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co.LAB - A Digital Lab for the co-Design, co-Development and co-Evaluation of Digital Learning Games

Role: Main Applicant

Financement: Innosuisse

Description du projet : Problème : Dans le domaine de la médecine d'urgence, on applique le concept de 'Major Incident Medical Management and Support' (MIMMS) lorsque les secouristes font face à un nombre et une typologie de blessés requérant l'emploi de moyens inhabituels. La manière de fonctionner des équipes de secours change radicalement du quotidien et certains acteurs doivent prendre des rôles de coordination inexistants dans leur activité traditionnelle. Il est nécessaire de former les intervenants à ces métiers différents. Pour ces formations, il existe deux grands types de simulations: 'grandeur nature' ou 'logicielle'. Ces deux types de simulations présentent des avantages, mais aussi des limites, telles que coûts d'organisation élevés ou débriefings difficiles pour l'une et rigidité des scénarios et des modes d'utilisation pour l'autre. Solution: La solution proposée est une digitalisation de la formation, avec un nouveau type de simulation logicielle, offrant une flexibilité dans la gestion des formations et la création des scénarios de simulation, ainsi qu'un support au débriefing et à l'analyse des comportements des participants. Recherches nécessaires: Le développement implique des avancées dans plusieurs domaines. L'environnement de simulation doit être adaptatif pour permettre une flexibilité des modes de formations. Un système auteur doit permettre à des non informaticiens de créer des scénarios complexes. Un système de "learning analytics" doit permettre l'analyse des performances autant individuelles que collectives. Un tableau de bord doit permettre au formateur de suivre et adapter en temps réel le déroulement de la simulation. Bénéfices: La mise en oeuvre de cette solution améliore la préparation des professionnels à la gestion des événements majeurs tout en participant à la diminution des coûts de formation. Cette meilleure préparation permet l'augmentation des chances de survie des victimes et la diminution des coûts et traumatismes dus à une mauvaise gestion de l'événement.

Research team within HES-SO: Jaccard Dominique , Huguenin Audrey , Laurent Maxence , Good Xavier , Monnier Sandra , Santaniello Fabio

Partenaires académiques: MEI

Durée du projet: 01.01.2021 - 31.12.2024

Montant global du projet: 663'828 CHF

Statut: Ongoing

co.LAB - A Digital Lab for the co-Design, co-Development and co-Evaluation of Digital Learning Games

Role: Main Applicant

Financement: FNS matériel; FNS

Description du projet : Interest in Digital Learning Games (DLGs) has flourished at all levels of education. Digital Learning Games contribute to increasing students' motivation and engagement, and are effective tools to support learner centered teaching practices. However, the design, development and uses of DLGs remain an issue due to the gap between teachers, game developers and researchers. At the crossroads between educational and computer sciences the goal of the co.LAB project is to improve the design, development and uses of Digital Learning Games at all educational levels in Switzerland. This goal will be achieved by the development of what we call the co.LAB: a collaborative methodological framework between teachers, game developers and researchers in educational science, associated with a collaborative digital platform dedicated to co-design, co-development and co-evaluation of DLGs.

Research team within HES-SO: Jaccard Dominique , Huguenin Audrey , Laurent Maxence , Hulaas Jarle , Monnier Sandra

Partenaires académiques: MEI; Université Fribourg

Durée du projet: 01.02.2020 - 31.01.2024

Montant global du projet: 499'738 CHF

Statut: Ongoing

Serious Games in Higher Education

Role: Main Applicant

Financement: FNS

Research team within HES-SO: Jaccard Dominique , Huguenin Audrey , Laurent Maxence , Good Xavier , Vestergaard Mikkel , Santaniello Fabio

Partenaires académiques: MEI; Jaccard Dominique, MEI

Durée du projet: 01.01.2020 - 31.01.2024

Montant global du projet: 65'363 CHF

Statut: Ongoing

Completed

Serious game 'Tri des patients au service des urgences médicales"

Role: Main Applicant

Financement: Universitetet i Agder

Description du projet : The objective of this project is to explore, test and disseminate the potential for educational innovation brought by serious games in university education. This project is funded by the DIKU (Norwegian Agency for International Cooperation and Quality Improvement in Higher Education), who promotes promote development and innovation in education, encourage international cooperation and digital learning methods. This project is conducted in collaboration with the University in Agder (Norway) who is the main investigator.

Research team within HES-SO: Jaccard Dominique , Huguenin Audrey , Laurent Maxence , Hulaas Jarle

Partenaires académiques: MEI; Jaccard Dominique, MEI

Durée du projet: 01.09.2019 - 31.08.2022

Montant global du projet: 95'973 CHF

Statut: Completed

H2020 European Project "Valuing and communicating multiple benefits of energy-efficiency"

Role: Main Applicant

Financement: La Source

Description du projet : Projet en partenariat avec « L'Institut et Haute Ecole de Santé La Source » et les « Hôpitaux Universitaires de Genève (HUG) ». Aux urgences, les décisions de triage ont un impact direct sur le taux de survie des patients. Toutefois, des études ont révélé des différences importantes dans l'attribution du degré d'urgence. Dans le cadre de ce projet, nous développons un jeu sérieux afin de reproduire un environnement de travail avec des distracteurs et de fournir une occasion d'explorer leurs impacts sur la qualité du tri dans les services des urgences. Cette étude permettra de mieux comprendre l'influence du milieu de travail sur la sécurité des soins.

Research team within HES-SO: Jaccard Dominique , Laurent Maxence , Hulaas Jarle

Partenaires académiques: MEI

Durée du projet: 31.01.2019 - 31.07.2021

Montant global du projet: 17'000 CHF

Statut: Completed

Patient's Rights & Innovative Teaching Strategy - PRITS

Role: Main Applicant

Financement: HES-SO

Description du projet : Participation at H2020 european project "Valuing and communicating multiple benefits of energy-efficiency measures' (M-Benefits). Work package 4 "Toolkit development", task 4.4 "Development of the serious game'

Research team within HES-SO: Jaccard Dominique , Laurent Maxence , Hulaas Jarle

Partenaires académiques: MEI; Jaccard Dominique, MEI

Durée du projet: 01.03.2018 - 30.06.2021

Montant global du projet: 91'440 CHF

Statut: Completed

Playing and computational thinking

Role: Collaborator

Financement: HES-SO Rectorat; MEI; VD-HESAV

Description du projet : De nouvelles manières de vivre, d'organiser la société, de soigner mais encore d'enseigner se façonnent par la présence quotidienne du numérique. Le projet Patient's Rights & Innovative Teaching Strategy ou « PRITS » consiste à développer un prototype logiciel de type Serious Game sur les droits des patient.e.s pour soutenir les étudiant.e.s dans l'apprentissage des règles juridiques applicables dans leur domaine. Le but est de sensibiliser, de motiver les étudiant.e.s Bachelor des filières Santé, ainsi qu'élargir les options pédagogiques de l'enseignement des droits des patient.e.s.

Research team within HES-SO: Bielser Félicia , Rappo Daniel , Jaccard Dominique , Huguenin Audrey , Laurent Maxence , Bonnard Delphine , Monaco Pierre-Benjamin , Yavavli Songül , Correia De Oliveira Dominique

Durée du projet: 01.06.2020 - 30.06.2021

Montant global du projet: 123'700 CHF

Statut: Completed

Une simulation pour la formation au développement territorial

Role: Main Applicant

Financement: LIP UNIFR

Description du projet : Empowering young people with computational thinking skills has been recognized as crucial to helping them understand the physical and social worlds they inhabit. On one hand, in Switzerland, different initiatives are to address this issue in secondary education and, on the other hand, teachers still need support for implementing innovative and relevant approaches into their teaching practices. The PACT project aims to offer secondary school teachers in computer science the opportunity to get this support through innovative resources dedicated to game-based learning and teacher professional development grounded on design-based research. A group of researchers, computer scientists and teachers will collaborate on the design, development, implementation and analysis of game-based teaching scenarios. The expected outcomes are (1) innovative teaching resources (games), (2) experienced teachers ready for acting as computing ambassadors and teacher trainers and (3) frameworks for innovative teaching scenarios supported by strong research results. This project will be the starting point of an application for an SNF grant.

Research team within HES-SO: Jaccard Dominique , Laurent Maxence , Monaco Pierre-Benjamin , Hulaas Jarle

Partenaires académiques: MEI

Durée du projet: 01.11.2018 - 31.12.2020

Montant global du projet: 20'000 CHF

Statut: Completed

Role: Main Applicant

Financement: Université de Genève

Description du projet : Développement d'une simulation innovante pour la formation au développement territorial.

Research team within HES-SO: Jaccard Dominique , Laurent Maxence , Monaco Pierre-Benjamin , Hulaas Jarle

Partenaires académiques: MEI

Durée du projet: 01.01.2017 - 31.12.2019

Montant global du projet: 20'000 CHF

Statut: Completed

Simulation Oncologie

Serious Game "droit des sociétés"

Role: Main Applicant

Financement: HEdS-FR; HESAV

Description du projet : Développement d'une simulation innovante pour la formation aux soins en oncologie.

Research team within HES-SO: Divorne Sandrine , Jaccard Dominique , Laurent Maxence , Hulaas Jarle

Partenaires académiques: MEI; Jaccard Dominique, MEI

Durée du projet: 01.11.2015 - 31.12.2018

Montant global du projet: 50'000 CHF

Statut: Completed

WEb Games Authoring System

Role: Main Applicant

Financement: Université de Genève

Description du projet : Développement d'un serious game dans le domaine du droit des sociétés

Research team within HES-SO: Jaccard Dominique , Laurent Maxence

Partenaires académiques: MEI

Durée du projet: 27.11.2014 - 31.12.2017

Montant global du projet: 35'000 CHF

Statut: Completed

Concept E-Help, système de formation et d'assistance au dépannage pour le domaine industriel

Role: Main Applicant

Financement: HES-SO Rectorat

Description du projet : WEGAS est un environnement de création de « Simulation Games ». Les Simulation Games sont des outils d'apprentissage basés sur la reproduction de situations réelles, utilisant certains principes du jeu et permettant le développement de compétences pratiques. Si l'efficacité des Simulation Games est avérée, ceux-ci présentent toutefois l'inconvénient majeur de coûts de développement élevés. WEGAS permet de créer rapidement et avec peu de connaissances informatiques des Simulations Games soutenant des formations dans des domaines variés.

Research team within HES-SO: Rizzotti Aïcha , Rappo Daniel , Jaccard Dominique , Rekik Yassin Aziz

Partenaires académiques: MEI; Technologie d'interaction; Jaccard Dominique, MEI

Durée du projet: 01.01.2012 - 31.12.2013

Montant global du projet: 182'000 CHF

Statut: Completed

Role: Main Applicant

Financement: HES-SO Rectorat; Matisa; Infolearn Consultran

Description du projet : Dans le monde des machines outils, les entreprises vendent leurs produits sur des marchés internationaux. Elles sont contraintes de se rendre sur place afin d'effectuer des mises en service, des dépannages ou encore des entretiens à l'étranger. Tous ces déplacements engendrent des coûts importants pour l'entreprise qui doit fréquemment envoyer des collaborateurs sur place. Cependant, il est fréquent de constater que ces déplacements ne sont pas toujours indispensables et que, si le client disposait d'une information adaptée et une assistance à distance efficace de la part de l'entreprise, une partie des déplacements des collaborateurs pourrait être évité. Ce système vise donc à offrir un système regroupant l'ensemble de la documentation des machines et permettant aussi bien une vidéoconférence ou encore une prise de contrôle à distance depuis l'entreprise afin de diriger et d'informer les utilisateurs des machines.

Research team within HES-SO: Jaccard Dominique , Schwab Stéphane

Partenaires académiques: VD - Ra&D; Jaccard Dominique, VD - Ra&D

Durée du projet: 01.11.2003 - 31.12.2005

Montant global du projet: 110'000 CHF

Statut: Completed

2023

A systematic review on the use of serious games in project management education

Scientific paper ArODES

Magnus M. Hellström, Dominique Jaccard, Knut Erik Bonnier

International Journal of Serious Games, 2023, vol. 10, no. 2

Summary:

Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario.

PRITS - patient's rights et innovative teaching strategy :

Scientific paper ArODES

le jeu sérieux comme stratégie pédagogique pour enseigner les droits des patient·e·s

Dominique Correia de Oliveira, Songül Yavavli, Dominique Jaccard, Félicia Bielser, Delphine Bonnard

Integration Pedagogique des TIC - IPTIC - Revue Internationale de l'AUPTIC, 2023, no. 3, pp. 85-93

Summary:

En vue de soutenir l’apprentissage des étudiant·e·s dans le domaine des droits des patient·e·s, une équipe multidisciplinaire alliant la santé, le droit, la pédagogie et l’ingénierie, a développé un serious game pour élargir les options pédagogiques de l’enseignement. Dans cet article, les auteur·e·s décrivent comment le dispositif, par son caractère ludique, incite les utilisateur·rice·s à se projeter dans des situations cliniques et à prendre des décisions qui permettront aux participant·e·s de franchir les différentes étapes du jeu. Associé à un scénario pédagogique, avec des séances de briefing/débriefing, il encourage à la participation, et à l’obtention de gains de connaissances spécifiques.

2022

Design principles for serious games authoring tool

Scientific paper ArODES

Maxence Laurent, Sandra Monnier, Audrey Huguenin, Pierre-Benjamin Monaco, Dominique Jaccard

International Journal of Serious Games, 2022, vol. 9, no. 4, pp. 63-87

Summary:

Serious game development involves a multidisciplinary team of teachers and computer scientists. But the difference in computer competencies between the team members is a recurring difficulty in this collaboration. Authoring tools, which provide interfaces adapted to users' competencies, are promising solutions to overcome this difficulty. However, existing authoring tools are either limited in their functionalities (not powerful) or too complex for non-computer scientists (not usable). A comprehensive set of design principles to address this limitation does not yet exist. The objective of this research was to define a set of design principles for the development of powerful and usable authoring tools. To achieve this objective, we first defined a set of design principles. We then developed an authoring tool corresponding to these principles. Finally, we carried out test uses of that tool through the development of twelve serious games. Results show that this authoring tool enabled the development of a wide variety of serious games (powerful) by teams with heterogeneous computer skills (usable). Design principles defined in this research integrate and extend previous works. They allow to overcome the dilemma between the power and usability of authoring tools. This could unlock new possibilities for collaborative approaches in serious games developments.

How might serious games trigger a transformation in project management education ? Lessons learned from 10 Years of experimentations

Scientific paper ArODES

Dominique Jaccard, Knut Erik Bonnier, Magnus Hellström

Project Leadership and Society, 2022, vol. 3, article no. 100047

Summary:

While many studies have been published about project management serious games, most of them mainly describe characteristics and features of the games themselves. In those studies, little is found on the pedagogical implementation of serious games and on how they have impacted project management education. In this article, we both discuss how serious games have impacted project management education and how they are implemented from a pedagogical perspective. We used an empirical research approach, based on qualitative observations. Observations included authors’ own usages of a project management serious game (the PM-Game) complemented with a synthesis of 10 years of observations and discussions with other teachers who had used this same PM-Game. Results showed that serious games may lead to educational changes such as moving toward active pedagogies, developing new competencies such as soft skills, and changing teachers-students relationship. For the pedagogical implementation, results showed that the serious game was implemented as an integrated concept including hybrid simulation modalities, and combining virtual and augmented learning aspects. In conclusion, serious games have the potential to trigger a change in project management education. But to fully benefit from the potential advantages of this change, they have to be designed, developed and implemented as an integrated gaming and learning concept.

2021

Contribution of the co.LAB framework to the collaborative design of serious games :

Scientific paper ArODES

mixed methods validation study

Dominique Jaccard, Laurent Suppan, Félicia Bielser

JMIR serious games, October-December 2021, vol. 9, no. 4, art. e33144

Summary:

Background: Multidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. In a previous study, the co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a real usage context. Objective: The objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. Methods: A mixed methods study was conducted, based on 2 serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (n=6). In a second phase, results inferred from qualitative data were used to define a quantitative instrument (questionnaire) that was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (n=11) were then asked to answer the questionnaire. Quantitative results were reported as median (Q1, Q3), and appropriate nonparametric tests were used to assess between-group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. Results: In both phases, the participation rate was 100% (6/6 and 11/11). Verbatim transcripts were classified into 4 high level themes: (1) influence on collaborative dimensions; (2) impact on project course, monitoring, and efficiency; (3) qualitative perceptions of the framework; and (4) influence of team composition on the use of the framework. The web-based questionnaire was then developed according to the 7 dimensions of collaboration by Burkhardt et al. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from –42 to 42 (very negative to very positive). The overall median score was 23 (Q1, Q3: 20, 27), with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing significant expertise in serious game design to guide the development process. Conclusions: The co.LAB framework had a positive impact on collaboration within serious game design and development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.

The co.LAB generic framework for collaborative design of serious games :

Scientific paper ArODES

development study

Dominique Jaccard, Laurent Suppan, Eric Sanchez, Audrey Huguenin, Maxence Laurent

JMIR Serious Games, 2021, vol. 9, no. 3

Summary:

Background: Serious games are increasingly used at all levels of education. However, research shows that serious games do not always fulfill all the targeted pedagogical objectives. Designing efficient and engaging serious games is a difficult and multidisciplinary process that requires a collaborative approach. Many design frameworks have been described, most of which are dedicated to the development of specific types of serious games and take the collaborative dimension into account only to a limited extent. Objective: Our aim was to create a generic serious game design framework that could be adapted to all kinds of serious games and implemented in a collaborative web platform. Methods: We combined the results of a literature review with our experience in serious game design and development to determine the basic building blocks of a collaborative design framework. We then organized these building blocks into categories and determined the features that a generic design framework should include. Finally, based on the paradigm of complex systems and systemic modelling, we created the co.LAB generic design framework and specifications to allow its implementation in a collaborative web platform. Results: Based on a total of 10 existing design methodologies or frameworks, 23 building blocks were identified and represent the foundation of the co.LAB framework. These blocks were organized into 5 categories: “context and objectives,” “game design,” “mechanics,” “learning design,” and “assessment.” The arrangement by categories provides a structure that can be visualized in multiple and complementary ways. The classical view links game and learning design while other views offer project, systemic, and process visualizations. For the implementation of the co.LAB framework in a web platform, we propose to convert the building blocks into “cards.” Each card would constitute a collaborative working space for the design of the corresponding block. To make the framework adaptive, cards could be added, adapted, or removed according to the kind of serious game intended. Enhancing the visualization of relationships between cards should support a systemic implementation of the framework. Conclusions: By offering a structured view of the fundamental design elements required to create serious games, the co.LAB framework can facilitate the design and development of such games by virtue of a collaborative, adaptive, and systemic approach. The different visualizations of the building blocks should allow for a shared understanding and a consistent approach throughout the design and development process. The implementation of the co.LAB framework in a collaborative web platform should now be performed and its actual usability and effectiveness tested.

2020

Effects of environmental distractors on nurse emergency triage accuracy :

Scientific paper ArODES

a pilot study protocol

Philippe Delmas, Assunta Fiorentino, Matteo Antonini, Séverine Vuilleumier, Guy Stotzer, Aurélien Kollbrunner, Dominique Jaccard, Jarle Hulaas, Olivier Rutschmann, Josette Simon, Olivier Hugli, Charlotte Gilart de Keranflec’h, Jérome Pasquier

Pilot and feasibility studies, 2020, vol. 6, art. 171

Summary:

Background : The clinical decisions of emergency department triage nurses need to be of the highest accuracy. However, studies have found repeatedly that these nurses over- or underestimate the severity of patient health conditions. This has major consequences for patient safety and patient flow management. Workplace distractors such as noise and task interruptions have been pointed to as factors that might explain this inaccuracy. The use of a serious game reproducing the work environment during triage affords the opportunity to explore the impact of these distractors on nurse emergency triage accuracy, in a safe setting. Methods/design : A pilot study with a factorial design will be carried out to test the acceptability and feasibility of a serious game developed specifically to simulate the triage process in emergency departments and to explore the primary effects of distractors on nurse emergency triage accuracy. Eighty emergency nurses will be randomized into four groups: three groups exposed to different distractors (A, noise; B, task interruptions; C, noise and task interruptions) and one control group. All nurses will have to complete 20 clinical vignettes within 2 h. For each vignette, a gold standard assessment will be determined by experts. Pre-tests will be conducted with clinicians and certified emergency nurses to evaluate the appeal of the serious game. Discussion : Study results will inform the design of large-scale investigations and will help identify teaching, training, and research areas that require further development.

Prise de décision clinique de l'infirmière d'accueil et de tri aux urgences :

Book chapter ArODES

méthode d'évaluation à l'aide d'un serious game

Assunta Fiorentino, Dominique Jaccard, Jarle Hulaas, Olivier Hugli, Guy Stotzer, Aurélien Kollbrunner, Matteo Antonini, Josette Simon, Séverine Vuilleumier, Charlotte Gilart de Keranflec'h, Philippe Delmas

Dans Leblanc, Vicki, Saint-Jean, Michèle, Formation des professionnels de santé, partenariat patient: vers une perspective humaniste (pp. 83-100). 2020, Paris : L'Harmattan

2019

Concevoir des ressources pédagogiques, une question de collaboration

Professional paper ArODES

Eric Sanchez, Dominique Jaccard

Revue éducateur, 2019, no. 2, pp. 5-6

Summary:

Le laboratoire d'Innovation Pédagogique de l'université de Fribourg (LIP) et la Haute école d'Ingénierie et de Gestion du canton de Vaud (HEIG-VD) sont partenaires dans plusieurs projets de conception et expérimentation de ressources numériques dédiées à l'enseignement. Comment et pourquoi une telle collaboration?

2015

Natural language processing in serious games :

Scientific paper ArODES

a state of the art

Davide Picca, Dominique Jaccard, Gérald Eberlé

International Journal of Serious Games, 2015, vol. 2, no. 3, pp. 77-97

Summary:

In the last decades, Natural Language Processing (NLP) has obtained a high level of success. Interactions between NLP and Serious Games have started and some of them already include NLP techniques. The objectives of this paper are twofold: on the one hand, providing a simple framework to enable analysis of potential uses of NLP in Serious Games and, on the other hand, applying the NLP framework to existing Serious Games and giving an overview of the use of NLP in pedagogical Serious Games. In this paper we present 11 serious games exploiting NLP techniques. We present them systematically, according to the following structure: first, we highlight possible uses of NLP techniques in Serious Games, second, we describe the type of NLP implemented in the each specific Serious Game and, third, we provide a link to possible purposes of use for the different actors interacting in the Serious Game.

2012

Formation à la gestion de projet et simulations

Scientific paper ArODES

Dominique Jaccard, Steffen Roth

Revue économique et sociale: bulletin de la Société d'Etudes Economiques et Sociales, 2012, vol. 70, no. 2, pp. 79-88

Summary:

L'augmentation de la complexité de l'environnement et des projets qui s'y déroulent a provoqué une remise en question globale de méthodes de formation à la gestion de projet. De nouvelles formes pédagogiques et contenus de formation sont demandés et attendus. Une réponse possible à ce défi réside dans les simulations logicielles: créer des environnements virtuels au sein desquels les étudiants peuvent appliquer leurs connaissances théoriques, s'entraîner et apprendre de leurs erreurs.

2023

Co.LAB, une plateforme d'accompagnement pour la conception et l'évaluation collaborative de jeux destinés à un usage éducatif

Conference ArODES

Éric Sanchez, Estelle Prior, Nadine Mandran, Sandra Monnier, Audrey Huguenin, Maxence Laurent, Mariem Jaouadi, Dominique Jaccard

Actes de la 11e Conférence sur les Environnements Informatiques pour l’Apprentissage Humain (EIAH)

Summary:

We present here the co.LAB platform and the results of the evaluation of its contributions to support the design and assessment of learning games. The evaluation is based on the literature review, experience gained from research projects on learning game design and an experimentation followed by the completion of a questionnaire and a focus group with users. This allows us to present and discuss the contributions and limitations of the platform.

2021

A serious game for patient’ rights education

Conference ArODES

Dominique Correia de Oliveira, Félicia Bielser, Delphine Bonnard, Yavavli Songuel, Dominique Jaccard

Proceedings of 2021 IEEE 9th International Conference on Serious Games and Applications for Health(SeGAH), 4-6 August 2021, Dubai, United Arab Emirates

Summary:

The knowledge and the implementation of patients' rights are fundamental in health professional practices. Courses for healthcare students are often taught using a lecture format. Yet, students find it difficult to understand the importance of legal concepts and apply it to their future practice. In order to promote learner centered teaching practices and encourage knowledge acquisition and practical skills development, the “Patient's Rights & Innovative Teaching Strategy (PRITS)” project aimed at developing a serious game dedicated to patients' rights education. To design and develop this serious game and the associated learning concept, we set up a multidisciplinary team of experts from the fields of healthcare, law, education and engineering. A collaborative methodology was used to ensure the coherent development of all games and learning elements. The PRITS serious game integrates knowledge about patients' rights into dialogues with virtual patients. It also provides additional resources and exercises related to the topics. The learning experience intends to challenge students' mental models and support a transition from “quality of care only” to “quality of care and respect of patients' rights”.

Gamification & patients’ rights :

Conference ArODES

a serious game for students in healthcare

Dominique Correia de Oliveira, Dominique Jaccard, Yavavli Songuel, Delphine Bonnard, Félicia Bielser, Pierre-Benjamin Monaco, Sandra Monnier, Audrey Huguenin

Proceedings of the 6th Gamification Serious Games Symposium (GSGS’21), 28 June-9 July 2021, Neuchâtel, Switzerland

2020

A serious game for studying decision making by triage nurses under stress

Conference ArODES

Jarle Hulaas, Dominique Jaccard, Assunta Fiorentino, Philippe Delmas, Matteo Antonini, Séverine Vuilleumier, Guy Stotzer, Aurélien Kollbrunner, Olivier Rutschmann, Josette Simon, Olivier Hugli, Charlotte Gilart de Keranflec'h, Jérôme Pasquier

Lecture Notes in Computer Science ; International Conference on Games and Learning Alliance (GALA) 2020, 9-10 December 2020, Online

Summary:

At patient intake in emergency departments, triage is a key step in ensuring optimal patient care and good use of hospital resources. Triage nurses must be able to make correct clinical judgements and triage decisions despite extremely stressful working conditions including noise and task interruptions. This article presents a new serious game designed to closely reproduce the conditions of a typical emergency department. Its purpose is to provide a generic testbed both for teaching and for research, notably in order to enable studying the impact of stressors on the quality of decisions made. A study involving 49 professional triage nurses shows that, despite its relatively modest technological requirements, this serious game is considered by the participants as highly attractive and very close to their professional experience.

Creation of a serious game exploring decision making by triage nurses in an stressful environment

Conference ArODES

Assunta Fiorentino, Philippe Delmas, Dominique Jaccard, Jarle Hulaas, Josette Simon, Matteo Antonini, Olivier Hugli, Séverine Vuilleumier, Charlotte Gilart de Keranflec'h, Guy Stotzer

Proceedings of GSGS'20 : 5th Gamification & Serious Game Symposium, September-November 2020, Switzerland

Summary:

Clinical judgment and decision making are critical components of the nurse function in emergency departments (ED), and more specifically in the field of triage (1). In order to test the influence of stressors on triage quality, we developed a serious game to reproduce real work conditions in an ED setting. The aim of this firststudy is to evaluate the feasibility and acceptability of this serious game. Further research is planned to use the serious game to measure nurses' emotions during triage.

Challenges with the introduction of a «project management game» in higher education

Conference ArODES

R. Andersen, K. E. Bonnier, Dominique Jaccard

EDULEARN20 Proceedings, 12th International Conference on Education and New Learning Technologies, 6-7 July, 2020, virtual conference

Summary:

The use of serious Games in business education is not a new one. This field has used games and simulations since the 1950s up until today. The term “Serious Games” became an expression as well attempting to capture and combine the engaging components of video games and educational games. Bringing the massive size, resource, and technology of the video games industry to the development of business, educational, health, and public policy games offerd explosive business gaming growth potential (Yilmaz, Oren, & Aghaee, 2006). The project used to gather information for this paper aimed to introduce a serious game as part of the learning process related to project management (PMBOK). The game had been used with good results in Switzerland and the assumption is that this would be interesting to try elsewhere. We understood that there would be challenges in doing so, especially because it would challenge traditional approaches to learning in higher education. Where before the knowledge was passed on from teacher to student through a teacher centered approach, the students today prefer a higher grade of autonomy and participation (SOURCE). The digitization of higher education makes this approach more accessible, but it also creates challenges in a system with strong traditions. Most traditional approaches to learning such as behaviorism, cognitivism and constructivism have a focus based on the significance for the way learning is delivered or to ensure learning. In this tradition the physical presence of a teacher has always held the most prominent role. In the emerging learning theories such as Connectivism, TPACK, SAMR and Navigationism, focus has changed towards a combination of digital tools, tutors and the importance of networks as well as the ability to navigate in these networks and utilize the outcomes. The focus of this paper is to address some of these challenges, discuss them and suggest ways to deal with them. The aim is to create an environment for learning which is as close to the real world as possible. We suggest this can be done through the use of serious games in general and simulations in particular. Although many challenges will have to be addressed in order to achieve the intended learning objectives. Below we have listed six areas in which we had to work in order to use a serious game for learning project management. The challenges will be presented chronologically and suggestions on how to overcome them are presented in the last part of the paper, followed by suggestions for further work on this approach: - Different approaches to learning on a metalevel. - Shared understanding of terminology - How to introduce a serious game/simulation in a class? - Prior game experience concerning both tutors and students. - Prior experience with simulations. - Base knowledge of the tutors?

2019

Co-design of a serious game for computing education

Conference ArODES

Maud Plumettaz-Sieber, Jarle Hulaas, Eric Sanchez, Dominique Jaccard

Proceedings of the 4th Gamification Serious Games Symposium (GSGS 19)

Summary:

The teaching of computer programming will soon become compulsory in the gymnasiums of the canton of Fribourg. To this end, we are conducting a project to co-design a serious game and an associated pedagogical scenario. This project is carried out according to a design-based research (DBR) involving the collaboration of an interdisciplinary group. In this article, which is based on and extends a recent communication, we define the DBR methodology, then analyse the co-design process with the successes and difficulties we encountered. We discuss the factors which facilitated collaboration and ownership of the research by different members of the group.

Media serious game :

Conference ArODES

a serious game as an introduction to HES studies

Dominique Jaccard, Gabor Maksay, Jarle Hulaas

Proceedings of the 4th Gamification Serious Games Symposium (GSGS 19)

Summary:

When entering a bachelor's program, students are confronted with a new academic environment, To help them discover this environment, in the bachelor's degreee in "Media Engineering" at HEIG-VD, we have developed the Media Serious Game: an integrated concept that includes virtual and real simulation environments. The Media Serious Game is used during the first course of the curriculum and allows students to discover both an example of their future profession as new pedagological forms. Overall students' evaluation of this course is very good.

Play the game :

Conference ArODES

learning about energy efficiency can be fun - seriously !

Catherine Cooremans, Dominique Jaccard, Jarle Hulaas, Clemens Rohde

Proceedings of ECEEE 2019 Summer Study on Energy Efficiency, 3-8 June 2019, Presqu’île de Giens, France

Summary:

Industrial and service sectors offer potential for cost-effective energy savings. Yet underinvestment in energy efficiency is observed in all EU countries. This is called the "energy-efficiency gap". In order to be implemented by companies, energy-efficiency measures have to be analysed and communicated, taking into account the various professional interests and cultures which prevail in a corporate context. Well beyond the mainstream energy saving analysis, a multidisciplinary approach is needed, which requires engineers to be trained in energy efficiency. Classical training for energy engineers focuses on lectures in combination with individual exercises. This training has several shortcomings: exercises usually focus on simple techno-economic assessments; the variety of information sources and interests in a company are improperly represented; strategic concepts, such as competitive advantage or core business, are not included. Therefore, classical training does not develop the skills needed to deal with the multidisciplinary aspects of energy-efficiency measures. It is also well known in pedagogical science that in professional training, the motivation for learning increases when participants can directly apply what they are taught. By providing a virtual training environment, serious games offer the opportunity to manage complex problems and to directly apply any theoretical framework in a fun and collaborative way. This paper introduces a new serious game developed as a training tool for a capacity-building programme on the multiple benefits of energy efficiency. This game puts participants in the context of an industrial company where they play the role of an energy manager who wants to get an energy-efficiency project approved by the Investment Selection Committee. The paper concludes with the preliminary results of training sessions using this serious game.

Évaluation de l’acceptabilité, de l’utilité et de l’utilisabilité du tableau de bord du jeu “Programming Game”

Conference ArODES

Maud Plumettaz-Sieber, Dominique Jaccard, Jarle Hulaas, Eric Sanchez

Proceedings of Workshop « Learning Computational Thinking from Kindergarten to University: Experience reports and scalability », EIAH2019

Summary:

Dans le cadre d’un projet de recherche qui porte sur l’usage du jeu pour l’enseignement de la programmation, nous co-concevons un jeu en ligne “Programming Game” et un scénario pédagogique. Le jeu comprend un tableau de bord qui permet à l’enseignant de suivre le travail des élèves et de leur fournir une aide adaptée. Dans cet article, nous présentons les résultats qui portent sur l’évaluation de ce tableau de bord du point de vue de son acceptabilité, utilisabilité et utilité. Les résultats ont été obtenus lors d’expérimentations dans deux classes. Nous concluons par une discussion sur l’usage du tableau de bord par les enseignants.

Play the game :

Conference ArODES

learning about energy efficiency can be fun – seriously !

Catherine Cooremans, Dominique Jaccard, Jarle Hulaas, Clemens Rohde

Proceedings of the eceee Summer Study 2019

Summary:

Industrial and service sectors offer potential for cost-effective energy savings. Yet underinvestment in energy efficiency is observed in all EU countries. This is called the “energy-efficiency gap”. In order to be implemented by companies, energy-efficiency measures have to be analysed and communicated, taking into account the various professional interests and cultures which prevail in a corporate context. Well beyond the mainstream energy saving analysis, a multidisciplinary approach is needed, which requires engineers to be trained in energy efficiency. Classical training for energy engineers focuses on lectures in combination with individual exercises. This training has several shortcomings: • exercises usually focus on simple techno-economic assessments; • the variety of information sources and interests in a company are improperly represented; • strategic concepts, such as competitive advantage or core business, are not included. Therefore, classical training does not develop the skills needed to deal with the multidisciplinary aspects of energy-efficiency measures. It is also well known in pedagogical science that in professional training, the motivation for learning increases when participants can directly apply what they are taught. By providing a virtual training environment, serious games offer the opportunity to manage complex problems and to directly apply any theoretical framework in a fun and collaborative way. This paper introduces a new serious game developed as a training tool for a capacity-building programme on the multiple benefits of energy efficiency. This game puts participants in the context of an industrial company where they play the role of an energy manager who wants to get an energy-efficiency project approved by the Investment Selection Committee. The paper concludes with the preliminary results of training sessions using this serious game.

Conception collaborative du jeu Péroll'ard :

Conference ArODES

outils, méthodes et processus

Simon Morard, Elsa Paukovics, Eric Sanchez, Jarle Hulaas, Dominique Jaccard

Actes du 2e colloque scientifique Ludovia#ch Université de Printemps, 16-18 avril 2019, Yverdon-les-Bains, Suisse

Summary:

La création de dispositifs à visée éducative et ludique est un processus complexe qui rend nécessaire l’adoption d’une ingénierie spécifique et collaborative. Cet article a pour objectif de décrire les outils, méthodes et processus mis en place lors de la conception d’un jeu permettant la découverte de l’Université de Fribourg. Sur la base de méthodes agiles et centrées utilisateurs, un groupe de chercheurs, experts pédagogiques et informaticiens collaborent à la réalisation de dispositifs pédagogiques et à l’intégration de mécaniques de jeux. L’analyse de l’ensemble du processus permet, par itération, d’adapter et d’affiner les méthodologies de conception de ressources ludo-pédagogiques.

Co-conception d'un jeu d'apprentissage de la programmation :

Conference ArODES

outils, méthodes et processus

Maud Plumettaz-Sieber, Dominique Jaccard, Eric Sanchez, Jarle Hulaas, Cyril Junod

Actes du 2e colloque scientifique Ludovia#ch Université de Printemps, 16-18 avril 2019, Yverdon-les-Bains, Suisse

Summary:

L'enseignement de la programmation devient obligatoire dans les collèges du canton de Fribourg dès septembre 2019. Dans ce contexte, nous menons un projet de co-conception d'un jeu et d'un scénario pédagogique pour l'apprentissage de la programmation. Ce projet est réalisé selon une méthodologie de recherche orientée par la conception (RoC) impliquant la collaboration d'un groupe interdisciplinaire. Dans cet article, après une définition de la RoC, nous analysons le processus de co-conception, avec les réussites et difficultés rencontrées. Nous concluons par une discussion sur les facteurs facilitant la collaboration et l'appropriation de la recherche par les différents membres du groupe.

2018

Analyse comparative des comportements dans les serious games pour améliorer l’impact sur l’apprentissage

Conference ArODES

Dominique Jaccard, Jarle Julaas, Ariane Dumont

Ludovia#ch Université de Printemps

Summary:

Les serious games constituent un outil d’enseignement en essor constant dans de nombreuses disciplines de formation. Leur mise en ligne en améliore bien-sûr la facilité de distribution et d'accès, mais permet aussi de collecter de grandes quantités de données de suivi engendrées par l’activité des apprenants. Dans un cadre pédagogique, ces données permettent de réaliser des statistiques sur le comportement des apprenants, qui seront vus tantôt comme des individus, tantôt comme des groupes (p.ex. des classes). Nous proposons ici de nouvelles applications pédagogiques de ces statistiques et montrons comment une analyse comparative des comportements peut impacter positivement le processus d’apprentissage.

2016

Using comparative behavior analysis to improve the impact of serious games on students’ learning experience

Conference ArODES

Dominique Jaccard, Jarle Hulaas, Ariane Dumont

Lecture Notes in Computer Science ; Proceedings of GALA 2016 - International Conference on Games and Learning Alliance, 5-7 December 2016, Utrecht, Netherlands

Summary:

In the last decade, the use of serious games as a teaching and learning tool has steadily increased in many disciplines. Nevertheless, serious games are still facing crucial challenges, such as their integration in the global learning process. On the other hand, with the increased adoption of online applications and courses, it is becoming possible to collect and centralize large amounts of trace data generated by players. Such data may be used to produce statistics on students’ behaviors inside pedagogical serious games, both as individuals and aggregated as groups (e.g., classrooms). In this paper we propose a classification of potential uses of statistics in serious games and give new insights into how statistical analysis of groups’ behavior may impact positively on the learning process. We also present experimental results obtained during a large-scale game deployment using the Wegas platform, our open source platform for game authoring and execution.

From SG for crime scene coordination to a reflexion about the roles of images in police activity

Conference ArODES

Olivier Delémont, Romain Voisard, Dominique Jaccard, Michaël Meyer

Proceedings of GSGS'16 - Gamification Serious Game Symposium 2016, 4-5 July 2016, Neuchâtel, Switzerland

2015

Flexitests :

Conference ArODES

pédagogies actives en psychologie expérimentale

Delphine Preissmann, Emmanuel Sylvestre, Dominique Jaccard, Cyril Junod, Catherine El Bez

Actes du VIIIe colloque : questions de pédagogie dans l'enseignement supérieur, 17-19 juin 2015, Brest, France

Summary:

Flexitests est une application web permettant à des étudiants1 sans compétences informatiques de concevoir et développer des tests de psychologie. Cette application rend possible de nouvelles approches pédagogiques pour des enseignements de neurosciences comportementales, en permettant notamment aux étudiants de passer des tests standards ou en leur proposant de créer leurs propres tests.

2012

Analysis of serious games implementation for project management courses

Conference ArODES

Riccardo Bonazzi, Stephanie Missionier, Dominique Jaccard, Pius Bienz, Boris Fritscher, Emmanuel Fernandes

Information Systems: Crossroads for Organization, Management, Accounting and Engineering ; Proceedings of the 8th Conference of the Italian Chapter of AIS (ItAIS), 7-8 October 2011, Roma, Italy

Dominique Jaccard, Stefano Riboni

Summary:

Previous researches in pedagogy and project management have already underlined the positive contribution of serious games on project management courses. However, the empirical outcome of their studies has not been translated yet into functional and technical specifications for “serious games” designers. Our study aims at obtaining a set of technical and functional design guidelines for serious game scenario editors to be used in large classes of project management students. We have conceived a framework to assess the influence of different serious games components over student’s perceived acquired competency. Such frameworks will allow us to develop a software module for reflective learning, which is meant to extend theory of serious games design.

2010

Simprojet :

Conference ArODES

an innovative simulation platform for experiential learning in project management

Proceedings of CSEDU 2010 - proceedings of the Second International Conference on Computer Supported Education, 7-10 April 2010, Valencia, Spain