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Master Thesis

Les jeux vidéo en classe : pour un enseignement inclusif et interactif de l’histoire-géographie

Abstract : Video games have been more and more studied by medias and researchers for the past ten years. Today, they have become unavoidable in history and geography. The purpose of this work is to draw attention to video games’ qualities: they engage and include all students, particularly dyslexic ones, in a more active approach. This study is based upon various epistemological frameworks: social psychology, socio-anthropology, and situated and critical pedagogy. To study the educational benefits of console game-based learning, I have worked on two experiments with my 10th grade classes: a first one on the Discovery Tour Ancient Greece, in history, and a second one on Papers, please! in geography. The results show that video games enrol students to work with a certain efficiency. Dyslexic students, specifically, are reassured and motivated by these tools, and they turn their energy into more positive actions. But since video games are based upon an invisible pedagogy of play, they are discriminating: gamers of the male sex and in higher socio-professional categories are more easily engaged.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03577284
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Submitted on : Wednesday, February 16, 2022 - 3:59:27 PM
Last modification on : Wednesday, March 2, 2022 - 3:36:18 AM
Long-term archiving on: : Tuesday, May 17, 2022 - 7:41:54 PM

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BARRAL_ESR_HG_Grenoble.pdf
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Guillaume Barral. Les jeux vidéo en classe : pour un enseignement inclusif et interactif de l’histoire-géographie. Education. 2021. ⟨dumas-03577284⟩

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