{"id":31239,"date":"2010-01-13T16:32:00","date_gmt":"2010-01-13T15:32:00","guid":{"rendered":"https:\/\/isblue.fr\/?p=31239"},"modified":"2025-10-21T11:38:38","modified_gmt":"2025-10-21T09:38:38","slug":"sea-serious-pim","status":"publish","type":"post","link":"https:\/\/isblue.fr\/en\/news\/sea-serious-pim\/","title":{"rendered":"Sea Serious PIM: Modelling Marine Socio-Ecosystems through Serious Game Design"},"content":{"rendered":"\n

From 6 to 10 January 2025, twelve students took part in the Sea Serious PIM<\/strong>, exploring the question: Can a serious game be used to model a marine socio-ecosystem?<\/em> Supervised by Fr\u00e9d\u00e9rique Alban<\/a><\/strong> (AMURE \/ UBO) and Nicolas Becu<\/a><\/strong> (LIENSs \/ CNRS), participants investigated the complexity of interactions between human actors and natural resources by designing a prototype serious game.<\/p>\n\n\n\n

Drawing inspiration from Companion Modelling (ComMod)<\/strong> approaches, students analysed actor\u2013resource interactions using the ARDI method<\/strong> (Actors\u2013Resources\u2013Dynamics\u2013Interactions) based on a real-world case study.<\/p>\n\n\n\n

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Test of the serious game \u201cMon Lopin de Mer” (My Patch of Sea)<\/em> \/ Conceptual Model \u2013 \u00a9Fr\u00e9d\u00e9rique Alban<\/figcaption><\/figure>\n\n\n\n

In a second phase, this conceptual model was transformed into a serious game prototype<\/strong> that simulated socio-economic and environmental dynamics. The goal was to use the game as a collaborative tool<\/strong> to better understand marine socio-ecosystems, test management scenarios, and foster dialogue among stakeholders.<\/p>\n\n\n\n

Throughout the week, participants alternated between theoretical input and practical work<\/strong>. After experimenting with an existing serious game, they split into two subgroups, each developing its own prototype based on the same case study. Their challenge: model the interactions between fishery stakeholders and marine resources within a specific territory while considering social, economic, and ecological dimensions.<\/p>\n\n\n\n

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Testing of the two game prototypes created by the students \u2013 \u00a9Fr\u00e9d\u00e9rique Alban<\/figcaption><\/figure>\n\n\n\n

This PIM emphasised creativity, critical thinking, and collaboration<\/strong>. Students had to design coherent game mechanics to represent complex interactions and evolving scenarios. Collective reflection and peer feedback were key in refining and testing their prototypes.<\/p>\n\n\n\n

Regular discussions helped deepen their understanding of the role of serious games as analytical and participatory tools<\/strong>, especially in contexts where dialogue between multiple stakeholders is essential.<\/p>\n\n\n\n

The pedagogical goal was to strengthen students\u2019 analytical abilities, particularly their capacity to examine the interconnections within socio-ecosystems. By the end of the week, participants had not only enhanced their grasp of the complexity of marine socio-ecosystems<\/strong>, but also discovered how serious games can serve as powerful tools for participation, education, and decision-making<\/strong>.<\/p>\n\n\n\n

The students presented their work on Friday afternoon during the PIM Forum<\/strong>.<\/p>\n\n\n\n

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