| 000 | 01487cam a2200181 4500500 | ||
|---|---|---|---|
| 005 | 20260329005739.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aAbramovici, Marianne _eauthor |
| 700 | 1 | 0 |
_aLande, Catherine _eauthor |
| 700 | 1 | 0 |
_aHohweiller, Amelie _eauthor |
| 245 | 0 | 0 | _aUsing An Investigative Game to Develop Continuing Road-Safety Training for Young Drivers |
| 260 | _c2025. | ||
| 500 | _a69 | ||
| 520 | _aIn France, the Reference Framework for Education for Citizen Mobility (REMC) describes the knowledge and skills to be acquired by drivers of motor vehicles. Today, road safety training takes place within the framework of school and driver’s license training. However, the French State seeks to promote road safety lifelong training. How to strengthen road safety skills when the majority of drivers do not feel the need and associate these initiatives with punitive measures? Training professionals propose new approaches based on gamification principles: fresk, board games… In order to promote and disseminate these innovations, it is important to evaluate their effects on learner engagement. This communication will present the evaluation form and methodology for analyzing the consequences on learner engagement developed for the evaluation of these new devices. | ||
| 786 | 0 | _nInnovations | special issue | HS1 | 2025-10-10 | p. 93-93 | 1267-4982 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/revue-innovations-2025-HS1-page-93?lang=en&redirect-ssocas=7080 |
| 999 |
_c1846196 _d1846196 |
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