All Work and No Play Makes Jack a Dull Boy Is No Longer True


Education is not always funny, and teachers must motivate students in order to give them the sense of a constant work. Active learning removes apprentices from their safe place by establishing a situation where risk gambling is supported, as Howell (2021) explains in his investigation. This environment allows them to share their thoughts and highlights team building to increase their confidence, that’s why active pedagogy is also becoming increasingly used in schools all around the world. It’s time to change the ways learners get access to knowledge. Other studies starting with Bloom (1956), Le Brun (2004), but also more recently with the works of Cailliez (2016) and Dietrich (2018) have inspired me on the creation of a playful scheme. I will present you this pedagogical scenario built for my engineering school, after several trials in my Mathematics and Physics classes, in which games are present in three key moments: The first moment corresponds to the first session as an icebreaker workshop. Afterwards, the second key time is located around the middle of the scenario so as to check that the three first steps of the Bloom’s Taxonomy are achieved. Finally, the last crucial moment is during the last course where a big immersive Escape classroom is organized to evaluate the entire competencies. Satisfaction surveys, feedbacks and success rate will also strengthen how this educational method needs to be well-known. This scheme is adaptative to any class level, number of students enrolled and to any topic.

Author Information
Mickael Bosco, ESAIP–French Engineering School, France

Paper Information
Conference: PCE2023
Stream: Nurturing Creativity & Innovation: New

This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Bosco M. (2023) All Work and No Play Makes Jack a Dull Boy Is No Longer True ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon