T-09: Game-Based Learning in Action

In the Fall 2024 semester, the biology department began organizing teacher-led tutorials for first-year nursing students with a focus on developing game-based activities. In his talk, Jason Lapointe aims to share his experiences developing these tutorial sessions, including providing examples of the games that were created, best practices in adopting games to ensure student engagement, and how these tutorial sessions will evolve in future semesters.

The panorama project, constructed in Minecraft and supplemented by innovative technologies, explores the relationships between student presence, video game environments, and knowledge production in the networked classroom. It scaffolds undergraduates’ self-directed learning by creating an allegorical representation of reality that projects outsize spaces-within-space. The Minecraft panorama, akin to historical panoramas, is a layered environment that challenges the bounds of contemporary pedagogy—not because we are inside it, but because we have constructed it. By situating in-game procedures in relation to the material world, the project aims to model the co-production of illusionistic spaces, sensation, and scholarship.

Cette recherche examine les perceptions des étudiants sur l’approfondissement de leurs connaissances en éducation à travers un jeu de société éducatif. Le jeu, conçu par cinq étudiants, a été expérimenté dans un cours de gestion de classe auprès de 38 étudiants. Leurs perspectives ont été recueillies par questionnaires et observations, puis analysées. Les résultats montrent que les étudiants ont renforcé leur compréhension des théories étudiées à hauteur de 75 %. Trois thèmes émergent : clarification des concepts, application concrète des notions et consolidation des apprentissages par l’interaction, mettant en évidence le potentiel des jeux éducatifs comme outil d’apprentissage actif en enseignement supérieur.