Cette page vous présente différentes références en lien avec l’utilisation de la brique LEGO® et la méthode LEGO® SERIOUS PLAY®.

Références en liens avec les travaux de Simon Bourdeau

Bourdeau S., Coulon T. et Petit, M.-C. (2021) « Simulation-Based Training via a “Readymade” Virtual World Platform: Teaching and Learning with Minecraft Education ». IT Professional, Vol. 23, No. 2, March-April, pp. 33-39, https://doi.org/10.1109/MITP.2021.3062935.
Bourdeau S., Petit M.-C. et Goyette S. (2020) « Developing Competencies in IT Project Estimation: A Simulation-Based Training Using LEGO^® ». Système d’Information et Management, 2020/2, Vol. 25, pp. 73-106, https://doi.org/10.3917/sim.202.0073
Bonneau C. et Bourdeau S. (2019) « Computer-Supported Collaboration: Simulation-Based Training Using LEGO^® ». Educational Technology Research and Development, Vol. 67, No. 6, pp. 1507-1527, https://doi.org/10.1007/s11423-019-09689-w.
Bourdeau S., Romero-Torres A. et Petit M.-C. (2021) « Learning Scrum: A LEGO^®-Scrum Simulation » dans Walsh K.R., Mahesh S., Trumbach C.C. (Eds.), Agile Scrum Implementation and Its Long-Term Impact on Organizations, IGI Global, Hershey, PA, pp. 169-189, https://doi.org/10.4018/978-1-7998-4885-1.ch011
Bourdeau S., Lesage A., Caron B. et Léger P.-M. (2020) « When Design Novices and LEGO^® Meet: Stimulating Creative Thinking for Interface Design ». CHI2020 Proceedings, ACM CHI Conference on Human Factors in Computing Systems, Hawaii, États-Unis, 25-30 avril, https://doi.org/10.1145/3313831.3376495.
Lesage A., Au-Yeung H.-D., Bourdeau S., Caron B. et Léger P.-M. (2019) « Playing or Sketching? Using LEGO® Pieces Stimulates Divergent Thinking in HCI Conceptual Ideation». CHI2019 Proceedings, ACM CHI Conference on Human Factors in Computing Systems, Glasgow, Angleterre, 4-9 mai, https://doi.org/10.1145/3290607.3313023
Bonneau C., Bourdeau S. et Sergi V. (2017) « Up to What Point Can Work Dissolve in Serious Play? A Participant Perspective on the LEGO Serious Play Method ». 33^ième European Group for Organizational Studies Colloquium (EGOS), Copenhague, Denmark, 6-8 juillet.

Pour aller plus loins

Cette section a été préparé par Jean-François Allard et Mélanie Roy, BSE

La méthode LEGO® SERIOUS PLAY® en contexte académique

Bibliographie préparée par le Service des bibliothèques de l’UQAM.

La plupart des documents sont repérables à partir du site Web du Service des bibliothèques. Votre code MS et votre mot de passe sont requis pour accéder aux ressources numériques sous abonnement.

Articles

Al-Jayyousi, O. et Aldhmour, F. M. (2023). Re-imagining the futures of university: foresight for higher education using innovation labs learning space. Lecture Notes in Networks and Systems, 495 LNNS, 318‑327. https://doi.org/10.1007/978-3-031-08954-1_29

Alzaghoul, A., Tovar, E., Sevillano, A. A. R. et Barcala, M. A. (2020). Comparison between video-class and LEGO serious slay learning strategies for the students of engineering discipline. International Journal of Engineering Education, 36(1 A), 256‑266.

Anthoney, J., Stead, R. et Turney, K. (2017). Making connections and building resilience: developing workshops with undergraduates. Knowledge Management & E-Learning: An International Journal, 9(3), 404‑418.https://doi.org/10.34105/j.kmel.2017.09.025

Bourdeau, S. (2022). Jouer (sérieusement) avec des blocs LEGO® ! Gestion, 47(2), 84‑88. https://doi.org/10.3917/riges.472.0084

Cerezo-Narváez, A., Córdoba-Roldán, A., Pastor-Fernández, A., Aguayo-González, F., Otero-Mateo, M. et Ballesteros-Pérez, P. (2019). Training competences in industrial risk prevention with lego® serious play®: A case study. Safety, 5(4). https://doi.org/10.3390/safety5040081

Dann S. (2018). Facilitating co-creation experience in the classroom with Lego Serious Play. Australasian Marketing Journal, 26(2), 121‑131. https://doi.org/10.1016/j.ausmj.2018.05.013

ElKelish, W. W. et Ahmed, R. (2022). Advancing accounting education using LEGO® Serious Play simulation technique. Accounting Education, 31(2), 167‑183. https://doi.org/10.1080/09639284.2021.1905011

Geithner, S. et Menzel, D. (2016). Effectiveness of learning through experience and reflection in a project management simulation. Simulation & Gaming, 47(2), 228‑256.

Gkogkidis, V. et Dacre, N. (2021). The educator’s LSP journey: creating exploratory learning environments for responsible management education using Lego Serious Play: [version 1; peer review: 2 approved with reservations]. Emerald Open Research, 2(3). https://doi.org/10.35241/emeraldopenres.14015.1

Grienitz, V. et Schmidt, A.-M. (2012). Scenario workshops for strategic management with Lego® Serious Play®. Problems of management in the 21st Century, 3, 26‑36.

Hadida, A. L. (2013). Let your hands do the thinking!: Lego bricks, strategic thinking and ideas generation within organizations. Strategic Direction, 29(2), 3‑5. https://doi.org/10.1108/02580541311297976

Hayes, C. et Graham, Y. (2019). Understanding the building of professional identities with the LEGO® SERIOUS PLAY® method using situational mapping and analysis. Higher Education, Skills and Work-Based Learning, 10(1), 99‑112. https://doi.org/10.1108/HESWBL-05-2019-0069

Jackman, V. (s. d.). Bringing to life Nomad Wisdom around leadership, strategy, and building strong communities. Education in the North, 28(1), 181‑185.

James, A. R. (2013). Lego Serious Play: a three-dimensional approach to learning development. Journal of Learning Development in Higher Education, (6). https://doi.org/10.47408/jldhe.v0i6.208

Liang, D. N. Y., Yun, F. N. J. et Minato, N. (2021). Investigating the use of LEGO Bricks in education and training: a systematic literature review. Journal of Applied Learning & Teaching, 4(1), 107‑113. https://doi.org/10.37074/jalt.2021.4.1.17

López, F. R., Arias-Oliva, M., Pelegrín-Borondo, J. et Marín-Vinuesa, L. M. (2021). Serious games in management education: An acceptance analysis. International Journal of Management Education, 19(3). https://doi.org/10.1016/j.ijme.2021.100517

Lotts, M. (2016a). On the road, playing with LEGO, and learning about the library: the Rutgers Art library Lego playing station, part two. Journal of Library Administration, 56(5), 449‑525. https://doi.org/10.7282/T3474CZC

Lotts, M. (2016b). Playing with LEGO®, learning about the Library, “making” campus connections: the Rutgers University Art Library Lego playing station, part one. Journal of Library Administration, 56(9), 359‑380.https://doi.org/10.7282/T3CR5WG1

Martin-Cruz, N., Martin-Gutierrez, A. et Rojo-Revenga, M. (2022). A LEGO® Serious Play activity to help teamwork skills development amongst business students. International Journal of Research and Method in Education,45(5), 479‑494. https://doi.org/10.1080/1743727X.2021.1990881

McCusker, S. (2020). Everybody’s monkey is important: LEGO® Serious Play® as a methodology for enabling equality of voice within diverse groups. International journal of research & method in education, 43(2), 146‑162. https://doi-org.proxy.bibliotheques.uqam.ca/10.1080/1743727X.2019.1621831

McGehee, W. D. (2022). Constructing creative confidence with Lego® Serious Play®. Journal of Behavioral & Applied Management, 22(2), 278.

Nerantzi, C., Moravej, H. et Johnson, F. (2015). Play brings openness or using a creative approach to evaluate an undergraduate unit and move forward together. Journal of Perspectives in Applied Academic Practice, 3(2), 82‑91. https://doi.org/10.14297/jpaap.v3i2.141

Panke, S. (2019). Design thinking in education: perspectives, opportunities and challenges. Open Education Studies, 1(1), 281‑306. https://doi.org/10.1515/edu-2019-0022

Peabody, M. A. (2015). Building with purpose: using Lego Serious Play in play therapy supervision. International journal of play therapy, 24(1), 30‑40. https://doi-org.proxy.bibliotheques.uqam.ca/10.1037/a0038607

Peabody, M. A. et Noyes, S. (2017). Reflective boot camp: adapting LEGO® SERIOUS PLAY® in higher education. Reflective Practice, 18(2), 232‑243. https://doi.org/10.1080/14623943.2016.1268117

Petelczyc, C. A., Capezio, A., Wang, L., Restubog, S. L. D. et Aquino, K. (2018). Play at work: an integrative review and agenda for future research. Journal of Management, 44(1), 161‑190. https://doi.org/10.1177/0149206317731519

Reeve, J., Jindal, R., Bartle, C. et Stokes, N. (2021). Using creative and contemplative pedagogy to promote learning efficacy and wellbeing within first-year, undergraduate students. Gateway Papers, 2(1), 1‑12. https://doi.org/10.3943/gp.34

Roos, J. et Victor, B. (1999). Towards a new model of strategy-making as serious play. European Management Journal, 17(4), 348‑355. https://doi.org/10.1016/S0263-2373(99)00015-8

Roos, J. et Victor, B. (2018). How it all began: the origins of LEGO Serious Play. International Journal of Management and Applied Research, 5(4), 326‑343.

Roth, S., Schneckenberg, D. et Tsai, C.-W. (2015). The ludic drive as innovation driver: introduction to the gamification of innovation. Creativity and Innovation Management, 24(2), 300‑306. https://doi.org/10.1111/caim.12124

Schad, J., Lewis, M. W., Raisch, S. et Smith, W. K. (2016). Paradox research in management science: looking back to move forward. Academy of Management Annals, 10(1), 5‑64. https://doi.org/10.5465/19416520.2016.1162422

Seidl, T. (2017). Case study 1: playful team reflection using LEGO® Serious Play®. International Journal of Game-Based Learning, 7(3), 83‑86. https://doi.org/10.4018/IJGBL.2017070108

Statler, M., Heracleous, L. et Jacobs, C. D. (2011). Serious play as a practice of paradox. The Journal of Applied Behavioral Science, 47(2), 236‑256. https://doi.org/10.1177/0021886311398453

Teh, Y. G., Pang, N. T. P., Shoesmith, W. D., Loo, J. L. et Teh, S. J. (2021). Team reflections: how co-created knowledge objects enhance knowledge integration. Reflective Practice, 22(4), 550‑565. https://doi.org/10.1080/14623943.2021.1937094

Tseng, W.-C. (2017). An intervention using LEGO® SERIOUS PLAY® on fostering narrative identity among economically disadvantaged college students in Taiwan. Journal of College Student Development, 58(2), 264‑282. https://doi.org/10.1353/csd.2017.0019

Tuomi A., Tussyadiah I.P. et Stienmetz J. (2020). Leveraging LEGO® Serious Play® to embrace AI and robots in tourism. Annals of Tourism Research, 81. https://doi.org/10.1016/j.annals.2019.06.003

Warburton, T., Brown, J. et Sandars, J. (2022). The use of LEGO® SERIOUS PLAY® within nurse education: A scoping review. Nurse Education Today, 118. https://doi.org/10.1016/j.nedt.2022.105528

Wengel, Y. (2020). LEGO® Serious Play® in multi-method tourism research, 32(4), 1605‑1623. https://doi.org/10.1108/IJCHM-04-2019-0358

Wheeler, S., Passmore, J. et Gold, R. (2020). All to play for: LEGO® SERIOUS PLAY® and its impact on team cohesion, collaboration and psychological safety in organisational settings using a coaching approach. Journal of work-applied management, 12(2), 141‑157. https://doi.org/10.1108/JWAM-03-2020-0011

Livres

Ajibade, B. O. et Hayes, C. (2020). An insight into utilising LEGO® Serious Play® to explore international student transitions into a UK higher education institution. SAGE.

Blair, S. (2020). Mastering the LEGO Serious Play method: 44 facilitation techniques for trained LEGO Serious Play facilitators. Promeet.

Blair, S. et Rillo, M. (2016). Serious work: how to facilitate meetings & workshops using the LEGO Serious Play method. Promeet.

Ematinger, R. (2021). From Industry 4.0 to business model 4.0: opportunities of the digital transformation. Springer. https://uqam-bib.on.worldcat.org/oclc/1253353986

Fearne, M. (2020). LSP method: how to engage people and spark insights using the LEGO Serious Play method. Lioncrest.

Grioui, R. (2016). Jeux sérieux, apports de motivation et d’apprentissages. Noor Publishing.

Heron, M., Barnett, L. et Balloo, K. (dir.). (2021). Exploring disciplinary teaching excellence in higher education: student-staff partnerships for research. Palgrave Macmillan.

James, A. et Brookfield, S. D. (2014). Engaging imagination: helping students become creative and reflective thinkers. Jossey-Bass.

James, A. et Nerantzi, C. (dir.). (2019). The power of play in higher education: creativity in tertiary learning. Springer International Publishing. https://uqam-bib.on.worldcat.org/oclc/1125724894

Kristiansen, P. et Rasmussen, R. (2014). Building a better business using the Lego serious play method. Wiley.

Layne, P. C. et Lake, P. (dir.). (2015). Global innovation of teaching and learning in higher education: transgressing boundaries. Springer International Publishing.

Mawani, S. et Mukadam, A. A. (dir.). (2020). Student empowerment in higher education: reflecting on teaching practice and learner engagement. Volume 1. Logos Verlag Berlin.

Peris-Ortiz, M., Garrigós-Simón, F. J. et Gil-Pechuán, I. (dir.). (2014). Innovation and teaching technologies: new directions in research, practice and policy. Springer. https://uqam-bib.on.worldcat.org/oclc/876168210

Walsh, A. (2018). Librarians’ book on teaching through games and play. Innovative Libraries.