Massively multiplayer online games as new vectors for international cooperation
Notice bibliographique
Résumé
In 2019, ESG (UQAM, https://esg.uqam.ca/) and IAE Gustave Eiffel (UPEC, https://www.iae-eiffel.fr/) decided to design a joint international project management course. The pedagogical objectives were numerous: working in remote teams, working in a multicultural setting, broadening access to international exchanges and offering engaging creative challenges. The health crisis that began in 2020 accelerated the project. Indeed, we experimented several first national courses as early as June 2020 in order to verify the technical and pedagogical feasibility of the project. Initially, we successfully tried Microsoft's Minecraft Education Edition video game. Indeed, Minecraft is a game of pure creativity like LEGO® bricks. There are no scripting constraints. The construction is therefore totally free (sandbox) and the world is composed of blocks that can be destroyed and repositioned endlessly (mining). Crafting is the ability that allows players to design objects or materials not present in their raw state in the world (tools, glass, etc.). Minecraft Education Edition (https://education.minecraft.net/) offers specific functionalities for teachers to facilitate its integration in the classroom. Unfortunately, major constraints quickly became apparent: Minecraft requires rather high computer configurations, the game must be launched on the teacher's workstation to be accessible by students and, above all, the virtual world can only host thirty people simultaneously. In an international context, these constraints were blocking and we then tested the free and open source equivalent of Minecraft: Minetest (https://www.minetest.net/). This game removes all the constraints of Minecraft: the necessary computer configurations are light, the persistent world is accessible via a dedicated 24/7 server and it is possible to integrate more than one hundred participants. Technical tests with small groups were carried out from September to November 2020. The server was fully operational in January 2021 and the first French courses in the world of Minetest began. On 15 February 2021, with colleagues from five universities (India, Ukraine, Germany, France and Canada), we started a first international experiment, unique in the world, involving thirty-six students and ten teachers. The objective was mainly technical in order to ensure that the server would hold the load on an uninterrupted use for almost two months. This technical success will enable us to achieve our initial objectives and to propose to the participants of this experimentation the design of international courses or projects (project management, management, creativity, etc.) for the academic year 2021-2022 and thus propose an innovative modality of university cooperation.The use of MMOs in higher education is part of the EdUTeam learning and research project in game-oriented learning (https://eduteam.fr/) carried out at the Institut de Recherche en Gestion (IRG, EA 2354). This project started in 2016 and is intended to study the value of commercial of the shelf leisure games in higher education. It comprises three sub-projects: EdUTeam Role Playing Games, EdUTeam Wargames and EdUTeam Video Games.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,006 | 0,006 |
| Science ouverte | 0,002 | 0,009 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,022 | 0,004 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».