Les jeux et les hommes
01 Jan 1960-Vol. 34, Iss: 4, pp 374
About: The article was published on 1960-01-01. It has received 382 citations till now.
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01 Jan 2011
TL;DR: This paper redefines what a game is, in semiotic terms, enabling four groups of strategies to be formally identified, depending on how the knowledge to be acquired is inserted into the game.
Abstract: The potential of video games for learning is now widely accepted among the community of Educational Technology. However, there is a critical lack of guidance for the design of educational games. In order to provide such guidance, there is a need for a solid theoretical basis regarding the nature of learning in games. This paper redefines what a game is, in semiotic terms, enabling four groups of strategies to be formally identified, depending on how the knowledge to be acquired is inserted into the game. These four groups are: systemic learning, when knowledge is embedded in the game mechanics; winner strategies, when the game provides an environment in which knowledge is required to reach the game's goal; loose coupling, when knowledge is arbitrary required to unblock the progression towards the game's goal; and contextual coupling, in which the game serves as a context for the exposition of static learning material. This theory is then put into practice by analyzing three commercial educational games. It constitutes a first step towards Instructional Game Design.
7 citations
01 Jan 1995
TL;DR: A ludic theorisation of translation examining the implications of the concept of play for translation theory and translation pedagogy has been proposed in this article, where play, metaphor and translation are linked through bisociative thinking which grounds the essential creativity of translation and its capacity for discovery.
Abstract: Keeping one's distance: Translation and the play of possibility – This article proposes a ludic theorisation of translation examining the implications of the concept of play for translation theory and translation pedagogy. The equation of play with a simulative mode of action points to the centrality of mechanisms of identification and projection in the translation interpreting classroom. The shift from the pre-operational to the operational level of logic and the metacommunicative and metalinguistic dimensions to play and translation demonstrate the cognitive importance of the latter, in intellectual development and the elaboration of identity. Play, metaphor and translation are linked through the concept of bisociative thinking which grounds the essential creativity of translation and its capacity for discovery. The paradoxical nature of translation and play are considered both in relation to the cognitive possibilities of translation and its contribution to aesthetic renewal. The use of a tripartite division of ludic text types in translator education and the potential of limits are further evidence for the significance of the ludic dimension to translation.
7 citations
01 Sep 1988
TL;DR: In this paper, a jeu de role pratique par trois joueurs sur un reseau de micro-ordinateurs is presented, where the comportements necessaires au programur dans le travail qui le mene de l'enonce du probleme a l'une de ses solutions.
Abstract: Nous faisons d'abord un constat : l'enseignement de la programmation a considerablement evolue en quelques annees ; il s'interesse maintenant plus aux formes de raisonnement et aux methodes de travail qu'a la codification des programmes. Mais il doit prendre en compte un paradoxe. D'une part, chez l'etudiant, le besoin de methodes de programmation n'apparait concretement que lors des premiers projets consistants. D'autre part, l'enseignant presente ces methodes sur des exemples trop simples pour justifier pleinement leur emploi, car il doit presenter en meme temps que les methodes les techniques de base de la programmation. Nous proposons alors, pour resoudre ce probleme, une activite nouvelle a inserer dans le cursus informatique ; il s'agit d'un jeu de role pratique par trois joueurs sur un reseau de micro-ordinateurs. Ce jeu met en evidence, par la pratique, les comportements necessaires au programmeur dans le travail qui le mene de l'enonce du probleme a l'une de ses solutions.
7 citations
Cites background from "Les jeux et les hommes"
...…G. BEVILLE : Jeux de formation, Les Editions d'Organisation, 1986 [Biondi 84] J. BIONDI, G. CLAVEL : Introduction à la programmation, Masson 1984 [Caillois 67] R. CAILLOIS : Les jeux et les hommes, Gallimard, 1967 [Dijkstra 71] E.W. DIJKSTRA : A short introduction to the art of programming, EWD…...
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...Car, comme le dit Caillois [Caillois 67], "rien autant que le jeu n'exige d'attention, d'intelligence et de résistance nerveuse"....
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TL;DR: In this article, a study of the figure of the last God as it appears in Martin Heidegger's Beitrage zur Philosophie is presented, in the context of the accusation of "theosophy" which heidegger levels against the most prominent of the ancient thinkers of time and eternity, namely Plotinus.
Abstract: This is a study of the figure of the ‘last God’ as it appears in Martin Heidegger's Beitrage zur Philosophie. In what sense is this figure related to philosophy of religion as traditionally understood? It is certainly closely related to the question of the relation of time and eternity. Heidegger's earliest accounts of the relation between time and eternity are examined, and Heidegger's reflections in the Beitrage are examined in the context of the accusation of ‘theosophy’ which Heidegger levels against the most prominent of the ancient thinkers of time and eternity, namely Plotinus.
7 citations
Dissertation•
07 Oct 2019
TL;DR: An evaluation tool of the impacts of public participation through time on people and groups of people and focused on three capabilities related to important states of being and action in the field of participatory decision-making for water resource management.
Abstract: The involvement of people in decision-making processes concerning the management of their natural resources has been largely promoted by institutional actors, from national to international scale. Its evaluation is important to determine its effectiveness and support governance. That is why we proposed in this thesis to develop an evaluation tool of the impacts of public participation through time on people and groups of people. To do this, we explore the use of a social experiment to perform this task, and focus on the capabilities of people, that is to say their valued freedoms of being and doing. Hence, the main research question of this thesis is the following: is it possible to use a social experiment based on a role-playing game to evaluate the impact of participatory processes for water management on its participants?We focused on three capabilities related to important states of being and action in the field of participatory decision-making for water resource management: being able as an individual to express oneself in a determined social context; being able to collectively make the diagnosis of a problematic situation; and being able to collectively make rules to manage a socio-ecosystem and implement them.We designed the CappWag experiment, a mixed-method evaluation tool based on an ad hoc role-playing game called CAPPWAG (divided in an ex ante version, CAPPWAG-RIVER, and an ex post version, CAPPWAG-LAKE), a questionnaire and a collective debriefing. We implemented the CappWag experiment on two case studies: a one-time evaluation of capabilities in Tunisia through the PR-OSCAR project, and an ex ante ex post evaluation in France with first-year Water Master’s students taking part in a course on Integrated water resource management. The results showed that the capabilities evaluated in the twelve groups of players varied greatly in terms of existence and strength. In the Master’s case study, the evolution of the three capabilities in the three-month span of the IWRM course was just as diverse and despite our expectations, they did not always increase, and sometimes even decreased. The methodology we used to analyze the data proved to be an interesting compromise between the collection and treatment of the data and the precision of the final results delivered to researchers, but also practitioners and participants. The evaluation of a collective capability was the most difficult part of the analyses, because of the multiple group configuration that can take place during a workshop. Despite the efforts undertaken to make the evaluation tool as appealing as possible to participants and practitioners, its inclusion within participatory processes could still be improved, in order to ensure its double implementation (ex ante and ex post). The capability approach that serves as a conceptual framework in this research does presents strong assets to capture the motivations, interests and capacities of participants in terms of water resource management and collective action. In order to be even more useful to practitioners and participants, our evaluation tool would benefit from the collection and treatment of additional information concerning people’s involvement in the real-life evaluated participatory process or training and to the events and social dynamics taking place outside of the evaluation tool.
7 citations