Faciliter l'accès à l'apprentissage du français pour tous au sein de parcours adaptables de jeux éducatifs numériques

Abstract

This article introduces the theoretical foundations and their pragmatic and didactic transpositions that have allowed the development of a digital platform, GamesHub. Within a universal design for learning approach, it proposes additional digital features for this purpose. We explain a theoretical basis that allows understanding of how these additional, digital functionalities may take care of certain difficulties in performing a reading-comprehension task (in French). This can be achieved through the reduction of barriers, the diversification of resources and the personalization of articulated, progressive, and adaptable teaching/learning paths that enable reproduction of the phases of a didactic sequence. As language barriers are at the forefront of reading-comprehension activities, we focused on the specific difficulties of allophone students and students with developmental disorders of written language (dyslexia and/or dysorthographia). The additional functionalities integrated into the GamesHub platform aim to respond to the needs of each student, and thus promote access to learning for all. In the light of the theoretical elements, we present each additional functionality integrated into GamesHub and explain how it can provide a response to heterogeneous learning needs. These developments are part of the interdisciplinary European project PEAPL (European Platform for Personalized Language Learning) that aims at supporting reading comprehension from primary to university level, for all learners, in a universal design for learning.

Keywords

• learning environment
• educational software
• game-based learning
• discourse
• digital