Pedagogy
Pedagogy based on Neuroscience

The Four Pillars of Learning

Our pedagogy is based on neurosciences. We work with Stanislas Dehaene, professor of cognitive science at Collège de France. He's the author of The Four Pillars Theory of Learning. This determines the key factors of educational success and proves the relevance of the game used as a learning vector.

Attention
1
Active engagement
2
Feedback
3
Consolidation
4

1 Attention

Learners need to stay alert, focused, and free of distractions. The challenge for the trainer is to attract the learner's attention. Our Serious Games captivate learners and offer progressive goals to retain their full concentration.

2 Active engagement

To be able to memorize things, learners must be involved and attracted. Learning is impossible in a passive state. Our Serious Games place learners in situations of permanent interaction. Controlled gameplay and lively scripts result in pleasurable games and emotional engagement of learners.

3 Feedback

Feedback must be provided immediately in the case of both success and failure. Success deserves to be rewarded. The right to make mistakes is an essential part of learning. Not punishing mistakes helps to eliminate the stress of failure that inhibits learning. Our Serious Games are designed to encourage trial-and-error learning. Our scripts make the wrong answers seem attractive. Immediate feedback encourages questioning without the inhibiting factor of stress.

4 Consolidation

Consolidation consists of reviewing content regularly to be able to memorize it permanently. This is because repetition is essential to consolidating long-term learning. Our Serious Games enable consolidation of learning. The variety of situations makes learners feel like playing endlessly. And as a result, they make progress.

Experiencing

Previously, learning was based on the simple notion of listening, with top-down communication of theoretical knowledge. It was simply ‘learning’. New pedagogical techniques then proposed that learners could try things, practice tasks, and resolve situations. This was ‘training’. Manzalab has gone further by creating a system allowing learners to feel and be placed in situation in an immersive universe where they live out an experience. This is called ‘experiencing’. Stronger immersion promotes the fixation of learned materials through emotion.

LEARNING LISTENING TRAINING TRYING EXPERIENCING FEELING
There is no learning without hedonic experience. (Sigmund Freud)

Games accelerate appropriation

They anchors a story in concrete terms, thus giving meaning to the goals to be attained. They facilitate the understanding of situations by framing them in a playful environment.

Games create a dynamic of progression

They are divided into sequences with specific goals. The game rules define a clear framework to achieve success, while immediate rewards maintain learners' interest and ensure their commitment over time.

The game stages the error

Learning is a process of simultaneous deconstruction and construction. It's by making mistakes that players develop their knowledge and make advances in their learning.

Games create a dynamic of collaboration

They bring together an entire community to work on a subject and take up a challenge. Games are a driver of acceleration, involvement and integration into the group.