Serious games in universities: an enjoinder to innovate, or the pleasure of teaching differently?
Games are now recognized in many non-game fields of activity as a way of boosting participant involvement. Over recent years, businesses, local authorities, technical consultancies, and universities have become increasingly interested in serious games. Using an exploratory and self-reflexive approac...
Wedi'i Gadw mewn:
| Cyhoeddwyd yn: | URI:https://journals.openedition.org/tem, |
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| Prif Awduron: | , |
| Fformat: | Article ou chapitre numérique |
| Iaith: | Anglais |
| Cyhoeddwyd: |
Territoire en mouvement
2025
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| Pynciau: | |
| Mynediad Ar-lein: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Crynodeb: | Games are now recognized in many non-game fields of activity as a way of boosting participant involvement. Over recent years, businesses, local authorities, technical consultancies, and universities have become increasingly interested in serious games. Using an exploratory and self-reflexive approach based on our use of serious games to teach geography and urban planning, we address some of the benefits, difficulties, and limitations of such tools. Without yielding to top-down enjoinders to innovate, adopting an experiential learning approach can lead us to (re)discover the pleasures of teaching differently, and enable us to assess differently our students’ ability to assimilate geographical thinking and approaches. In order to use serious games in class, it is crucial to play around with the constraints imposed by the curriculum framework or by the lack of suitable resources. |
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