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Jeux vidéo, jeux de simulation, jeux de rôle, escape games, gamification, etc., l’usage du jeu suscite un intérêt croissant chez les enseignants et les formateurs. Mais comment apprend-t-on en jouant ? Quels éléments prendre en compte pour concevoir des dispositifs d’apprentissage qui intègrent le jeu ? C’est à partir de ces questions et une synthèse des travaux de recherche qu’Éric Sanchez élabore une théorie globale des relations entre jeu et apprentissage. Le Paradoxe du Marionnettiste ouvre ainsi de nouvelles perspectives en termes de conception, d’implémentation et d’analyse des usages du jeu en contexte éducatif. Éric Sanchez est professeur en technologies éducatives à l’Université de Genève. Ses travaux portent sur l’innovation pédagogique, les usages du numérique en éducation et plus particulièrement sur l’analyse des usages et la conception de jeux numériques pour l’enseignement et la formation.

Gamification --- Serious games. --- Ludification --- Jeux sérieux.

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Virtual reality (VR) and augmented reality (AR) have long histories in the healthcare sector, offering the opportunity to develop a wide range of tools and applications aimed at improving the quality of care and efficiency of services for professionals and patients alike. The best-known examples of VR–AR applications in the healthcare domain include surgical planning and medical training by means of simulation technologies. Techniques used in surgical simulation have also been applied to cognitive and motor rehabilitation, pain management, and patient and professional education. Serious games are ones in which the main goal is not entertainment, but a crucial purpose, ranging from the acquisition of knowledge to interactive training.These games are attracting growing attention in healthcare because of their several benefits: motivation, interactivity, adaptation to user competence level, flexibility in time, repeatability, and continuous feedback. Recently, healthcare has also become one of the biggest adopters of mixed reality (MR), which merges real and virtual content to generate novel environments, where physical and digital objects not only coexist, but are also capable of interacting with each other in real time, encompassing both VR and AR applications.This Special Issue aims to gather and publish original scientific contributions exploring opportunities and addressing challenges in both the theoretical and applied aspects of VR–AR and MR applications in healthcare.

Research & information: general --- Biology, life sciences --- Biochemistry --- reaction time --- accuracy rate --- serious game --- PC-based game --- MCI --- dementia --- elderly healthcare --- cognitive function --- surgical simulation --- augmented reality --- spine surgery --- hybrid simulator --- pedicle screws fixation training --- unity game engine --- healthcare simulation --- mixed reality --- hybrid --- medical training --- serious games --- rehabilitation --- elderly --- body tracking --- exercise games --- AMD --- salience --- virtual reality --- VR --- preventive care --- self-regulation --- assisted Neurofeedback --- neurostimulation --- mindfulness --- randomized --- serious games BCI --- exergames --- personalized exergames --- multicomponent training --- wearable sensors --- older adults --- game design --- interaction design --- mild cognitive impairment --- machine learning --- feature selection --- data transformations --- classification --- n/a

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Virtual reality (VR) and augmented reality (AR) have long histories in the healthcare sector, offering the opportunity to develop a wide range of tools and applications aimed at improving the quality of care and efficiency of services for professionals and patients alike. The best-known examples of VR–AR applications in the healthcare domain include surgical planning and medical training by means of simulation technologies. Techniques used in surgical simulation have also been applied to cognitive and motor rehabilitation, pain management, and patient and professional education. Serious games are ones in which the main goal is not entertainment, but a crucial purpose, ranging from the acquisition of knowledge to interactive training.These games are attracting growing attention in healthcare because of their several benefits: motivation, interactivity, adaptation to user competence level, flexibility in time, repeatability, and continuous feedback. Recently, healthcare has also become one of the biggest adopters of mixed reality (MR), which merges real and virtual content to generate novel environments, where physical and digital objects not only coexist, but are also capable of interacting with each other in real time, encompassing both VR and AR applications.This Special Issue aims to gather and publish original scientific contributions exploring opportunities and addressing challenges in both the theoretical and applied aspects of VR–AR and MR applications in healthcare.

Research & information: general --- Biology, life sciences --- Biochemistry --- reaction time --- accuracy rate --- serious game --- PC-based game --- MCI --- dementia --- elderly healthcare --- cognitive function --- surgical simulation --- augmented reality --- spine surgery --- hybrid simulator --- pedicle screws fixation training --- unity game engine --- healthcare simulation --- mixed reality --- hybrid --- medical training --- serious games --- rehabilitation --- elderly --- body tracking --- exercise games --- AMD --- salience --- virtual reality --- VR --- preventive care --- self-regulation --- assisted Neurofeedback --- neurostimulation --- mindfulness --- randomized --- serious games BCI --- exergames --- personalized exergames --- multicomponent training --- wearable sensors --- older adults --- game design --- interaction design --- mild cognitive impairment --- machine learning --- feature selection --- data transformations --- classification

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The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be.

Humanities --- Education --- serious game --- gamification --- game-based learning --- programming teaching --- sustainability teaching --- mobile app --- asynchronous learning --- COVID-19 --- dental education --- distance learning --- game analytics --- integrative review --- remote learning --- serious games --- reading comprehension --- strategy training --- intelligent tutoring system --- feedback --- diabetes self-management --- RAD methodology --- game-design-based --- Software Usability Scale --- OMD --- eye-tracking --- training --- vision impairment --- rehabilitation --- vision teachers --- edutainment --- virtual reality --- traffic safety --- rollover simulator --- seat belt --- awareness --- digital game-based learning --- media in education --- multiplication game --- digital games usefulness --- computational thinking --- Swift Playgrounds --- 12-year Basic Education --- Bebras --- programming --- emotions --- emotional intelligence --- apps --- augmented reality --- usability --- primary school --- physics --- n/a

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Games are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity. Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new methodologies. Such new methodologies are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds considerable promise for helping to engage learners is, indeed, game-based learning (GBL). However, while a growing number of institutions are beginning to see the validity of GBL, there are still many challenges to overcome before this type of learning can become widespread.In this Special Issue, we want to gather several studies and experiences in GBL to be shared with other teachers and researchers.

gamification --- education --- literature survey --- publication analysis --- teacher instruction --- motivation --- curricular integration --- mathematics instruction --- escape room --- review --- assessment --- computational thinking --- functions --- future teachers --- Scratch --- serious games --- game-based learning --- higher education --- teacher predispositions --- gamification in education --- gamifying learning --- STEAM education --- mathematics --- Brazil --- Spain --- traditional games --- ethnomathematics --- steam --- intercultural education --- primary education --- board games --- global change --- environmental engagement --- teacher training --- Education for sustainability --- role-playing games --- second language instruction --- educational game --- board game --- learning tool --- teaching-learning process --- interdisciplinary learning --- science learning --- marine environment --- environmental awareness --- skills development --- mathematical problem-solving --- video games --- emotions --- Portal 2 --- n/a