{"id":2263,"date":"2026-05-24T16:07:42","date_gmt":"2026-05-24T20:07:42","guid":{"rendered":"https:\/\/nvsstudio.ca\/?p=2263"},"modified":"2026-06-02T16:06:35","modified_gmt":"2026-06-02T20:06:35","slug":"jeux-video-pour-concevoir-une-formation-en-ligne","status":"publish","type":"post","link":"https:\/\/nvsstudio.ca\/en\/jeux-video-pour-concevoir-une-formation-en-ligne\/","title":{"rendered":"Drawing Inspiration from Video Games to Design an Online Training Course"},"content":{"rendered":"
L\u2019une des conventions du design d\u2019une formation en ligne stipule qu\u2019il faut varier les activit\u00e9s pour maintenir l\u2019int\u00e9r\u00eat. Un cours en ligne sera donc typiquement \u00e9labor\u00e9 en pr\u00e9voyant une succession de pr\u00e9sentations ainsi que d\u2019activit\u00e9s de d\u00e9couverte et de compr\u00e9hension qui peuvent prendre la forme d\u2019associations, de questions \u00e0 r\u00e9pondre, de phrases \u00e0 compl\u00e9ter, etc.<\/div>\n

Comment leurs concepteurs s\u2019y prennent-ils? En r\u00e9sum\u00e9, c\u2019est en int\u00e9grant une grande vari\u00e9t\u00e9\u2026 de m\u00e9canismes de motivation<\/p><\/blockquote>\n

\n

Pourtant, dans plusieurs jeux vid\u00e9o \u00e0 succ\u00e8s, on observe un sch\u00e9ma bien diff\u00e9rent o\u00f9 l\u2019activit\u00e9 \u00e0 r\u00e9aliser reste la m\u00eame du d\u00e9but \u00e0 la fin, quoiqu\u2019avec diverses variantes (ex.\u00a0: r\u00e9pondre \u00e0 des questions de type choix de r\u00e9ponse [r\u00e9f. Trivia Crack], faire exploser des bonbons [r\u00e9f. Candy Crush] ou lancer des oiselets sur diverses structures pour assommer des cochonnets [r\u00e9f. Angry Birds]. Et pourtant, malgr\u00e9 le peu de diversit\u00e9 apparente dans les activit\u00e9s, ces jeux savent capter l\u2019attention de mani\u00e8re ultra-efficace. Comment leurs concepteurs s\u2019y prennent-ils? En r\u00e9sum\u00e9, c\u2019est en int\u00e9grant une grande vari\u00e9t\u00e9\u2026 de m\u00e9canismes de motivation.<\/p>\n

Dans cette perspective, essayons de d\u00e9gager certaines techniques de conception utilis\u00e9es dans les jeux vid\u00e9o pour dynamiser nos formations en ligne. Aussi, assurons-nous que les m\u00e9canismes identifi\u00e9s puissent \u00eatre int\u00e9gr\u00e9s de mani\u00e8re r\u00e9aliste selon les envergures de projet usuelles et les outils couramment utilis\u00e9s en formation en ligne.<\/p>\n

Voici quelques pistes\u00a0:<\/h3>\n

1. Adopter une organisation par niveaux<\/h4>\n

Fondamentalement, un niveau est une s\u00e9rie d\u2019activit\u00e9s avec un crit\u00e8re de r\u00e9ussite. Si le crit\u00e8re est atteint, on a alors r\u00e9ussi et on peut passer au niveau suivant. Sinon, on doit recommencer. Les niveaux sont presque toujours gradu\u00e9s en difficult\u00e9 pour maintenir la motivation. C\u2019est relativement facile \u00e0 faire avec les logiciels auteurs les plus utilis\u00e9s.<\/p>\n

2. Rendre les donn\u00e9es de performance visibles en tout temps<\/h4>\n

Une autre technique facile \u00e0 mettre en application\u00a0: il s\u2019agit simplement de faire appara\u00eetre en tout temps les donn\u00e9es de performance telles que le score et le temps restant pour compl\u00e9ter le niveau sur une couche (layer<\/em>) de pr\u00e9sentation.<\/p>\n

3. Utiliser les bonus et les bonus de type \u00ab power ups\u00a0\u00bb<\/em><\/strong><\/h4>\n

On peut rendre les niveaux encore plus motivants avec ces deux techniques simples. Par exemple, attribuer 10\u00a0points suppl\u00e9mentaires lorsqu\u2019une bonne r\u00e9ponse a \u00e9t\u00e9 fournie pour quatre questions de suite. Ces points bonis peuvent \u00e9ventuellement \u00eatre mis \u00e0 l\u2019enjeu. Par exemple, on peut demander au participant s\u2019il est pr\u00eat \u00e0 mettre ces points bonis \u00e0 l\u2019enjeu (ex.\u00a0: quitte ou double) en fournissant une explication \u00e0 une r\u00e9ponse donn\u00e9e ou en r\u00e9pondant \u00e0 une question suppl\u00e9mentaire. En ce qui a trait aux puissants bonus (power ups<\/em>), il s\u2019agit en quelque sorte de pouvoirs accrus qui peuvent \u00eatre octroy\u00e9s dans certaines conditions (ex.\u00a0: obtenir plus de temps pour r\u00e9pondre \u00e0 une question, sauter une question jug\u00e9e trop difficile, avoir le droit de se tromper sans perdre ses points, etc.).<\/p>\n

4. Attribuer des badges<\/strong><\/h4>\n

Les badges servent \u00e0 reconna\u00eetre diff\u00e9rentes contributions comme la participation, la performance li\u00e9e \u00e0 des dimensions bien pr\u00e9cises, l\u2019atteinte de certains niveaux de performance et bien d\u2019autres choses. Elles prennent souvent la forme d\u2019un pictogramme avec un qualificatif qui repr\u00e9sente ce que l\u2019on souhaite reconna\u00eetre. Il existe divers moyens d\u2019attribuer (pour l\u2019entreprise) et de rendre visibles (pour le participant, la communaut\u00e9 et aussi l\u2019employeur) les badges. Certaines plateformes de type SGA int\u00e8grent un syst\u00e8me de badges ou peuvent se greffer \u00e0 un syst\u00e8me existant (ex.\u00a0: Open Badges).<\/p>\n

5. Utiliser les palmar\u00e8s pour susciter l\u2019\u00e9mulation<\/strong><\/h4>\n

On peut publier divers palmar\u00e8s o\u00f9, par exemple, les dix participants les plus performants ou ceux qui sont les plus avanc\u00e9s dans un certain parcours de formation sont mis de l\u2019avant. Selon la plateforme de type SGA install\u00e9e, il faudra souvent d\u00e9velopper un rapport sur mesure pour obtenir le palmar\u00e8s, mais il est possible de le faire.<\/p>\n

En conclusion, c\u2019est faisable et \u00e7a rapporte beaucoup de b\u00e9n\u00e9fices!<\/h3>\n<\/div>\n

il faut surtout adopter des paradigmes de conception diff\u00e9rents et parfaire ses techniques<\/p><\/blockquote>\n

\n

Toutes les<\/strong> techniques ci-dessus sont \u00e0 la port\u00e9e de bien des organisations<\/strong> ayant d\u00e9j\u00e0 implant\u00e9 des programmes de formation en ligne. En fait, il faut surtout adopter des paradigmes de conception diff\u00e9rents et parfaire ses techniques. C\u2019est souvent en combinant plusieurs m\u00e9canismes qu\u2019on suscite le maximum de motivation<\/strong>. Donc, ne pas h\u00e9siter \u00e0 en mettre un peu plus qu\u2019un peu moins, car les b\u00e9n\u00e9fices d\u2019une approche ludique peuvent \u00eatre importants\u00a0: plus de participation, plus d\u2019efficacit\u00e9, plus de satisfaction. C\u2019est ce nous recherchons tous, n\u2019est-ce pas?<\/p>\n

<\/div>\n

R\u00e9-\u00e9dition\u00a0: initialement publi\u00e9 le 9 novembre 2015 sur aliaconseil.com<\/a><\/em><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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