Mobiliser le jeu vidéo en classe de FLE. Une étude de cas sur Detroit: Become Human

This paper analyses the results of a pedagogical experiment conducted in a third-year French as a Foreign Language (FFL) class at an Italian linguistic high school. The experiment focused on the use of the video game Detroit: Become Human during class hours to evaluate the relevance and effectiveness of this medium in fostering French language acquisition within a formal educational context. Methodologically, we employed Laurence Schmoll’s (2017) educational game scenario model. Adapted to our specific context, this model served as an operational framework to combine the gaming experience with language learning. Data collection relied on a mixed-methods approach: descriptive for the two questionnaires (initial and final) and inductive thematic analysis for the students’ learning journals. The results highlight several significant elements. First, students acknowledged the game’s value for learning French in a motivating and innovative manner; second, they demonstrated remarkable critical thinking regarding the social themes addressed in the game (discrimination, rights, technology, etc.). Finally, the analysis reveals a strong emotional engagement linked to the narrative choices. Despite certain material and methodological limitations, this study suggests that integrating narrative video games into FFL teaching can constitute a powerful pedagogical tool, provided it is rigorously framed. It thus aims to open promising avenues for future research and offer concrete guidelines for teachers wishing to undertake a similar approach.