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In this research, we have designed and evaluated four variations of the video game Tetris, each of them aiming at conscientizing on the functioning of systems related to notions of chance, justice and probabilities. In order to focus on the unique features of the video game medium, we primarily used procedural rhetoric techniques. Our central hypothesis was that by blocking the players' attempts to succeed, we would induce them to spontaneously become aware of and decode the game mechanics. However, we found in two successive experiments that the habits and styles of playing Tetris were a more important obstacle than expected to the interpretation of the players and thus to the process of conscientization. This research is based on an original multidisciplinary approach (computer science, design sciences, game design, sociology, information and communication, semiology). We first present here our approach to the design of Tetris variations, then to interviews and experiments designed to analyze the way in which the players' backgrounds influence the set-up of an awareness and consciousness-raising process through procedural rhetoric. The results of this experimental approach invite us to better integrate these profiles and play styles into the design process, but also invite us to question the primacy given to the concept of procedural rhetoric as a mediation medium.

This article presents a study about the experience of MinecraftEdu, during class with middle school students. This experience is lead through an interdisciplinary framework. Our thinking is based on an inquiry with participants from the project and observations during classes. The aim is to collect and juxtapose both qualitative and quantitative data, as well as declarative and observed data. This contribution proposes to highlight young people video game activities in a familial and educative context. Through a cultural perspective, this inquiry interrogates the links between learning and play in a serious game.