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L’apprentissage informel aux prises avec la gamification
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The differences between game and labor are culturally defined. According to places and cultures, those activities are similarly described as rational layouts of resources to achieve some specific goals, by following rules located into well-structured environments – although more and more complex and less defined. For all that, despite of the proximity of these abstract concepts, the process of gamification promotes a brand new model of engagement into the activity, inviting workers to explicitly play the job. More specifically, we will discuss the case of a French video games studio in Strasbourg in which we conducted a participating observation at the end of a serious game production. Through the observation of the different ways for the game to occur, we will explore the game as cooperation, as commercial argument and as product. In this way, the process of gamification can be understood as a boundary object from the workers to the public targeted by the serious game; while showing the limits of linking the company and the market.
This book explains how gamification, specifically enterprise gamification, can help managers in multiple areas within an enterprise to improve attrition. Employee Engagement is an important component to foster employee relations with the organization. Gamification by its inherent design helps to increase engagement within an enterprise. Several successful case studies in Gamification are presented, which present new practical tips for Gamification for IT Management. By introducing general IT management concepts related to the specific environment managers work in, the authors then detail the benefits of introducing gamification in this very environment to resolve business issues.
IT Managers, as well as HR professionals, Group Heads, and Delivery Leaders will find this be a useful resource to understand how Gamification can improve their everyday work. The book can also be used as a reference for engaging learners and employees to improve their productivity in organizations.
Gamification provides new opportunities to engage and motivate the learner. Leveraging the learning potential of games has proved difficult. For insightful learning to occur it is necessary to integrate the processes of action and reflection. Incorporating learning concepts and theories in the design of the gaming experience is required if this is to occur. To date, gamification appears to be preoccupied with badging rather than seeking to overlay the learning processes of reflection, analysis and insight over the gaming experience. The business simulation, PierSim, has successfully achieved this. A sample of 250 students who used PierSim was surveyed in regard to their learning experience. The learnings derived from the gaming experience were insightful and meaningful to the student. The students valued the integration of concepts, the learning and the level of engagement above the ‘fun’ experience. Contrary to the commonly held perception that gaming is a male-orientated domain, female students derived a higher level of engagement, learning and satisfaction than their male peers. Rather than the traditional focus on the gamification of learning, this research suggests that the future rests with the learnification of games.
Gamified workplaces could be a positive and innovative solution to addressing contemporary problems in organizations. Such problems include high levels of stress, reduced sense of community, reduced loyalty and rapid changes in the workforce. To better prepare organizations for the future it may be helpful to identify and understand the potential advantages, disadvantages and areas for future research in relationship to the use of gamification for personal and organizational wellbeing. An analysis of research literature across disciplines in combination with expert opinion identified gamified workplaces as a promising strategy for promoting wellbeing. Furthermore, this paper proposes a set of 10 principles (I PLAY AT WORK) that may support gamification efforts. In addition to the value of mapping the present for the benefit of the future, there is also considerable value in reshaping core ideas related to the workplaces. Gamified workplaces can provide opportunities for a more vigorous and strategic inter-disciplinary research agenda that can stimulate investments in the area.
Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher.
Le serious game d'apprentissage se doit de lier la pratique du jeu à la pratique métier. L'enjeu concerne les concepteurs, les responsables de formation ou responsables des ressources humaines, tous intéressés par la transmission ou l'évaluation des compétences. Mais alors que les serious games convoquent les notions de fiction, d'immersion, de réalisme ou encore de référentialité, ils réactivent des problématiques rencontrées par le cinéma documentaire. Cette thèse propose que les théories et pratiques documentaires puissent servir l'intention pédagogique pour favoriser l'acquisition de nouvelles compétences chez l'utilisateur. Sur le plan cognitif, l'objectif est d'explorer l'apprentissage lié à la confrontation de points de vue divergents (conflit sociocognitif). L'objectif communicationnel associé est d'expliquer la construction d'un interlocuteur capable d'opposer un tel point de vue à l'utilisateur. Notre recherche aboutit à une "grammaire narrato-cognitive" permettant de ne plus cantonner la compétence visée dans la fiction, mais de l'étendre de manière réflexive aux énonciateurs réels.
This article introduces and outlines the issues in question which this number of Education et Sociétés examines, namely informal learning in leisure and entertainment activities. In order to do so it presents as a starting point for its author the necessity to refer to this notion. It is indeed the multiple difficulties inherent in the relation between games and education that have led him to consider the problem differently by removing games from the limits of their “ghetto” to place them within the rest of social activities as a whole producing fortuitous educational results. However, identifying them cannot be done without having an influence in turn on these same practices which are then considered as being potentially educational through a process of formalization which consists in devel- oping the educational potential of activities which are then less and less part of informal education. It remains, nevertheless, that games and other leisure activities, by their capac- ity to be taken at a second degree, present potentially educational means which can take on many different forms depending on the nature of the expertise undergone by the play- ers involved.
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
Même s'il est courant de penser que l'apprentissage se réalise principalement en contexte scolaire, et à l'intérieur d'une période déterminée de la vie, les adultes apprennent beaucoup de façon informelle, avec des moyens diversifiés, et dans toutes sortes de contextes, dont souvent en milieu de travail. Ces apprentissages sont encore très peu reconnus comme étant valables et légitimes, par les divers milieux comme par les adultes eux-mêmes, et c'est un phénomène qu'il faut davantage investiguer.
Cette étude cherche à mieux comprendre la nature de ce processus d'apprentissage informel, chez des adultes au travail et dans le contexte d'une entreprise. En s'appuyant sur les cadres théoriques de la cognition située et du constructivisme, les concepts de savoir tacite et d'explicitation, elle examine plus particulièrement la nature située, tacite et dialectique de ce processus, et investigue le rôle qu'y jouent les ressources mobilisées par les acteurs en situation, le contexte de réalisation et le groupe de pratique auquel il appartient. L'investigation adopte une approche qualitative/interprétative, pour aborder le phénomène du point de vue des sujets, à partir de ce qu'ils révèlent de leurs apprentissages informels par la réflexion sur leur pratique et l'explicitation. Avec un abord du terrain inspiré de l'ethnographje, la recherche procède par étude de cas. Un petit groupe de coordonnateurs d'une entreprise manufacturière de la grande région de Montréal a été suivi, au moyen d'observations in situ, de récits d'expérience en situation de travail, d'entretiens d'explicitation et d'une activité réflexive en groupe. Les données ont été analysées selon une approche inductive et par une méthode inspirée de la théorie ancrée. L'interprétation s'exprime dans une théorisation progressive « en construction », à partir du sens émergeant des données et de l'analyse. Les résultats suggèrent une mise en évidence de la nature située et dialectique du processus d'apprentissage informel de ces coordonnateurs en entreprise, cet apprentissage se déployant par une «personne-entière-en-activité» qui s'adapte et reconstruit ses stratégies en cours d'action. La personne réalise cet apprentissage en pratique et par l'expérience, à l'intérieur d'une « dialectique du savoir tacite », qui s'exprime dans un double va-et-vient: un va et vient implicite-explicite, un va et vient connaissance théorique-expérience. Le processus de réflexion-explicitation apparaît ainsi constitutif de celui de l'apprentissage informel, et ce dernier s'articule à l'expérience de l'acteur. L'étude a permis de proposer des éléments pouvant caractériser l'apprentissage informel dans le contexte examiné. Il s'agirait d'un apprentissage qui est
« auto-initié » par l'acteur et qui est souvent
« autogéré ». Il est déclenché par un élément déstabilisant qui suscite le besoin d'adaptation/rééquilibration de l'acteur. Il se réalise par la mobilisation de ressources variées (dont le groupe d'appartenance) qui jouent un rôle structurant et « médiatisant » de l'apprentissage. Et il se manifeste en situation par la trace d'une pratique nouvelle, restructurée, ou confirmée, souvent formée de connaissances en acte. Cette pratique s'exprime dans cinq dimensions, cinq axes inter reliés de façon dynamique. Parmi les retombées potentielles de la recherche, une meilleure compréhension de l'apprentissage informel des adultes en milieu de travail ressort, pouvant favoriser la valorisation et la reconnaissance, par les apprenants et par les milieux, de cette forme d'apprentissage, et pouvant permettre de mieux l'arrimer aux formations organisées. En cela, elle pourrait susciter l'élaboration d'activités de formation (au travail ou à l'école) mieux articulées avec les multiples acquis d'expérience de la personne. En outre, une reconnaissance de ces apprentissages peut contribuer à valoriser l'apprenant, ce qui peut avoir d'importantes conséquences humaines et identitaires, dont l'impact à long terme reste encore méconnu. Des pistes pour la recherche future sont également proposées dans cette étude. Particulièrement, nous soulignons: la nature dialectique du processus d'apprentissage informel, qui s'exprime à travers celui du savoir tacite, et dont l'explicitation apparaît constitutive; les
« stratégies métacognitive » d'apprentissage informel; les liens entre l'apprentissage formel et informel; et le rôle des « caractéristiques personnelles » de l'acteur. Finalement, la recherche sur l'apprentissage informel apparaîtra porteuse pour éclairer sous un jour particulier les problématiques spécifiques du domaine de la formation professionnelle. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Activité réflexive, Analyse inductive, Apprentissage en pratique, Apprentissage informel, Apprentissage en situation, Cognition située, Communauté de pratique, Contexte, Connaissance en acte, Dialectique, Entreprise, Ethnographie, Étude de cas, Explicitation, Entretien semi-dirigé/d'explicitation, Entretien focalisé en groupe, Métaréflexion, Observation in situ, Processus, Recherche qualitative/interprétative, Récit d'expérience, Réflexion sur l'action, Ressource structurante, Savoir tacite, Situation, Théorie ancrée, Travail.
In this chapter, we will show how a gamification framework can be applied to create an engaging and enjoyable ride sharing experience, with the purpose of promoting behavioral change towards sustainability. As sustainability has become a major issue for large companies, we wanted to address this business objective within a topic that has gained a lot of propagation and market penetration in recent years: Ride sharing. For this reason we have developed a gamified ride sharing system that follows the six-step gamification framework provided by Werbach and Hunter (2012). Starting with defining business objectives, we then outlined the target behaviors of our players along with metrics to evaluate if the target behaviors have been reached. Afterwards, we identified different player types in the form of player personas to be able to address the needs of these player types. Followed by devising activity cycles, such as engagement loops, progression stairs, and a short comment on not forgetting the fun when constructing such a system, we implemented some central dynamics in the final gamification concept to foster target behaviors. We therefore deployed a strong narrative in combination with team challenges and individual quests, but also aimed at making the ride selection process enjoyable in itself.
Juan sits in front of his laptop while slowly, painfully progressing through a customer service e-learning course. He is bored and disinterested. Juan wants desperately to click the "next" button in quick succession and rush through to the end. Then he can take the simplistic 10-question multiple-choice test, pass the course, and get back to work. He can't because he's been foiled.
Gamification is the use of game and behavioral analytics, game mechanics, interactive media, and social networking to improve work performance and transform a business by engaging and training users to solve problems. Gaming techniques and strategies have been used in areas such as employee training programs, financial services websites, customer relationship management, project management, business intelligence, market research, online shopping, and education. The level of sophistication involved in the technology applied to these needs varies greatly. This chapter will focus on the more technologically sophisticated methods applied to implementing gaming solutions in work situations. The use of gamification technologies that extends the video gamer lifestyle and skill set to engage and build loyalty with customers and employees will be discussed. Cases of practices in applying gamification to provide solutions for businesses will be examined. This chapter will conclude with imitations, implications, managerial caveats, and assessment of gamification.
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