Authenticity in learning game: how it is designed and perceived

Celso Gonçalves (1) , Marie-Caroline Croset (2) , Muriel Ney (1) , Nicolas Balacheff (1) , Jean-Luc Bosson (3)

1 LIG - Laboratoire d'Informatique de Grenoble
2 TIMC-IMAG - Techniques de l'Ingénierie Médicale et de la Complexité - Informatique, Mathématiques et Applications, Grenoble - UMR 5525
3 TIMC-IMAG-ThEMAS - Techniques pour l'Evaluation et la Modélisation des Actions de la Santé

A key concern in game-based learning is the level of authenticity games require in order to match what learners can expect in the real world, what keeps them engaged in the game, and what they need to learn. We examined authenticity or credibility in a game from the learner’s perspective. There are very few studies on this aspect. We propose that authenticity is the result of a compromise between external authenticity (perceived likeness with real life reference), internal authenticity (perceived internal coherence of proposed situations) and didactical authenticity (perceived relevance about learning goals). Our empirical exploratory study investigated undergraduate students’ perceptions of authenticity in healthcare game LoE. First, we suggest some attributes for learning games expected to favour game authenticity. We present the choices made for LoE as result of the compromise between the three aspects of authenticity. Second, we analyze students’ behaviour and judgments on authenticity.

Mots clés: authentic learning; tutor-learner interaction

Domaines: Environnements Informatiques pour l'Apprentissage Humain; Education

Celso Gonçalves, Marie-Caroline Croset, Muriel Ney, Nicolas Balacheff, Jean-Luc Bosson. Authenticity in learning game: how it is designed and perceived. EC-TEL, 2010, Barcelona, Spain. pp.10. ⟨hal-00593062⟩