Les Serious Games (SGs) sont des dispositifs de formation de plus en plus utilisés dans les différents secteurs de l’éducation initiale et continue. Dans le cadre de cette thèse, notre objectif est de concevoir, d’abord, et développer, ensuite, un SG pour la formation et l’évaluation des personnels travaillant en environnement aseptique. Nous présenterons dans ce travail de recherche les approches théoriques qui sont à l’origine de la démarche de conception. Nous en viendrons à la définition d’un modèle unitaire et holistique (PEGADE) qui décrit le processus collaboratif et optimal de conception des SGs et qui s’articule autour d’une nouvelle figure professionnelle, le Pedagogical Game Designer (PGD). Une étude de l’efficacité sera réalisée pour comprendre dans quelle mesure un développement des compétences via le SG est possible et quelle est sa plus-value par rapport aux méthodes traditionnelles de formation pour les mêmes matières. Nous proposerons également une évolution de la théorie du conflit instrumental sur laquelle cette thèse s’appuie qui sera à l’origine d’une nouvelle méthode d’analyse de l’utilisabilité des dispositifs d’apprentissage utilisant les technologies informatiques. / Serious games (SGs) are a very widespread training and evaluation device, employed in different sectors of school and adult education. In this study we aim to design and develop a SG for training and evaluating personals working in aseptic environment. We will present in this research the theoretical basis needed for that design process. We will define a holistic and united model (PEGADE), which describes the collaborative and optimal process to conceive SGs and which is constructed around a new professional figure, the Pedagogical Game Designer (PGD). A study of the effectiveness will be performed in order to understand how competences can be developed through the SG and which are the differences between this device if compared with traditional training used for similar purposes. We will propose as well an evolution of the instrumental conflict theory, which is one of the foundations of this thesis. That one will constitute the basic for a new method of usability test applied to every learning tool using ICTs.

This study explores an experimental design methodology to circumvent issues with gathering behavioural data through serious games in citizen science. Public transportation research is used as a case, as it offers a complex problem for the game to solve. Four players were interviewed and observed playing a prototype of a serious game intended on gathering data on public transportation use in Gothenburg. Alongside this, a definition of different types of behaviours in games was developed to examine whether the players were playing rationally with regards to the game context (the magic circle) and the real world. The results show promise for the simplified real world mechanics utilized, to enable engaging serious game experiences. However, many issues and challenges were also observed, revolving around the players tendency to fluctuate between different types of behaviours. The implications of these challenges and the usefulness of the experimental design are discussed at the end.