Hijacking of commercial game to train project managers in communications

Caudron, Fabrice; Ibert, Jérôme

Type de document :

Communication dans un congrès avec actes

Titre :

Hijacking of commercial game to train project managers in communications

Auteur(s) :

Caudron, Fabrice [Auteur]

Lille University Management Lab - ULR 4999 [LUMEN]
IAE Lille University School of Management - Lille [IAE Lille]
Université Lille Nord (France)
Ibert, Jérôme [Auteur]
Lille University Management Lab - ULR 4999 [LUMEN]

Titre de la manifestation scientifique :

Congreso Internacional para el Desarrollo de Competencias Socioemocionales

Organisateur(s) de la manifestation scientifique :

Universidad Zaragoza
Egregius Ediciones

Ville :

Saragosse

Pays :

Espagne

Date de début de la manifestation scientifique :

2024-02-22

Éditeur :

Egregius Edition

Mot(s)-clé(s) en anglais :

ACTIVE PEDAGOGY
COMMUNICATIONS
LUDOPEDAGOGY
PROJECT MANAGEMENT

Résumé en anglais : [en]

IntroductionUniversity teachers increasingly integrate new, more “active” solutions into their teaching practices: problem-based learning, project-based learning, flipped classroom, integrated learning, edutainment, etc. ...
Lire la suite >IntroductionUniversity teachers increasingly integrate new, more “active” solutions into their teaching practices: problem-based learning, project-based learning, flipped classroom, integrated learning, edutainment, etc. (Lamri et al., 2022, 160).The gamification of teaching responds to this challenge of active learning and can take different modalities. Our educational proposal corresponds to the definition of “integral serious gaming”: “the diversion without modification of a commercial game to use it as part of training” (Lépinard & Vandangeon-Derumez, 2019).GoalsOur research questions how to train students in project management at Master’s level and work-study programs in communications using an edutainment system?The experiment consists in adapting a board gameto a sequence of project management courses. It aims at building clearly identified managerial skills: “validated operational know-how”, linked to the strategic vision, the definition of objectives, the creation of a team and its organisation. Students must also be able to develop a communications strategy, to plan actions, to design messages adapted to defined targets, and to advise and support the decision makers within crisis situations.MethodologyThe game used is PANDEMIC (Z-Man publishing) was created in 2008 by Matt Leacock and awarded numerous times. Pandemic is a cooperative game in which players work together against the game itself. The game admits 2 to 4 players per board. The scenario evolves randomly and can surprise players. Its versatility therefore makes it a particularly relevant game for different types of interventions.The educational sequence lasts 8 hours.Students must make strategic and operational decisions regarding the management of the pandemic. Each game turn allocates limited resources to stop 4 successive pandemics. Players lose when they are overwhelmed by the pandemic and are no longer able to contain it.In each round of the game, the project management students had to produce documents related to the theme of the communications course: press releases, press conferences, internal memos, feedback. The whole process? was archived on the MIRO collaborative platform.Results and discussion/perspectivesStudents’ feedback highlights: the involvement generated by the game, the figure of the trainer and the practical application. Points of improvement include: better prior preparation and time for the game.Our work shows:• the interest of using a collaborative game, diverted from commerce;• the contribution of the differentiation and the complementarity of the roles played by students;• experience’s feedback induces reflexivity and the development of metacognition;• affirmation of the professional competence of the teacher (manifesting reality in the classroom);• the importance of upstream work on the preparation of the educational sequence (formulation of clear educational objectives, etc.) and the importance for the teacher to adopt a facilitating posture.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Collections :

Lille University Management Lab (LUMEN) - ULR 4999

Source :

Harvested from HAL

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