Français
Serious games offer important benefits for learning, but their use by teachers remains marginal. The objective of this thesis is to understand how to promote teachers’ appropriation of serious games intended for learning computational thinking and programming. We use the action research approach, called design-based research, to design, develop and evaluate open-source authoring tools. These authoring tools should promote appropriation through meta-design and the communalization of open educational resources.
This PhD is related to the GTNum Forges project.