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Les "serious games" : des leviers en faveur du knowledge management


  • Caroline Bayart

    (SAF - Laboratoire de Sciences Actuarielle et Financière - UCBL - Université Claude Bernard Lyon 1 - Université de Lyon)

  • Sandra Bertezene

    () (SAF - Laboratoire de Sciences Actuarielle et Financière - UCBL - Université Claude Bernard Lyon 1 - Université de Lyon)

  • David Vallat

    () (TRIANGLE - Triangle : action, discours, pensée politique et économique - ENS Lyon - École normale supérieure - Lyon - UL2 - Université Lumière - Lyon 2 - IEP Lyon - Sciences Po Lyon - Institut d'études politiques de Lyon - Université de Lyon - UJM - Université Jean Monnet [Saint-Étienne] - CNRS - Centre National de la Recherche Scientifique)


The role of education and more particularly of universities consists in helping students in their apprenticeship so that they become knowledge workers. What teaching methods can be used to achieve this goal? In order to give some answers to this question, we have chosen to evaluate the nature of the impacts of a serious game on the acquisition of knowledge by students. If serious have attracted attention in previous research, essentially qualitative, this research does not allows to identify and understand the mechanisms according to which they influence the process of acquisition of knowledge. This article presents a stage in the research to test the different techniques by professional publics. To carry out our demonstration, we will first analyze the works of Nonaka in the field of knowledge management to understand the implementation of knowledge thanks to the use of serious games. This approach seems to be particularly relevant in the context studied as knowledge management is a resource for the firm, but also for the present or future employee since it is a means of assuring his/her employability and negotiating power in the firm. We will then explain the field research methodology, in our case a survey composed of two questionnaires administered to nearly 200 students before and after their participation in a serious game related to project management. The second part presents and analyzes the main results; the demonstration of the progress in knowledge on the one hand, and the factors of acquisition of academic knowledge on the other.

Suggested Citation

  • Caroline Bayart & Sandra Bertezene & David Vallat, 2013. "Les "serious games" : des leviers en faveur du knowledge management," Working Papers hal-00846779, HAL.
  • Handle: RePEc:hal:wpaper:hal-00846779
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    References listed on IDEAS

    1. Frank Levy, 2010. "How Technology Changes Demands for Human Skills," OECD Education Working Papers 45, OECD Publishing.
    2. Nicolas Eber, 2003. "Jeux pédagogiques. Vers un nouvel enseignement de la science économique," Revue d'économie politique, Dalloz, vol. 113(4), pages 485-521.
    3. Paul M. Romer, 1994. "The Origins of Endogenous Growth," Journal of Economic Perspectives, American Economic Association, vol. 8(1), pages 3-22, Winter.
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    quantitative survey; knowledge management; serious games; enquête par questionnaires;

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