Jeu sérieux : étude de l'effet de l'intégration d'un modèle didactique dans un jeu vidéo sur l'apprentissage des joueurs
Serious games are a relevant educational solution in both formal and informal  contexts, as a resource for implementation, evaluation, and obviously for  increasing motivation, From a research perspective, there are many questions  about the educational value of such an approach as well as its main advantages. In  our project, we are interested particularly in the contribution of serious games  to pedagogic scenarios.  Using the game “Mecanika”, developed by the Master's in Education Department at  UQAM and based on a recognized questionnaire for identifying students'  understanding of mechanics, the Force Concept Inventory (Hestenes et al., 1992),  we have tried to isolate the main educational elements of the game in order to  assess their effect on learning. Our methodology was to compare the performance  of secondaire V students, in Quebec, who used two different versions of the game.  At first, the results confirm the findings of Boucher Genesse which were already  higher than those usually reported in research involving the FCI. We also observed  that there appears a significant relationship between having fun and learning, and  a significant relationship between the number of interactions and the version of the  game on the gain, which confirms that the game produces an effect added to that  of the teacher. The presence of stars in the original game solicited more student  interaction than the simulation version, suggesting that the use of a serious game  promotes the involvement of students.  However, no significant effect was associated with the removal of stars, indicating  that the scenario is perhaps not the main cause of learning observed in the game  Mecanika. The choice of other elements present in each scene must also be  considered. Future research is needed to better understand what promotes  meaningful learning in students who have used this game. Each convergence of  conceptual change models in our theoretical framework identify good variables to  isolate by modifying the original Mecanika game. This would permit testing of certain characteristics of conceptual change as well as identifying the reasons for  the success of the game Mecanika.
FCI Serious game conceptual change pedagogic scenario implementation mechanics