{"id":44181,"date":"2025-05-28T16:10:48","date_gmt":"2025-05-28T14:10:48","guid":{"rendered":"https:\/\/www.teachonmars.com\/?p=44181"},"modified":"2025-05-28T16:10:51","modified_gmt":"2025-05-28T14:10:51","slug":"la-science-de-lengagement-comment-liberer-la-motivation-des-apprenant%c2%b7es","status":"publish","type":"post","link":"https:\/\/www.teachonmars.com\/fr\/blog\/2025\/05\/la-science-de-lengagement-comment-liberer-la-motivation-des-apprenant%c2%b7es\/","title":{"rendered":"La science de l&rsquo;engagement: comment lib\u00e9rer la motivation des apprenant\u00b7es."},"content":{"rendered":"\n<p><\/p>\n\n\n\n<p>Le 11 mars dernier, la communaut\u00e9 Teach on Mars se r\u00e9unissait \u00e0 l\u2019occasion de notre deuxi\u00e8me \u00e9dition des Learning Insights. Le th\u00e8me ? La motivation des apprenant\u00b7es et les ressorts de leur engagement. Retour sur les temps forts de cet \u00e9v\u00e9nement interactif\u2026 et sur les cl\u00e9s concr\u00e8tes \u00e0 appliquer dans vos formations.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"h-pourquoi-se-former-la-motivation-dans-tous-ses-etats\">Pourquoi se former ? La motivation dans tous ses \u00e9tats<\/h3>\n\n\n\n<p>Avant de plonger dans les concepts, un exemple : Kim passe des heures \u00e0 se perfectionner en d\u00e9veloppement web via YouTube, tandis qu\u2019Ahmed termine une formation en cybers\u00e9curit\u00e9 parce qu\u2019il doit \u00eatre certifi\u00e9 d\u2019ici la fin du mois. Ce que l\u2019on observe ici, c\u2019est la distinction entre deux types de motivation :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Motivation intrins\u00e8que : le plaisir d\u2019apprendre, l\u2019envie d\u2019explorer.<\/li>\n\n\n\n<li>Motivation extrins\u00e8que : un dipl\u00f4me, une prime, une deadline.<\/li>\n<\/ul>\n\n\n\n<p>Ni l\u2019une ni l\u2019autre n\u2019est \u00ab meilleure \u00bb, mais elles n\u2019ont pas les m\u00eames effets. L\u2019objectif, dans une e-formation, est de soutenir la motivation intrins\u00e8que tout en r\u00e9pondant aux imp\u00e9ratifs externes. C\u2019est l\u00e0 que les th\u00e9ories de la motivation peuvent nous aider. Revenons donc ensemble sur <strong>3 th\u00e9ories cl\u00e9s de la motivation<\/strong> pr\u00e9sent\u00e9es lors de notre dernier \u00e9v\u00e9nement Learning Insights.<\/p>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"h-theorie-1-la-theorie-de-l-autodetermination\">Th\u00e9orie #1 : La th\u00e9orie de l\u2019autod\u00e9termination<\/h3>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"1804\" height=\"580\" src=\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-1-FR.png\" alt=\"\" class=\"wp-image-44186\" srcset=\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-1-FR.png 1804w, https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-1-FR-1280x412.png 1280w, https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-1-FR-980x315.png 980w, https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-1-FR-480x154.png 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, (min-width: 981px) and (max-width: 1280px) 1280px, (min-width: 1281px) 1804px, 100vw\" \/><\/figure>\n\n\n\n<p>Selon les chercheurs Deci et Ryan (2000), trois besoins fondamentaux nourrissent notre motivation :<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>L\u2019autonomie :<\/strong> le besoin de se sentir en ma\u00eetrise de son apprentissage.<br>\u2192 En pratique : proposer des modules courts, indiquer la dur\u00e9e des formations, offrir un ordre de progression flexible, int\u00e9grer des quiz de recommandation pour personnaliser le parcours.<\/li>\n\n\n\n<li><strong>La comp\u00e9tence :<\/strong> le besoin de se sentir efficace et capable de r\u00e9ussir.<br>\u2192 En pratique : proposer une mont\u00e9e en difficult\u00e9 progressive, inclure des moments de r\u00e9troaction positive (ex. encouragements \u00e0 l\u2019apprenant\u00b7e), ajouter des barres de progression, f\u00e9liciter les petites r\u00e9ussites.<\/li>\n\n\n\n<li><strong>Le lien social : <\/strong>le besoin de se sentir connect\u00e9\u00b7e \u00e0 une communaut\u00e9.<br>\u2192 En pratique : encourager les commentaires, int\u00e9grer des t\u00e9moignages de pair\u00b7es, concevoir des activit\u00e9s collaboratives et des programmes d\u2019ambassadeur\u00b7rices.<\/li>\n<\/ol>\n\n\n\n<p><em>\ud83d\udca1 Astuce : un bon design p\u00e9dagogique permet de nourrir ces trois besoins sans forcer la participation. L\u2019autonomie passe aussi par le respect des profils plus introvertis.<\/em><\/p>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"h-theorie-2-la-theorie-du-soi-ideal\">Th\u00e9orie #2 : La th\u00e9orie du soi id\u00e9al<\/h3>\n\n\n\n<p>Inspir\u00e9e par Carl Rogers, cette th\u00e9orie postule que nous sommes motiv\u00e9\u00b7es \u00e0 r\u00e9duire l\u2019\u00e9cart entre :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Le soi : la personne que nous sommes aujourd\u2019hui,<\/li>\n\n\n\n<li>Le soi id\u00e9al : la personne que nous aspirons \u00e0 devenir.<\/li>\n<\/ul>\n\n\n\n<p>Lorsqu\u2019il y a un \u00e9cart entre le soi actuel et le soi id\u00e9al, cela g\u00e9n\u00e8re une tension qui peut devenir une source de motivation pour r\u00e9duire cette diff\u00e9rence.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"636\" src=\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-2-FR-1024x636.png\" alt=\"\" class=\"wp-image-44190\" srcset=\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-2-FR-980x609.png 980w, https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-2-FR-480x298.png 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, (min-width: 981px) 1024px, 100vw\" \/><\/figure>\n\n\n\n<p>En e-learning, cela peut se traduire par :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>La d\u00e9finition, directement par l\u2019apprenant\u00b7e, d\u2019objectifs en d\u00e9but de parcours ;<\/li>\n\n\n\n<li>Des badges ou des indicateurs visuels pour visualiser sa progression ;<\/li>\n\n\n\n<li>Des moments de r\u00e9flexion pour \u00e9valuer sa progression.<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"h-theorie-3-la-theorie-de-l-experience-optimale\">Th\u00e9orie #3 : La th\u00e9orie de l\u2019exp\u00e9rience optimale<\/h3>\n\n\n\n<p>Popularis\u00e9e par Mihaly Csikszentmihalyi, cette th\u00e9orie s\u2019int\u00e9resse \u00e0 l\u2019\u00e9tat de \u00ab flow \u00bb, o\u00f9 l\u2019on est totalement absorb\u00e9\u00b7e par ce que l\u2019on fait. Il appara\u00eet lorsque le niveau de d\u00e9fi est \u00e9quilibr\u00e9 avec le niveau de comp\u00e9tence.<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"1509\" height=\"929\" src=\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-3-FR.png\" alt=\"\" class=\"wp-image-44194\" srcset=\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-3-FR.png 1509w, https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-3-FR-1280x788.png 1280w, https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-3-FR-980x603.png 980w, https:\/\/www.teachonmars.com\/wp-content\/uploads\/2025\/05\/Picture-3-FR-480x296.png 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, (min-width: 981px) and (max-width: 1280px) 1280px, (min-width: 1281px) 1509px, 100vw\" \/><\/figure>\n\n\n\n<p>Pour favoriser cet \u00e9tat dans une formation, on peut :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Augmenter progressivement la difficult\u00e9 ;<\/li>\n\n\n\n<li>Fournir une r\u00e9troaction corrective imm\u00e9diate \u00e0 l\u2019apprenant\u00b7e ;<\/li>\n\n\n\n<li>Int\u00e9grer des niveaux et r\u00e9compenses (type \u201cExplorateur &#8211; Navigateur &#8211; Pionnier\u201d) ;<\/li>\n\n\n\n<li>R\u00e9duire les distractions via une interface fluide, des consignes claires et des modules concis.<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"h-cas-pratique-et-idees-a-tester\">Cas pratique et id\u00e9es \u00e0 tester<\/h3>\n\n\n\n<p>Les participant\u00b7es au Learning Insights ont mis ces concepts \u00e0 l\u2019\u00e9preuve \u00e0 travers une activit\u00e9 bas\u00e9e sur une formation existante. Objectif : identifier ce qui y soutenait ou bridait la motivation. R\u00e9sultat : un foisonnement d\u2019id\u00e9es pour injecter plus d\u2019autonomie, de challenge, de lien social en formation !<\/p>\n\n\n\n<p>Quelques bonnes pratiques pr\u00e9sent\u00e9es :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Utiliser des personas cr\u00e9dibles pour cr\u00e9er de la proximit\u00e9 ;<\/li>\n\n\n\n<li>Privil\u00e9gier une progression fluide entre les activit\u00e9s ;<\/li>\n\n\n\n<li>Donner la parole aux apprenant\u00b7es via des sondages et commentaires ;<\/li>\n\n\n\n<li>R\u00e9compenser la participation (badges, classements bienveillants) ;<\/li>\n\n\n\n<li>Clarifier les objectifs d\u00e8s le d\u00e9but pour ne pas perdre l\u2019apprenant\u00b7e en route.<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"h-ce-qu-il-faut-retenir\">Ce qu\u2019il faut retenir<\/h3>\n\n\n\n<p>5 principes pour des e-formations motivantes :<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Adapter les contenus aux besoins et objectifs des apprenant\u00b7es.<\/li>\n\n\n\n<li>Cr\u00e9er des ponts entre le contenu et le terrain.<\/li>\n\n\n\n<li>Nourrir la progression par des retours fr\u00e9quents et positifs.<\/li>\n\n\n\n<li>Stimuler la r\u00e9flexion sur soi et ses aspirations.<\/li>\n\n\n\n<li>Ajuster la difficult\u00e9 au profil de chaque apprenant\u00b7e.<\/li>\n<\/ol>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"h-prochaine-etape-cap-sur-l-inclusion\">Prochaine \u00e9tape\u2026 Cap sur l\u2019inclusion !<\/h3>\n\n\n\n<p>\ud83d\udcc5 Rendez-vous le 24 juin pour Learning Insights #3, une session d\u00e9di\u00e9e au design inclusif en e-learning.<\/p>\n\n\n\n<p>Au programme :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Comprendre les ressorts de l\u2019inclusion dans la formation des adultes ;<\/li>\n\n\n\n<li>Poser un un regard critique sur vos contenus de formation ;<\/li>\n\n\n\n<li>D\u00e9couvrir des pratiques concr\u00e8tes pour que chacun\u00b7e s\u2019y retrouve.<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<p>Les inscriptions sont ouvertes ! Contactez votre CSM pour plus d&rsquo;informations.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Qu\u2019est-ce qui pousse vraiment un\u00b7e apprenant\u00b7e \u00e0 se connecter\u2026 et \u00e0 rester engag\u00e9\u00b7e ? Lors de la deuxi\u00e8me \u00e9dition des Learning Insights, nous avons explor\u00e9 les ressorts de la motivation en formation digitale \u00e0 travers trois th\u00e9ories cl\u00e9s : l\u2019autod\u00e9termination, le soi id\u00e9al et le flow. Objectif : comprendre comment ces concepts peuvent enrichir vos dispositifs e-learning. R\u00e9sum\u00e9, exemples concrets et bonnes pratiques \u00e0 la cl\u00e9 !<\/p>\n","protected":false},"author":69,"featured_media":44182,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[53],"tags":[562,209],"class_list":["post-44181","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-conseil-formateur","tag-e-learning","tag-engagement"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v22.6 (Yoast SEO v27.3) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>La science de l&#039;engagement: comment lib\u00e9rer la motivation des apprenant\u00b7es. - Teach on Mars<\/title>\n<meta name=\"description\" content=\"Qu\u2019est-ce qui pousse vraiment un\u00b7e apprenant\u00b7e \u00e0 se connecter\u2026 et \u00e0 rester engag\u00e9\u00b7e ? Lors de la deuxi\u00e8me \u00e9dition des Learning Insights, nous avons explor\u00e9 les ressorts de la motivation en formation digitale \u00e0 travers trois th\u00e9ories cl\u00e9s : l\u2019autod\u00e9termination, le soi id\u00e9al et le flow. Objectif : comprendre comment ces concepts peuvent enrichir vos dispositifs e-learning. R\u00e9sum\u00e9, exemples concrets et bonnes pratiques \u00e0 la cl\u00e9 !\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.teachonmars.com\/fr\/blog\/2025\/05\/la-science-de-lengagement-comment-liberer-la-motivation-des-apprenant%c2%b7es\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La science de l&#039;engagement: comment lib\u00e9rer la motivation des apprenant\u00b7es.\" \/>\n<meta property=\"og:description\" content=\"Qu\u2019est-ce qui pousse vraiment un\u00b7e apprenant\u00b7e \u00e0 se connecter\u2026 et \u00e0 rester engag\u00e9\u00b7e ? Lors de la deuxi\u00e8me \u00e9dition des Learning Insights, nous avons explor\u00e9 les ressorts de la motivation en formation digitale \u00e0 travers trois th\u00e9ories cl\u00e9s : l\u2019autod\u00e9termination, le soi id\u00e9al et le flow. Objectif : comprendre comment ces concepts peuvent enrichir vos dispositifs e-learning. 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