Serious games in education: Transformation of teaching and learning methods through active pedagogy

LHAMRI Hasnae 1, *, LHAMRI Ihsane 2 and BADAD Taoufiq 3

1 Ibn Tofail University, Language and Society Laboratory, kénitra, Morocco.
2 Sherbrooke University, CREAS center Canada.
3 Sultan Moulay Slimane University, LARPEG/LS Laboratory, Beni Mellal, Morocco. 
Review Article
World Journal of Advanced Research and Reviews, 2024, 22(03), 1080–1084
Article DOI: 10.30574/wjarr.2024.22.3.1750
Publication history: 
Received on 01 May 2024; revised on 08 June 2024; accepted on 10 June 2024
This article is in the intersection of pedagogy, learning psychology and educational technologies.  It is aim at educational researchers, pedagogues, as well as educational game developers, with the aim of providing an analysis of the potential benefits of serious games in teaching and learning.  The issue we are exploring: how can serious games transform traditional teaching and learning methods to promote active and engaging pedagogy?  To answer this question, we will set ourselves several objectives.  First, we will define the concept of the game and its historical applications in the educational context.  Then, we will analyze the implicit and explicit learning associated with the different forms of play used in education.  We will also evaluate the impact of the game on pedagogy and its usefulness in the school setting.  Finally, we will identify the convergences between the principles of active pedagogy and the characteristics of serious games.
Active pedagogy; Engagement; Serious game; Learning; Skills
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