterized by "multitasking", relatively short attention during learning and a preference for exploration and discovery. All these components are found in video games in addition to allowing players to develop their inductive reasoning.