Cette thèse s’intéresse aux activités créatrices et de conformisation sollicitées dans des dispositifs de serious gaming et à leur impact sur les situations réelles de travail des cadres. Pour explorer cet impact, nous sommes intervenus dans un programme de formation utilisant un simulateur d’hélicoptère de l’armée qui a été adapté pour former des cadres au management d’équipe. La recherche a duré deux ans et nous avons observé 16 sessions de jeu, rencontré 44 cadres de la même entreprise, tous volontaires. La recherche a analysé l’écart entre le travail prescrit et réel. En anglais, contrairement au français, deux mots définissent le mot jeu : « play » et « game ». Winnicott (1971) s’appuie sur le jeu en train de s’élaborer spontanément (play), plutôt que sur le jeu organisé et défini selon des règles précises (game). Ce « play » est considéré par Winnicott, comme un espace transitionnel : espace de développement où la créativité est prépondérante. La compréhension de ce qui se joue dans cet espace intermédiaire est essentielle pour explorer la relation entre le « jeu sérieux » et le travail réel. Nos observations et analyses des sessions de jeu et des entretiens nous conduisent à souligner le peu d’inventivité, de créativité à la fois pendant l’activité du jeu et ensuite dans le travail réel. La réorganisation du travail, le changement de rôles, la renormalisation du temps et le sentiment de décisions sont rares. Ceci nous a amenés à analyser ce qui a empêché les cadres d’entrer dans cette aire intermédiaire où la créativité est sollicitée. Ces empêchements concernent la quête du « bien faire », la pression temporelle, la culture d’entreprise, les contraintes matérielles et la compétitivité. De plus, une autre activité vient empêcher celle du jeu : la plupart des cadres se sont sentis évalués, et s’auto-évaluent, en tant que managers. Notre recherche tend à démontrer que le jeu suspend la réflexion, la délibération entre pairs, ce qui favorise une conformisation aux prescriptions. La suspension de la réflexion permettrait, notamment, de s’affranchir d’éventuels conflits de valeurs et de culpabilité quand les prescriptions supposent de faire du « sale boulot » (c’est-à-dire de commettre des actes que la morale ou l’éthique peuvent réprouver). Enfin, nous interrogeons l’impact de cette expérience dans l’environnement virtuel du dispositif de formation sur les pratiques des managers en situations réelles : le transfert des apprentissages dans l’expérience du jeu opère par la médiation de la réflexivité suscitée par le changement de place dans la communication au sein de l’équipe (récepteur et non plus émetteur de consignes) et par les affects éprouvés lors de l’exercice simulé. L’éprouvé devient alors un instrument de travail pour réévaluer la manière dont ils tiennent leur rôle de manager et les activités associées. / This thesis speaks about the creativity and conformity in serious gaming and the link with real work situations of executives. To explore this link, we conducted a training program using an army helicopter flight simulator that had been redesigned to train executives in teamwork. The study was conducted over two years in 16 game sessions with 44 volunteer participants from the same company. The research analyzed the gap between prescribed and real work. In English, contrary to French, there are two words for games: "play" and "game". Winnicott (1971) is inclined more towards spontaneously developed games (play), rather than on games organized and defined according to precise rules (game). He considers "play" to be a transitional space. This transitional space is a third area, a paradoxical space, because it is situated between the interior and exterior of the player. It is a space of development where creativity is dominant. Understanding what takes place in this intermediate space is essential to explore the relationship between serious gaming and real work: a space in which group dynamics can enhance or inhibit individual creativity. From observation and analyses of game sessions and associated interviews, we identified several instances of creativity during the game and afterwards at work, including: reorganization of the work, exchanging roles, negotiating the length of games, and virtual empowerment leading to real-world decision-making. Then, we analyzed what prevented the executives from entering this intermediate area and from "play" with the equipment: the "pursuit of excellence", the temporal pressure, the corporate culture, equipment limitations, self-consciousness, and competitiveness. Furthermore, most participants were concerned that their competence as managers was being evaluated and they self-evaluated their skills. Afterwards, we analyzed the contention that lack of deliberation before executing the game prescriptions. Our research demonstrates that suspension of reflection allows freeing itself from possible value conflicts and guilt when the prescriptions lead to performing "dirty work" (that is, to commit morally or ethically questionable acts). At a minimum, we observe that executives see themselves acting in situ and become aware of the impact of their transmitters' role in communication with the team. Executives use this experience to revitalize their thinking about professional practice, which thus becomes a tool to gain a different view of their managers’ role.

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京都大学 / 新制・課程博士 / 博士(工学) / 甲第24099号 / 工博第5021号 / 新制||工||1784(附属図書館) / 京都大学大学院工学研究科都市社会工学専攻 / (主査)教授 CRUZ Ana Maria , 教授 須崎 純一, 准教授 松島 格也 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

La connaissance mondiale déclarée double environ tous les 9 ans (Kozmetsky, Smilor 1999) Parallèlement, le langage écrit ou verbal demeure le mode de transmission privilégié de la connaissance dans les organisations et sur le Web où aucune lingua franca n’a émergé, et qui est dès lors fractionné en contenus sinophone, anglophone, hispanophone, arabophone, hindiphone etc. Nous utilisons les travaux de Dehaene et al sur la mémoire épisodique dans son détournement par les calculateurs prodiges pour théoriser et concevoir une nouvelle interface homme-machine spatialisée qui permette à l’utilisateur individuel et en groupe de visualiser, de manipuler mentalement et d’échanger plus de connaissances. La théorisation et la conception de cette gamme d’interfaces, basées sur des algorithmes de spatialisation de listes, et l’unique objet de notre thèse. / Could we flow knowledge faster and better? Why is this a problem in the first place? How can we tackle it technologically? What could be a prototype solution? This work unifies these questions in the outline of a single, refutable paradigm of noodynamics - the study of knowledge flows - and nooconomics, the economy of knowledge. This paradigm will answer the question “Why”. Neuroergonomics (“brain ergonomics”), and biomimicry, will be summoned in answer to the question “How”. Their contribution will follow from the simplest knowledge flow equation that is proposed in this work. Two original optimisation problems are also posed in software neuroergonomics and biomimetics: the Mindscape and Serendipity Problem. A case of theoretical neuroergonomics, or neuroergonomics ex ante is proposed with the study of Hyperwriting, a written grapheme-loceme association, or a glyphic method for externalising spatial memory. Its application to the design of user interface will finally found neuroergonomic design, or neuromimicry, with the example of a collegial interface to augment multiscale knowledge flows: Chréage. The anatomy of this prototype mindscape will be the conclusion of this work, and its answer to the question “What”?

Cette thèse explore l'application de la planification HTN afin d'animer une section d'infanterie dans un simulateur informatique temps réel. Afin de produire des plans en ligne pour près de 40 soldats, on montre qu'il est possible d'optimiser le planificateur pour un domaine HTN en compilant les éléments de planifications en structures statiques et en procédures C++. On montre ensuite que la structure du problème se prête à une combinaison de la planification HTN avec la planification par abstraction, obtenue en modélisant des effets abstraits aux tâches composées. Sous certaines conditions, la recherche de solutions est alors accélérée en détectant les réseaux de tâches pour lesquels aucune solution n'est exécutable. Enfin, on montre que la structure du problème permet aussi de formuler des fonctions d'évaluation exploitables dans un algorithme de recherche heuristique non admissible, capable de retourner rapidement des solutions presque optimales. / This thesis explores the application of HTN planning to the animation of an infantry platoon in a real-time simulation software. In order to achieve online planning for nearly 40 soldiers, we show that it is possible to optimize the planner for one HTN domain with a compilation of planning elements into C++ static structures and procedures. Then, we demonstrate that the problem structure lends itself to a combination of HTN planning with abstraction planning, achieved with the modelisation of abstract effects for compound tasks. In some conditions, we can detect those task networks that never lead to any executable solution, and therefore improve the search. Eventually, we show that the problem structure enables to formulate evaluation functions that can be input into a non admissible heuristic search algorithm, and that near optimal solutions can be obtained within a short run-time.

The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p > .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p > .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.