{"id":8526,"date":"2020-02-07T11:02:16","date_gmt":"2020-02-07T10:02:16","guid":{"rendered":"http:\/\/sydologie.com\/?p=8526"},"modified":"2020-02-07T11:20:59","modified_gmt":"2020-02-07T10:20:59","slug":"un-e-learning-cest-ouf-mais-on-va-samuser","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2020\/02\/un-e-learning-cest-ouf-mais-on-va-samuser\/","title":{"rendered":"Un e-learning ? C\u2019est ouf ! Mais on va s\u2019amuser ?"},"content":{"rendered":"

Lorsqu\u2019il est question d\u2019e-learning, les responsables de services formation n\u2019ont qu\u2019un mot \u00e0 la bouche : la gamification<\/strong>. On veut du ludique, du marrant, du fun, on veut que les apprenants s\u2019amusent en apprenant, apprennent en s\u2019amusant, bref : les gens doivent jouer. C\u2019est devenu une incontournable contrainte que les concepteurs d\u2019e-learning s\u2019imposent \u2013 ou que les d\u00e9cideurs imposent co\u00fbte que co\u00fbte (et je p\u00e8se mes mots) aux prestataires charg\u00e9s de d\u00e9velopper leurs formations \u00e0 distance.
\nIncontournable, certes. Mais pertinente pour autant ? <\/strong><\/em>
\n <\/p>\n

D\u2019\u00e9tranges pr\u00e9suppos\u00e9s<\/h2>\n

Cette soif de gamification est construite sur trois pr\u00e9suppos\u00e9s r\u00e9v\u00e9lateurs de la place et du sens de la formation<\/strong> dans les entreprises \u2013 et du jeu \u2013 et qu\u2019il convient d\u2019interroger.
\n <\/p>\n

Pr\u00e9suppos\u00e9 n\u00b01 : la formation \u00e0 distance ne motive personne<\/h2>\n

Si l\u2019on veut faire \u00e0 tout prix appel au jeu pour capter l\u2019attention et inciter les apprenants \u00e0 suivre les modules d\u2019e-learning, c\u2019est bien qu\u2019on consid\u00e8re que ceux-ci sont par nature fastidieux<\/strong> et qu\u2019ils n\u2019ont aucune chance d\u2019attirer les utilisateurs par leur simple vocation d\u2019apprentissage. L\u2019e-learning est ennuyeux, il est donc indispensable de l\u2019agr\u00e9menter de drag\u2019n\u2019drop, de jeux de plateforme, de personnages-compagnons, de quiz rigolos ou de serious game ultra immersifs.
\n 
\nLes concepteurs d\u2019e-learning semblent partir perdants<\/strong>, ce qui est une dr\u00f4le de mani\u00e8re d\u2019aborder l\u2019objet de leur travail\u2026 Un peu comme quand un \u00ab speaker \u00bb de conf\u00e9rence TEDX, qui sait que le contenu de son \u00ab speech \u00bb n\u2019a aucun int\u00e9r\u00eat, l\u2019agr\u00e9mente de blagounettes pour mystifier son public.
\n\"\"
\nLes contenus \u00e0 transmettre sont-ils si peu int\u00e9ressants qu\u2019il faut les dissoudre dans des \u00ab activit\u00e9s ludiques \u00bb ? Les collaborateurs sont-ils \u00e0 ce point d\u00e9go\u00fbt\u00e9s de l\u2019apprentissage qu\u2019il est indispensable de les app\u00e2ter ? La n\u00e9cessit\u00e9 ou le d\u00e9sir d\u2019acqu\u00e9rir de nouveaux savoirs ou de nouvelles comp\u00e9tences ne sont-ils pas suffisants pour motiver l\u2019apprentissage ? Bien s\u00fbr que si : si les formations r\u00e9pondent \u00e0 un r\u00e9el besoin, si elles s\u2019adressent aux bonnes personnes et si elles pr\u00e9voient le suivi des collaborateurs, elles ont toutes les chances d\u2019\u00eatre pl\u00e9biscit\u00e9es. <\/strong>
\n <\/p>\n

Pr\u00e9suppos\u00e9 n\u00b02 : le jeu est irr\u00e9sistible<\/h2>\n

Le pr\u00e9suppos\u00e9 1 \u00e9tant ent\u00e9rin\u00e9, il faut donc trouver le moyen de rendre sexy la formation \u00e0 distance et de faire en sorte que les apprenants ne se d\u00e9connectent pas au bout de 2 minutes. Pas besoin de chercher bien loin : jouer, \u00e7a amuse tout le monde, non ? Allez, un bon jeu, sans mentir, on est toujours partant ? S\u2019il y a des points \u00e0 gagner, un classement, des personnages rigolos, des couleurs, de l\u2019humour, on craque forc\u00e9ment, non ? Tout le monde a gard\u00e9 son \u00ab \u00e2me d\u2019enfant \u00bb apr\u00e8s tout !<\/strong>
\n 
\nPeut-\u00eatre\u2026 mais peut-\u00eatre pas. Ne peut-on imaginer que certains collaborateurs, \u00e0 certains moments, n\u2019aient pas envie de jouer ?<\/strong> Qu\u2019il existe des gens que le jeu n\u2019amuse pas ? Ou qui pr\u00e9f\u00e8rent passer 5 minutes \u00e0 lire un texte (p\u00e9dagogique) ou regarder une vid\u00e9o pour apprendre ou comprendre quelque chose plut\u00f4t que 10 ou 15 \u00e0 participer \u00e0 un jeu, forc\u00e9ment plus chronophage ?
\n 
\nOn peut supposer que oui, ces gens-l\u00e0 existent, et qu\u2019ils ne sont pas pour autant \u00ab rabat-joie \u00bb, \u00ab r\u00e9actionnaires \u00bb, \u00ab ou has been \u00bb. Qui a d\u00e9cr\u00e9t\u00e9 que le jeu \u00e9tait une modalit\u00e9 p\u00e9dagogique consensuelle ?<\/strong> Est-ce qu\u2019on peut encore avoir envie d\u2019apprendre sans s\u2019amuser ? S\u2019il peut \u00e9videmment \u00eatre adapt\u00e9 \u00e0 certains contextes, \u00e0 certains contenus et \u00e0 certains publics, le jeu n\u2019est pas la solution \u00e0 tous les probl\u00e8mes p\u00e9dagogiques, loin de l\u00e0.<\/strong>
\n\"\"<\/p>\n

Pr\u00e9suppos\u00e9 n\u00b03 : jeu et p\u00e9dagogie font forc\u00e9ment bon m\u00e9nage<\/h2>\n

C\u2019est bien connu, pour faire comprendre quelque chose \u00e0 quelqu\u2019un ou pour l\u2019entra\u00eener, le jeu fonctionne tout le temps. Parce qu\u2019il est une modalit\u00e9 p\u00e9dagogique surprenante, voire paradoxale, il est forc\u00e9ment tr\u00e8s efficace<\/strong> : \u00ab Vous allez faire un jeu ? Wouahou super id\u00e9e ! j\u2019ach\u00e8te ! \u00bb.
\n 
\nPourtant, si l\u2019on prend le temps d\u2019y r\u00e9fl\u00e9chir un peu, le bien-fond\u00e9 du recours \u00e0 la gamification en p\u00e9dagogie peut \u00eatre remis en question<\/strong>. Ce n\u2019est pas parce qu\u2019elle s\u2019inscrit contre une tradition qui a longtemps oppos\u00e9 jeu et apprentissage qu\u2019elle est pertinente. Il existe des tas de jeux p\u00e9dagogiques, utiles et faisant r\u00e9ellement progresser les apprenants\u2026 Mais il existe des tonnes de jeux tir\u00e9s par les cheveux, d\u2019usines \u00e0 gaz tournant \u00e0 vide agr\u00e9ment\u00e9es de kilom\u00e8tres de principes et de consignes, et dont personne ne se sert.
\n 
\n 
\nLe recours au jeu dans l\u2019apprentissage doit \u00eatre motiv\u00e9 par autre chose qu\u2019un d\u00e9sir d\u2019en mettre plein la vue, d\u2019\u00eatre \u00ab digital \u00bb et racoleur ou de diluer un contenu indigent. Quand elle est pens\u00e9e et adapt\u00e9e, la gamification peut bien s\u00fbr \u00eatre un formidable levier d\u2019apprentissage. Quand elle est pur r\u00e9flexe, elle saborde la formation professionnelle. <\/strong> 
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Lorsqu\u2019il est question d\u2019e-learning, les responsables de services formation n\u2019ont qu\u2019un mot \u00e0 la bouche : la gamification. On veut du ludique, du marrant, du fun, on veut que les apprenants s\u2019amusent en apprenant, apprennent en s\u2019amusant, bref : les gens doivent jouer. C\u2019est devenu une incontournable contrainte que les concepteurs d\u2019e-learning s\u2019imposent \u2013 ou… Voir l’article<\/a>","protected":false},"author":29,"featured_media":8530,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[387,490,492,526],"class_list":["post-8526","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-elearning","tag-formation","tag-formation-a-distance","tag-gamification"],"yoast_head":"\nUn e-learning ? 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