Jeux pour apprendre et enseigner l’éducation au développement durable : explorer la pertinence du jeu et l’apprentissage expérientiel pour la durabilité



In engineering education, the traditional process of knowledge construction uses a one-way channel of communication and information dissemination which is that of the teacher to the student, the latter playing the role of passive receiver relative to the offer proposed by the teacher. In recent years, the trend is towards active learning paradigm where students are at the center of the educational process. The interaction between teacher and students is more dynamic, strengthened by technological tools, it has rich content and flexible activities. Integration of Virtual Environments based on simulation games in training technicians to engage in innovative learning experiences, contributes to these new paradigms. This paper presents the implementation of these methods of learning with students in second year of technical training in civil engineering. In our study, students were involved in simulation environments / serious game: EnerCities, based on an experiential learning uses of renewable energies in the context of sustainable development of a virtual city game. Afterwards, their knowledge was tested and their perception of the relevance of the game system was evaluated. The results show that the construction of knowledge has been greatly improved and student motivation for learning was increased.


Serious games, education to sustainable development, experiential learning

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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