Évaluer les usages didactiques d'un serious game à partir de l’analyse de l’action conjointe : le cas Mecagenius®

This article focuses on how a mechanical engineering serious game Mecagenius ® is used by teachers in a high school and in a higher education institute of technology (IUT). To account of it we make a bottom-up analysis of the didactic transposition by means of analytical descriptors related to teacher and students’ didactical joint action. We first present the theoretical framework and the research method, then we illustrate how Mecagenius ® is used by teachers through short extracts borrowed from two case studies. The findings highlight the contrasting forms of artifact integration into teachers’ usual teaching practices. The conclusion discusses the contribution of this study for understanding the potential uses of serious games in ordinary teaching.