1 Université de Montpellier, L’Institut Montpelliérain Alexander Grothendieck (FRANCE)
2 Université Côte d’Azur, Laboratoire d’Innovation et Numérique pour l’Education (FRANCE)
About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 5146-5155
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.1245
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
Recent migration waves pose a challenge to the educational system and to the wider integration of migrant children. Most of these children suffer from language difficulties, the lack of parental support and educational opportunities, bureaucracy, social exclusion and psychological trauma.

In this paper, we study a game-based approach to teach mathematics to unaccompanied minors (in France), as gamification of the learning process may be used to increase motivation and implication of the learner in different contexts. More precisely, we present the conception and the realization of a serious game whose first objective is the discovery of different domains of mathematics by problem solving and the development of logical skills. The game is based on the escapED methodology and has been specifically designed for unaccompanied migrant children; in the sense that it takes into account cultural, linguistic and technological barriers, and targets (as a secondary objective) to decrease their sense of isolation and exclusion by including different cultural and geographical elements. Furthermore, all physical senses were represented to increase the motivation and implication of the players.

This study describes two different iterations of a serious game; the second took place after evaluating the first one. During the first round of the game, the independence and interaction of the players proved to be complex to handle. The narrative was also weakly developed, and the players were not sufficiently involved. To address these problems during the second round, we adjusted the narrative, included the use of technology and redefined the interactions allowed. We conclude with general observations and recommendations concerning interaction and independence of unaccompanied minors, their perception of mathematical objects and the effect of an interdisciplinary approach. We believe that our work will be useful for future research towards a game-based approach to educate migrant children.
Serious game, game-based learning, mathematics, unaccompanied minors.