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Jeu de « société »

DUBUC Célia
2020
Cité scolaire Rive-Gauche
Toulouse
Sous la direction de Simon Greau, Adrien De Montbron

Abstract
On the one hand, the intergenerational bond is a strength that must be preserved. Meetings between the elderly and children are mutually beneficial because they give rise to mutual support, constructive exchanges on knowledge or knowhow, and mutual learnings. On the other hand, games could be ways to foster this connection because they gather people and create a time for exchange. For his part, the social innovation designer, unlike the game author, bases himself on the users’ needs in order to answer a problem or situation through design, after observations and analyses. Thus, this paper focuses on how the social innovation designer can grasp the game as an object and practice, to promote exchange and mutual support between generations. The idea is to create, through playing, a reciprocal and beneficial relationship between two opposing generations : the elderly and children. Playing games allows much more than just entertainment, whether for the adult or the child, it allows to stimulate intellectual, physical and social capacities, indeed it allows to create a social bond, but also to develop creativity, imagination and also learning. The differences between these two generations lie in their vision of the world, at the historical, economic, cultural, social, family and technological levels. But these differences can give rise to an exchange thanks to playing games. This transmission of knowledge on both sides enriches each player. Creating a bridge between past and present cultures and even future ones, allows the elderly persons to pass on their memory, their cultural legacy in order to make children discover history. Simultaneously, children offer their elders keys to understand and live better in today’s world (especially in terms of new technologies). However, these generations have common points, especially with regard to their cognitive needs. Indeed, they both require to stimulate those needs, whether it’s a matter of developing them, or preserving them. Some games are more adapted than others for the stimulation of certain cognitive functions (memory, motor skills, language, perception, attention and reasoning).Their analysis allows the researcher to find tracks in order to create a game that would stimulate them.

Méthodologie
Tout d’abord, j’avais à l’esprit que le jeu est un moyen efficace pour de multiples actions autre que le simple divertissement (transmettre des messages, apprentissage, partage, lien social, …) et qu’il pouvait servir le design. J’ai d’ailleurs souvent utilisé des moyens ludiques dans mes productions, et un projet de jeu à destination des migrants pour apprendre le français m’a fortement donné envie d’utiliser le jeu pour mon mémoire. En parallèle, la situation du confinement m’a fait prendre conscience que le lien intergénérationnel était à préserver, qu’une relation entre personnes âgées et enfants était véritablement bénéfique (apprentissage mutuel, développement de la tolérance envers la différence, compréhension du monde passé, présent et futur, …). Le jeu permet de rassembler, il propose une situation propice à l’échange et, à ce titre, le designer pourrait s’en servir pour favoriser ce lien. Mon mémoire s’intéresse à la façon dont le designer, qui plus est en innovation sociale, peut se saisir du jeu pour rapprocher les générations. Il m’a permis d’élaborer des pistes de recherches dans l’optique de réaliser un projet qui permettrait de favoriser l’entraide et l’échange entre ces générations grâce au jeu.