Résultats Pour les différentes composantes de la motivation, la moyenne était de 6,5 ☐,52 pour la motivation intrinsèque à la connaissance, de 6,5 ☐,74 pour la motivation intrinsèque à l'accomplissement, de 6,6 ☐,51 pour la motivation intrinsèque à la stimulation, de 6,4 ☐,66 pour la motivation extrinsèque à régulation identifiée, de 6,4 ☐,51 pour la motivation extrinsèque à régulation introjectée, de 6,3 ☐,6 pour la motivation extrinsèque à régulation externe. Un auto-questionnaire a été soumis à tous les étudiants afin d'évaluer leur motivation et les déterminants de leur motivation. Méthode Il s'agit d'une enquête descriptive incluant douze étudiants volontaires en troisième année médecine ayant participé à une activité de création de serious game. Notre objectif était d'évaluer la motivation et les déterminants et indicateurs de la motivation des étudiants en leur proposition une activité pédagogique sur la création de jeux sérieux. Introduction Une nouvelle génération de médias pédagogiques a vu récemment le jour : les jeux sérieux ou serious game qui peut améliorer l'acquisition de connaissances par les apprenants et augmenter leur motivation. It also illuminated their own perspective and values, which they embedded in the games. The issue of taking children’s values into account but also of helping them to build understandings of wider contested societal values can be addressed by studying the process by which children design and change games affording such experiences. The children grappled with both value-laden issues and concepts embedded in the tool they used. The game itself was designed with the use of a GIS rule-based authoring tool for game design called ’sus-x’. This discussion uses an example of children modding such a game provocatively called ’PerfectVille’, which was specially designed to raise problems around the issue of urban sustainability. By hacking a pedagogically engineered half-baked game in order to improve or change it, children are expected to challenge the values, the mechanics and the rules of a fully functioning, but faulty, or inappropriate game originally designed to provoke students to modify it. In this paper we discuss the role of children as “hackers” of what we call ’half-baked’ games. Their role in the design process is thus usually limited to that of a user or tester.
Children’s participation in the design of learning technologies is a difficult challenge to address, due to limitations in children’s domain-knowledge around which these technologies are developed.
While in "set camera" mode, displays the Sim at the near zoom position.In this paper we look at the potential educational value of placing children in a dual role of identifying and changing rules and values embedded in digital games by hacking them. While in "set camera" mode, displays the Sim at the far zoom position. To return the Sim to the normal pose, click on any Sim thumbnail or content thumbnail. This is helpful for viewing parts of the Sim that may be hidden by the normal pose. bmp image, large 1024x768, to put in C:\My Documents\EAGAMES\The Sims 2\ folder and called it userBkg.bmpĭisplays the Sim in the "bind pose," with arms held straight out. If there is a bitmap graphic named "userBkg.bmp" in the "\EA Games\The Sims 2\" folder in My Documents, the image will be displayed as a backdrop. * Click and drag Left and Right mouse buttons together - Changes the center point the camera is looking at. Move the mouse away from you to zoom out. * Click and drag the Right Mouse Button - Controls the camera zoom. * Click and drag the Left Mouse Button - Orbits the camera around the Sim's head.
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In free camera, you can use the following mouse controls to rotate the camera in all dimensions: Toggles between "free camera" and "set camera" modes.
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