International audience

This article presents a design kit for Role Learning Games (RLG) as multiplayer and multi-role learning games. They use some concepts of Role-Playing Games (RPG). Indeed, RPG are growing in education, but teachers rarely have the tools to design one themselves. Based on a RLG model, a design kit was created: the RLG Kit. Following Design-Based Research, we submitted the kit to teachers through three qualitative experiments to assess its usability. We wanted to know if users understood how to use each element of the kit, if they succeeded in creating a RLG scenario with the kit and thus to improve it.

For several decades now, games have become an important research ground for artificial intelligence. In addition to often present useful and complex problems, they also provide a clear framework thanks to their rules, sometimes numerous. In this article, we explore a very difficult two-players board game named Blood Bowl. This game allows the players to perform many different actions, which depend for a large part on the result of one or more dice rolls. Thus, it can be seen as a multi-action probabilistic problem driven by a Markov decision process. In this article, we present the first stochastic model of the main phase of Blood Bowl to our knowledge and the premise of a dedicated planning framework. Such a framework could offer interesting grounds and insights for modeling high turn-wise branch factor games.

International audience

International audience

International audience

This paper proposes a formal model of learning games for teachers in higher education by involving them strongly in the design process. The evolution of the teaching profession was followed by the emergence of tools with interesting potential such as, in the field of TEL and in a non-exhaustive way: serious games, MOOC, ubiquitous TEL, and so on. But there is a lack of tools to facilitate their design and use by teachers, especially for learning games. Based on the researches around learning games models, we will specify the characteristics we use to define the DISC model. This model is composed of elements easily adaptable to artifacts facilitating the work of authors. It was tested for the creation of a learning game with a teacher who is teaching fluid mechanics.