Our pedagogical approach is based on Neuroscience. We work closely with Pr Stanislas Dehaene, a renowned Cognitive Science Professor at Collège de France. He developped the Four Pillars of Learning thoery, which fully confirms the relevance of using games as learning tools
The learner must be alert, focused and undistracted. The challenge for the teacher is to catch the learner's attention.. Our serious games captivate learners and provide successive objectives in order to keep them fully focused
In order to memorise something, the learner must be involved. Learning passively is impossible. Our serious games place learners in situations of constant interaction. Compelling gameplay and scenarii create a fun game experience and keep players emotionally engaged.
Whether they provided a correct answer or a wrong one, learners must get immediate feedback.Success must trigger reward. A margin for error is essential for learning. Positive feedback helps eliminate the stress that could inhibit learning. Our Serious Games are designed to encourage trial and error. Our scenarios make wrong answers attractive. Immediate feedback encourages questioning without causing stress.
Consolidation means being regularly exposed to content in order to memorise it in the long run. Repetition is key to consolidation in learning. Our Serious Games facilitate learning consolidation. The variety of in-game situations encourages replay... and therefore increases performance.
Manzalab places the learner at the heart of the action and straight into the experience: this is what we call the Experiencing approach. Our scenarii are built in accordance with the four pillars of learning and enable each player to live a curated, specific experience. Once this experience is lived, the player receives a detailed performance analysis, and targeted pedagogical content that will strengthen the memorization process.
There is no learning without pleasure(Sigmund Freud)
As a genuine story takes place in the game, it offers a meaningful way to achieve the targeted objectives. Also, by placing people in a stimulating environment it provides an ease with the understanding of the situation.
Thanks to being divided into multiple sequences which have their own specific objectives, to the rules offering clear achievements and to the instant rewards which upholds enthusiasm, the game ensures the trainee is committed over time.
Learning is a process of deconstruction concomitant to construction. It is through failure that the trainee develops his knowledge and progresses further in his learning.
A whole community is gathered to work together in order to take a challenge. The game is a factor of acceleration, implication and integration in the group.