Gamify to better train: edutainment, the winning approach to elearning

Imagine a world where learning is no longer a constraint but an exciting adventure, where every lesson is a discovery and every challenge an opportunity to acquire skills. This is the very heart of edutainment.

This webinar immerses you in the heart of edutainment, with a simple but powerful promise: to captivate, motivate and memorize.

  • How to arouse the immediate interest of your learners;
  • How to ensure constant motivation at every stage of their journey;
  • How to significantly improve your learners’ memorization and assimilate information.

We will explore together the levers of this pedagogy and how to adapt them to your target audience and your educational objectives.

Join us to discover the power of edutainment in the service of digital learning. Register now !

Fill out this form to receive the webinar.

Be innovative with Scorm®, bold with TinCan®!

Soyez audacieux avec SCORM, novateur avec Tin Can

In the world of professional training, educational innovation is essential to effectively respond to the evolving needs of learners and organizations. . Educational technologies such as SCORM® (Sharable Content Object Reference Model) and TinCan® (also known as Experience API or xAPI) play a key role in this dynamic, providing normative frameworks for creation, distribution and tracking training content

Why did you create SCORM®

Created in the 1980s, SCORM® responded to an urgent need for standardization of professional training processes, from the distribution of content to the feedback of information. Its objective was to enable the transversality of content and the interoperability of distribution tools, in particular learning management systems (LMS). SCORM® has opened the way to more sophisticated training course design strategies, in particular by facilitating the adaptation of courses to the profiles and skills of learners.

SCORM® developments

SCORM® is marked by the educational vision of its time, focusing on unitary educational grains (SCOs) distributed in isolation to the learner with a single score. With the evolution of versions, notably SCORM 1.2 and SCORM 2004 4th, we note a divergence in the adaptation of LMS platforms, going from MonoSCO, limited to a single content and a single score, to MultiSCO, which allows flexible organization of educational content and reporting of scores at several stages, thus offering richness in the design of training courses.

The SCORM Package concept has brought even greater flexibility, allowing deep personalization of learning paths according to the specific needs of learners and the targeted educational objectives. Through an XML manifest file, instructors can now structure SCOs and associated resources to create a learning environment that adapts not only to individual learner progress, but also to innovative teaching strategies. This opens the door to a variety of teaching methods, from strict performance-based sequencing, to free exploration of content, to conditional scenarios that dynamically respond to learner interactions.

However, the inherent limitations of SCORM, mainly its rigid framework and its design oriented towards unidirectional interactions, have become evident in the face of evolving educational paradigms. The emergence of dynamic and multimodal learning formats – such as serious games, webinars, MOOCs, and immersive experiences (VR, AR) – calls for a review of monitoring and educational interaction mechanisms. The introduction of xAPI represents a response to this demand, expanding the spectrum of traceable activities beyond traditional boundaries, embracing a holistic vision of learning where every action becomes an opportunity for enrichment and development. With its ability to integrate diverse learning experiences and its open architecture, xAPI is positioned as a natural evolution towards learner-centered pedagogy, promoting autonomous, interactive, and deeply personalized learning.

xAPI, be bold

The Experience API, better known as xAPI, revolutionizes training by providing each educational resource with a unique communication capability within a centralized training management system, all via an open and flexible programming interface. A successor to SCORM, xAPI stands out for its flexibility and openness, requiring a Learning Record Store (LRS) to store and analyze learning data. This technology allows a global design of learning, where each interaction, whether an exchange with other learners, a consultation of materials, or engagement in multimedia activities, contributes to the educational trajectory of the individual. Even more, xAPI can integrate offline experiences with asynchronous data integration, such as those from virtual reality experiences, thereby enriching the learner’s learning record with a wide variety of experiences.

The path to SMART Learning

The transition to SMART Learning represents a liberation from traditional training constraints, placing the learner at the center of a limitless learning universe. This educational approach redefines the pace of learning, allowing each individual to progress on their own terms, freed from the restrictions imposed by conventional teaching content and methods. In this ecosystem, the learner takes control of their personal and professional development, evolving autonomously through a personalized learning journey. The role of the trainer transforms into that of a mentor, who guides rather than instructs, enriching the formative journey with a diversity of resources and tools adapted to the needs and aspirations of each student. Artificial intelligence (AI) is adding to this landscape as a learning enabler, capable of analyzing and responding to learner behaviors to optimize their educational experience. Thus, education is redefining itself as a pillar of continuous development, anchored in adaptability, interaction and personalization.

Types d'apprentissage

The power of metacognitive reflection in elearning

La puissance de la réflexion métacognitive dans l’e-learning

Metacognitive reflection: definition and issues

Metacognitive reflection is an essential element of pedagogy which significantly enriches the learning process. It awakens in learners a heightened awareness of their study methods and their approach to tasks, allowing them to adjust their strategies to optimize their effectiveness. This introspection not only reveals areas requiring additional reinforcement or support but also initiates a proactive approach to filling gaps, resulting in a significant improvement in long-term knowledge retention. By cultivating a better understanding of their learning process, learners gain autonomy, which stimulates their motivation and strengthens their commitment to their training journey.

Additionally, by encouraging a critical approach to problem solving, metacognition paves the way for the development of more effective and adaptive strategies. It plays a determining role in the ability to apply skills and knowledge acquired in one context to another, thus facilitating the transfer of learning. This ability to adapt and transfer highlights the importance of metacognition not only for academic success but also for practical and flexible application of knowledge in various real-life situations.

Application strategies

With the exponential growth of online learning, metacognition presents real opportunities to maximize its effectiveness. Some strategies can be put in place to apply metacognitive reflection in elearning.

Regular self-assessment via formative quizzes allows learners to test their understanding and zoom in on areas requiring more attention. By using reflection questions, we can go further and encourage critical thinking. It is possible, for example, to regularly integrate a case study applying recent knowledge.

Let’s imagine learners having discovered the concept of Corporate Social Responsibility. Once the concept is presented, they are asked to advise a fictitious company, “EcoTech”, which develops clean technologies but faces economic and social challenges. Learners are faced with several decisions that EcoTech must make regarding CSR. For each decision, they must choose an option and they discover the immediate consequences of their choice on the pillars of CSR.

After each decision, metacognitive reflection is encouraged. This involves answering a series of questions about why they chose this option and how it is aligned with the principles of CSR: What factors did you consider when making your decision? How does your choice reflect a balance between economic, social and environmental considerations? What are the short and long term implications of your decision for the relevant stakeholders? How could you have improved your decision with more information or resources?

Incorporating dedicated reflection breaks into learning content, inviting learners to stop and reflect on what they have just learned through guided questions, is also particularly educational. So, to help learners organize their thoughts and track their progress, it may be a good idea to encourage them to keep a digital journal to reflect on what they have learned, challenges encountered, and strategies used. It is possible to use self-reflective learning applications that support metacognitive reflection such as Evernote, Reflectly, Notion, Quizlet, MindMeister, Google Keep, or Socrative.

This reflection can also be done via reflective videos or recordings. Learners are then invited to orally express their learning process and the strategies they find effective.

Finally, another powerful strategy is self-generated feedback which involves encouraging learners to ask themselves critical questions about their understanding and actively seeking answers through additional bold resources or by delving deeper into difficult topics. To illustrate this strategy, let’s imagine self-generated feedback in a python programming course. Before beginning the module, learners complete a quick quiz to assess their prior knowledge. They receive results immediately with explanations for each answer, allowing them to understand their gaps before they even begin. The course continues with a series of videos. After each video lesson, learners are asked to write down in a digital journal what they understood, areas of confusion, and how they plan to use this new knowledge Learners then work on programming exercises, then self-evaluate their code based on criteria given by the trainer such as cleanliness of the code, efficiency and correct use of the concepts learned. Self-generated feedback: By comparing their work to the criteria, learners specifically identify where they excel and where they need to improve. After self-assessing themselves, they receive a “research mission” which consists of finding additional information to resolve code problems that they were unable to correct on their own. At the end of the module, learners answer metacognitive thinking questions, such as “How has your information search strategy influenced your learning?”, “What obstacles did you encounter while searching and how did you overcome them?”, “How can you apply information search strategies?” ‘learning that you have developed in this module to new topics or challenges?’.

In conclusion

Metacognitive thinking is an essential skill in the educational armamentarium but also a powerful catalyst for deep and lasting learning. Through strategies such as self-assessment, use of digital journals, implementation of reflective breaks, employment of self-reflective apps, and self-generated feedback, trainers can effectively equip learners with the necessary tools to navigate the complex landscape of information and knowledge.

The incorporation of these practices into elearning shows that technology is not only a means of disseminating information but can also be a partner in the development of critical thinking and self-reflection. By encouraging learners to actively engage with the learning material, reflect on their own understanding, and independently seek avenues for improvement, e-learning transcends its perceived limitations and reveals its full potential by providing a rich and transformative learning experience.

Vision Pro helmet: what impact for training?

Casque vision pro : quel impact pour la formation ?

Apple Vision Pro has just been announced with much fanfare. Not yet available on the French market, its potential impact on professional training is considerable. The Training Departments have every interest in following the matter closely… The opportunity also for a reminder on the VR2024 headsets.

The year 2023 witnessed several key trends in the development of VR headsets, including battery life, improved screen resolution, reduced device weight, and the integration of more motion tracking technologies. precise. Very affordable financially, the popular Quest 3 and Pico 4 thus offered high-quality immersive experiences, without the burden of heavy equipment or complex installation. They have made virtual reality training more accessible to businesses of all sizes.

The evolution of virtual reality (VR) headsets towards mixed reality (MR) is another major trend that has been gaining momentum. Mixed reality combines elements of virtual reality and augmented reality (AR), providing a broader spectrum of immersive, richer and more contextual experiences. This transition marks a significant shift in the way we interact with digital content, merging it seamlessly with the real world.

In training, this means that learners can manipulate virtual objects while remaining aware and interactive with their real-world environment, which enriches learning and improves knowledge retention. For example, in the medical sector, students can practice surgical procedures in a virtual environment superimposed on physical mannequins, providing a very realistic simulation. Similarly, in industrial training, operators can receive virtual instructions and guidance overlaid on real machines, making on-the-job learning and maintenance easier.

At the dawn of its launch on the French market, the Apple Vision Pro is already arousing keen interest for its disruptive potential in the field of professional training. This mixed and virtual reality headset, powered by Apple VisionOS operating system, promises to open new frontiers in learning and skill development.

First of all, the Apple Vision Pro should stand out for its ability to run applications with superior graphics quality, far surpassing the performance of existing VR headsets. In addition, with a resolution of 23 million pixels and a 3D Micro-OLED display, the Apple Vision Pro aims to guarantee exceptional visual clarity and precision. This remarkable image quality, combined with world-class sound immersion, will mark a significant advance in the context of VR training, where hyper-realism proves to be a key factor in engagement.

Another major innovation of Apple Vision Pro is its ability to capture eye movements, hand gestures and voice commands, without requiring the use of controllers. This feature enriches interaction with training content, making learning more intuitive. Additionally, its large storage capacity means that users will be able to access a vast library of training courses, ranging from simple introductory courses to more advanced courses.

The spatial aspect described for the Apple Vision Pro highlights another advance in the management of virtual spaces and augmented reality. This feature allows users to position and interact with virtual interfaces in the physical space around them. The user can thus place virtual elements, such as screens, dashboards, or 3D objects, in a physical space, such as a room in their home or office. For example, positioning a virtual screen on an empty wall and a 3D object on a table. What sets this capability apart is the precise and persistent spatial tracking. Once a virtual item is placed in a physical space, Apple Vision Pro remembers its position. You can leave the room, then come back later, and find the item exactly where you left it.

Trainers will thus be able to create tailor-made virtual workspaces, equipped with screens and tools necessary for their activity without requiring additional physical equipment. This will create a wide variety of interactive and immersive learning environments, where learners can interact with virtual educational materials integrated into their space.

Finally, by allowing learners to navigate and interact together in a fluid and natural way in a virtual space, Apple Vision Pro should facilitate a structured and interactive approach to training, transcending physical barriers and reinventing the way we learn and work in groups.

In conclusion, Apple Vision Pro offers immense potential to revolutionize professional training, by offering immersive, interactive, and collaborative learning experiences. However, the successful integration of this technology into existing training environments and its cost remain significant challenges to overcome.

Casque vision pro : quel impact pour la formation ?
Casque vision pro : quel impact pour la formation ?
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VR training: a multi-learner management and visualization trainer application.

Formations VR : une application formateur de gestion et visualisation multi-apprenants.

In the ever-changing landscape of elearning and immersive training, a major challenge faced by trainers is tracking and interacting with learners using standalone headsets. Until recently, existing solutions left trainers somewhat helpless, unable to effectively measure learners’ progress or interact meaningfully with them while they were immersed in the virtual experience. This gap in training technology has created a need for a more integrated and interactive solution. To respond to this, Audace has developed an innovative application for trainers.

The challenge of immersive training

Immersive training, although a very powerful tool for learning and engagement, presents a challenge: the isolation of the learner in the VR headset, making it difficult for trainers to monitor progress. of each participant and the provision of real-time help. Platforms like UnityRenderStreaming and WebRTC Package have attempted to meet this need by enabling live streaming of immersive content. However, these technologies offer a partial solution, primarily limited by one-way real-time interactions and a restricted ability to manage multiple users simultaneously.

Audace’s innovation

Faced with this challenge, Audace has developed an innovative multi-learner management and visualization application for autonomous headsets. This solution not only allows trainers to follow the progress of several learners in real time in a shared virtual environment but also allows direct and meaningful interaction. This technological progress represents a major breakthrough in solving the problem of learner isolation in immersive training.

Features and benefits

The app stands out for its ability to offer a real-time overview of learner activity, as well as an option to zoom in on a specific user, all with a smooth update every two seconds. It is designed to be lightweight, adaptable and customizable, meeting the varied needs of trainers and learners in different training contexts. Additionally, this solution is compatible with a wide range of devices, which significantly broadens its potential application.

Comparison and context

Comparing with previous technologies, Audace’s application offers a more robust and flexiblebold solution for immersive training challenges. While UnityRenderStreaming and WebRTC laid the foundation for live content delivery, they failed to provide a platform for effective, real-time multi-learner interaction. Audace’s innovation fills this gap.

Audace’s initiative thus responds to a pressing need in the field of immersive training by providing trainers with the tools necessary to effectively monitor, interact and measure the progress of learners using autonomous headsets.

Digital Learning Trophies: a new Audace project rewarded!

With the serious game “La Table de Marie”,
created in partnership with Audace, SKEMA Business School wins the Digital Learning Trophy

SKEMA Business School, a leading French management school, has just won the Digital Learning Trophy in the “Higher Education” category. This victory rewards its efforts in educational innovation, particularly through an innovative training project developed with the assistance of Audace.

An original solution to meet the new educational requirements of students

Every year, SKEMA Business School organizes the “Knowledge Management Sprint”, a seminar aimed at raising awareness among L3 students of the challenges of knowledge management by putting into perspective its organic and nourishing impact within a structure.

Convinced of the need to review traditional educational models intended for younger generations, SKEMA wanted to design original training mixing multi-player serious games and coaching. Indeed, a pillar of the system is provided by coaches who help students give meaning to their actions, as well as a team of correctors who feed the scores in real time and communicate feedback to the teams.

Serious gaming is a potentially powerful tool, still largely under-exploited, in the context of initial training. A comparative analysis (benchmark) revealed that it was poorly developed in higher education. However, the younger generation of students has high expectations in terms of pedagogy. They consider too much theory without practical application to be insufficient, while too much traditional case studies are seen as repetitive. So there’s a dilemma: Students need to interact with concepts multiple times to learn them, but excessive repetition makes them feel like the content is redundant.

Convinced of the need to rethink traditional educational models, the school therefore sought to meet the new expectations of students by offering a new fun and educational medium: a collaborative serious game entitled “La Table de Marie”.

Inductive pedagogy, as implemented in this system, makes it possible to resolve these dilemmas. It offers students the opportunity to discover in a concrete way the organizational and human issues encountered in the professional world in a fun way, while establishing links with the concepts covered during their undergraduate university program. This approach aims to prepare students for future responsibilities within international companies, by requiring them to work in teams, make collective decisions and make choices within a limited time frame.

“We firmly believe that the earlier students are exposed to complex management situations, the more they will develop responsible management skills, which is essential for both organizations and society as a whole. »

Béatrice TOUSTOU, Teacher-researcher

Bringing together 800 players, divided into 160 teams and across 3 sites in France: the challenge of this highly collaborative serious game

Each year, no less than 800 L3 students, divided into 160 teams on 3 campuses, participate in the Knowledge Management seminar at SKEMA Business School.

To do this, the device developed by Audace had to meet several challenges: managing a large number of players simultaneously, allowing remote team collaboration and the use of a real-time application with a scalable server.

The multiplayer serious game “La Table de Marie” thus immerses students in a scenario similar to that of “Nightmare in the Kitchen”, challenging them to resolve organizational and human issues in a high-end restaurant. They take on the role of consultants and must collaborate as a team to find solutions, while receiving personalized support from coaches and correctors.

This solution is based on the Unity 3D game engine and offers a variety of interactive activities to reinforce learning: closed activities, such as processes and quizzes, as well as open activities focused on creativity and reflection. The application’s features allow students to work interactively and validate their answers as a team.

Serious Game Skema - La Table de Marie - Ecran
Serious Game Skema - La Table de Marie - Ecran
Serious Game Skema - La Table de Marie - Ecran
Serious Game Skema - La Table de Marie - Ecran
Serious Game Skema - La Table de Marie - Ecran
Serious Game Skema - La Table de Marie - Ecran
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More than 86% satisfaction: the positive impact of training!

Whether it is collaboration, learning results or the level of involvement and motivation of students, the positive impact of this educational innovation has been clearly noted by the teams of coaches and correctors.

Satisfaction was expressed through direct satisfaction questionnaires and the satisfaction survey carried out by the teaching team. We also organized post-seminar debriefing sessions with class delegates and speakers (see verbatims). The satisfaction percentage is at 86.4%, based on a very good response rate (37.85%).

The specific serious game questionnaire administered by a researcher indicates the following results: interesting activities (88%), absorption by the activities offered (88%), mentally demanding exercises (73%), fun (86%), satisfactory teamwork (88%). 

“Best seminar of the year”

“The course we worked the hardest on”

“This inductive pedagogy side is super powerful!”

Building on its success, the project is intended to be disseminated beyond the establishment, thus opening the way to new opportunities in the field of digital learning.

By winning the Digital Learning Trophy, SKEMA Business School demonstrates its commitment to educational innovation and the excellence of its teaching. From our point of view, this success perfectly illustrates the ability of educational institutions to adapt to the needs of students and push the boundaries of traditional learning using digital technologies.

Discover the project in a video.

What we have in store for you at Elearning Expo 2024

From March 19 to 22, 2024, the SIRH/E-learning Expo will be held at Paris Expo, Porte de Versailles. Like every year, Audace will not miss this unmissable event in the field of digital training and awaits many of you on stand A58.

Come discover our e-learning, serious games or immersive learning training devices the most innovative and efficient in many sectors (education and training, industry, logistics, construction, etc.) and responding to numerous fields of application: welcoming new employees, GDPR, workplace safety and cybersecurity, training in technical procedures , etc.

We will also invite you to test our tailor-made or off-the-shelf virtual reality simulators (VR machine driving training simulator, industrial process simulations, etc.).

Attend our selection of mini-conferences

Jérôme POULAIN, Associate Director of Audace, specialist in pedagogy for over 25 years, and Yann LEURENT, VR Product Manager, will have the pleasure of hosting a series of free mini-conferences (duration: 10 min.) on topics digital training. Each intervention will be followed by a time for discussion. See you on stand A58!

Program for March 20, 2024
Digital learning
11:00 a.m.: Elearning, Serious Game, XR… How to choose the right device?

How determine the best approach to meet your educational objectives? . Discover the advantages and disadvantages of each learning modality And maximize your learners’ engagement and memorization. Targeted for training and HR experts. Get the keys to wise learning choices.

Immersive learning (XR)
11:30 a.m.: Training in virtual reality: what does it cost? what profitability?

In This mini-conference, Yann Leurent challenges preconceived ideas and demonstrates how virtual reality can significantly reduce training costs while improving the quality of learning and the operational excellence of the company. With concrete cases to illustrate the demonstration.

Digital learning
3:00 p.m.: How to gamify or gamify your digital training course?

Find out how to capture the attention of your learners, maintain motivation throughout the training and work on memorizing knowledge. What are the levers of pedagogy and how to adapt it to your learner profiles? How to integrate edutainment into a face-to-face or distance learning course? Can we gamify everything? Jérôme Poulain will answer all your questions.

Immersive learning (XR)
3:30 p.m.: Risk hunting, technical training… Immersive learning for the safety and productivity of your employees.

Headsets becoming more and more accessible, technology becoming more and more sophisticated… With immersive learning, learning by doing and the logic of trial/error remains the best way to acquire skills. Immersive Learning is particularly efficient in responding to numerous challenges:integrate new operators without taking any production risks; thetrain quickly in critical business actions; ddelegate maintenance to operators as part of TPM, improve the safety of your operators and reduce accidents at work…

Program for March 21, 2024
Immersive learning (XR)
11:00 a.m.: Integrating an XR device into an educational course: the right questions to ask yourself

Are you wondering about integrating virtual reality into your educational journey? Discover during this mini-conference the essential questions to consider, from the relevance of content to technological accessibility to guarantee the success of the immersive experience.

Immersive learning (XR)
11:30 a.m.: Succeed in your VR device deployment strategy

Yann Leurent, VR Product Manager at Audace, will give you his advice for a successful deployment of virtual reality in your training course. Learn how to build an effective strategy, from needs identification to practical implementation, and maximize the impact of your VR initiatives on your training and learner engagement.

Digital learning
2:00 p.m.: The power of “beauty” in digital learning

In the world of digital learning, editorial quality and aesthetics are not details, but on the contrary essential elements that transform the training experience. Join us to discover how these key components can significantly improve engagement, understanding and retention of information in our saturated digital environments.

Digital learning
3:45 p.m.: Be innovative with SCORM, bold with Tin Can

An essential pillar of the standardization of elearning content, SCORM strategies can considerably optimize the management and monitoring of training. To go further, Tin Can offers unparalleled flexibility in data collection, paving the way for personalized and immersive learning experiences. Join Jérôme Poulain for an exploration of these essential tools for more effective training.

VR headsets: Download our 2024 guide

The virtual reality market is exploding. Every year, new, ever more innovative products are announced.

Throughout the year, our developers monitor the state of the virtual reality headset market, in order to offer our customers the product best suited to their training needs.

What are the best VR headsets in 2024? Which one to choose for professional use and why?

In order to support you in your choice, we are happy to offer you this 2024 comparison.
Autonomy, performance, quality… Our developers have selected their 2024 favorites for you.

Let yourself be guided !

Complete this form to receive the document

[Webinair] The Power of Beauty in Digital Learning

In the world of digital learning, writing quality and aesthetics are not mere details; on the contrary, they are essential elements that transform the training experience. Join us to discover how these key components can significantly enhance engagement, understanding, and information retention in our saturated digital environments.

With Jérôme Poulain, our associate director, explore how quality writing goes far beyond the simple transmission of information. Logical structuring, impactful titles, specific tone (dramatic, humorous, narrative, etc.), storytelling—discover with us how to give weight to words.

On the design side, understand the importance of the ‘WOW’ factor in learning. Comment en activant plusieurs sens, l’expérience esthétique crée un état euphorique favorable à la neuroplasticité, ouvrant la voie à l’apprentissage.

Explore practical cases with us: you’ll discover how, at Audace, each project gives rise to a creative concept that, translated into words and images, imparts to the training programs the unique essence that makes a difference.

Don’t miss this opportunity to transform your training into captivating and memorable experiences!”

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TOTAL – E-LEARNING CENTRIFUGAL COMPRESSORSTOTAL

As part of the ongoing training for its employees, TotalEnergies has entrusted Audace Digital Learning with the development of e-learning training modules dedicated to the use of common tools in the process industry. Following ‘Centrifugal Pumps’ and ‘Reciprocating Compressors,’ this new e-learning program aims to train the Group’s technicians in the use of centrifugal compressors to guide them towards operational excellence.

Consisting of 3 e-learning modules, the program also includes an immersive 3D capsule dedicated to the practical application of the training. The operator must ensure that the machine is functioning correctly while familiarizing themselves with the equipment.

A pre-course and post-course assessment in the form of multiple-choice questions (QCM) allows for measuring the evolution of knowledge and the effectiveness of the training.

Target

Operators on the production site.

Objective of the digital training

Enable TOTAL technicians to understand the operation of centrifugal compressors, be aware of the risks associated with operating these machines, and know how to intervene in case of a breakdown. Finally, be able to perform routine operations.

Accessibility of the e-learning module

PC or tablet