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International audience ; International recognition has generally been discussed from the point of view of international law and modern history. By contrast, this volume takes a long-term perspective of more than two thousand years of European and world history and approaches the issue of recognition as a political process.

International audience ; Our work is to analyze how the practice of chosen video games may influence the player's interest. A set of video games was selected by a group of experts according to their qualities as games and their relations with scientific knowledge. A focus test experiment has been set up to evaluate the correlation between teenagers engagement and their interest in scientific domains. The analysis of the results shows that the desire to pursue the game and the sentiment of responsibility has, respectively, a direct and an indirect influence on the player's scientific interest. Considering that interest is known to be an important motivational factor in learning, these results have important implications for the serious games design. 1 Introduction The present study is a part of the project, Recensement /INMEDIATS 1 , which main goals are to understand the relationship between digital entertainment and the interest in scientific knowledge. Our work is to analyze how the practice of chosen video games may influence the player's interest. Interest is defined to be an emotional and motivational variable [1]. Furthermore, it has been established that the student's personal, situational and topic interest influence positively his/her learning outcomes [2,3]. Finally, in cognitive science, interest is considered to be very closely associated to a person's engagement in a given cognitive activity [4]. Engagement is associated with sensations such as immersion or, even more so, presence: Essentially, the sensation to "be there" [5,6,7]. In particular, Brockmyer & al. establish the relation between engagement and emotions, as fear, in their game engagement questionnaire. Furthermore, some theoretical video game studies observed that emotion can be considered as a component of engagement [8,9]. On the 1 Recensement/INMEDIATS is partly funded by the Government agency ANRU with Universcience, CNAM, the University of Paris 8 as partners.

International audience ; Our work is to analyze how the practice of chosen video games may influence the player's interest. A set of video games was selected by a group of experts according to their qualities as games and their relations with scientific knowledge. A focus test experiment has been set up to evaluate the correlation between teenagers engagement and their interest in scientific domains. The analysis of the results shows that the desire to pursue the game and the sentiment of responsibility has, respectively, a direct and an indirect influence on the player's scientific interest. Considering that interest is known to be an important motivational factor in learning, these results have important implications for the serious games design. 1 Introduction The present study is a part of the project, Recensement /INMEDIATS 1 , which main goals are to understand the relationship between digital entertainment and the interest in scientific knowledge. Our work is to analyze how the practice of chosen video games may influence the player's interest. Interest is defined to be an emotional and motivational variable [1]. Furthermore, it has been established that the student's personal, situational and topic interest influence positively his/her learning outcomes [2,3]. Finally, in cognitive science, interest is considered to be very closely associated to a person's engagement in a given cognitive activity [4]. Engagement is associated with sensations such as immersion or, even more so, presence: Essentially, the sensation to "be there" [5,6,7]. In particular, Brockmyer & al. establish the relation between engagement and emotions, as fear, in their game engagement questionnaire. Furthermore, some theoretical video game studies observed that emotion can be considered as a component of engagement [8,9]. On the 1 Recensement/INMEDIATS is partly funded by the Government agency ANRU with Universcience, CNAM, the University of Paris 8 as partners.

International audience ; Our work is to analyze how the practice of chosen video games may influence the player's interest. A set of video games was selected by a group of experts according to their qualities as games and their relations with scientific knowledge. A focus test experiment has been set up to evaluate the correlation between teenagers engagement and their interest in scientific domains. The analysis of the results shows that the desire to pursue the game and the sentiment of responsibility has, respectively, a direct and an indirect influence on the player's scientific interest. Considering that interest is known to be an important motivational factor in learning, these results have important implications for the serious games design. 1 Introduction The present study is a part of the project, Recensement /INMEDIATS 1 , which main goals are to understand the relationship between digital entertainment and the interest in scientific knowledge. Our work is to analyze how the practice of chosen video games may influence the player's interest. Interest is defined to be an emotional and motivational variable [1]. Furthermore, it has been established that the student's personal, situational and topic interest influence positively his/her learning outcomes [2,3]. Finally, in cognitive science, interest is considered to be very closely associated to a person's engagement in a given cognitive activity [4]. Engagement is associated with sensations such as immersion or, even more so, presence: Essentially, the sensation to "be there" [5,6,7]. In particular, Brockmyer & al. establish the relation between engagement and emotions, as fear, in their game engagement questionnaire. Furthermore, some theoretical video game studies observed that emotion can be considered as a component of engagement [8,9]. On the 1 Recensement/INMEDIATS is partly funded by the Government agency ANRU with Universcience, CNAM, the University of Paris 8 as partners.

International audience ; Our work is to analyze how the practice of chosen video games may influence the player's interest. A set of video games was selected by a group of experts according to their qualities as games and their relations with scientific knowledge. A focus test experiment has been set up to evaluate the correlation between teenagers engagement and their interest in scientific domains. The analysis of the results shows that the desire to pursue the game and the sentiment of responsibility has, respectively, a direct and an indirect influence on the player's scientific interest. Considering that interest is known to be an important motivational factor in learning, these results have important implications for the serious games design. 1 Introduction The present study is a part of the project, Recensement /INMEDIATS 1 , which main goals are to understand the relationship between digital entertainment and the interest in scientific knowledge. Our work is to analyze how the practice of chosen video games may influence the player's interest. Interest is defined to be an emotional and motivational variable [1]. Furthermore, it has been established that the student's personal, situational and topic interest influence positively his/her learning outcomes [2,3]. Finally, in cognitive science, interest is considered to be very closely associated to a person's engagement in a given cognitive activity [4]. Engagement is associated with sensations such as immersion or, even more so, presence: Essentially, the sensation to "be there" [5,6,7]. In particular, Brockmyer & al. establish the relation between engagement and emotions, as fear, in their game engagement questionnaire. Furthermore, some theoretical video game studies observed that emotion can be considered as a component of engagement [8,9]. On the 1 Recensement/INMEDIATS is partly funded by the Government agency ANRU with Universcience, CNAM, the University of Paris 8 as partners.

International audience ; Our work is to analyze how the practice of chosen video games may influence the player's interest. A set of video games was selected by a group of experts according to their qualities as games and their relations with scientific knowledge. A focus test experiment has been set up to evaluate the correlation between teenagers engagement and their interest in scientific domains. The analysis of the results shows that the desire to pursue the game and the sentiment of responsibility has, respectively, a direct and an indirect influence on the player's scientific interest. Considering that interest is known to be an important motivational factor in learning, these results have important implications for the serious games design. 1 Introduction The present study is a part of the project, Recensement /INMEDIATS 1 , which main goals are to understand the relationship between digital entertainment and the interest in scientific knowledge. Our work is to analyze how the practice of chosen video games may influence the player's interest. Interest is defined to be an emotional and motivational variable [1]. Furthermore, it has been established that the student's personal, situational and topic interest influence positively his/her learning outcomes [2,3]. Finally, in cognitive science, interest is considered to be very closely associated to a person's engagement in a given cognitive activity [4]. Engagement is associated with sensations such as immersion or, even more so, presence: Essentially, the sensation to "be there" [5,6,7]. In particular, Brockmyer & al. establish the relation between engagement and emotions, as fear, in their game engagement questionnaire. Furthermore, some theoretical video game studies observed that emotion can be considered as a component of engagement [8,9]. On the 1 Recensement/INMEDIATS is partly funded by the Government agency ANRU with Universcience, CNAM, the University of Paris 8 as partners.

International audience ; Our work is to analyze how the practice of chosen video games may influence the player's interest. A set of video games was selected by a group of experts according to their qualities as games and their relations with scientific knowledge. A focus test experiment has been set up to evaluate the correlation between teenagers engagement and their interest in scientific domains. The analysis of the results shows that the desire to pursue the game and the sentiment of responsibility has, respectively, a direct and an indirect influence on the player's scientific interest. Considering that interest is known to be an important motivational factor in learning, these results have important implications for the serious games design. 1 Introduction The present study is a part of the project, Recensement /INMEDIATS 1 , which main goals are to understand the relationship between digital entertainment and the interest in scientific knowledge. Our work is to analyze how the practice of chosen video games may influence the player's interest. Interest is defined to be an emotional and motivational variable [1]. Furthermore, it has been established that the student's personal, situational and topic interest influence positively his/her learning outcomes [2,3]. Finally, in cognitive science, interest is considered to be very closely associated to a person's engagement in a given cognitive activity [4]. Engagement is associated with sensations such as immersion or, even more so, presence: Essentially, the sensation to "be there" [5,6,7]. In particular, Brockmyer & al. establish the relation between engagement and emotions, as fear, in their game engagement questionnaire. Furthermore, some theoretical video game studies observed that emotion can be considered as a component of engagement [8,9]. On the 1 Recensement/INMEDIATS is partly funded by the Government agency ANRU with Universcience, CNAM, the University of Paris 8 as partners.

International audience ; Our work is to analyze how the practice of chosen video games may influence the player's interest. A set of video games was selected by a group of experts according to their qualities as games and their relations with scientific knowledge. A focus test experiment has been set up to evaluate the correlation between teenagers engagement and their interest in scientific domains. The analysis of the results shows that the desire to pursue the game and the sentiment of responsibility has, respectively, a direct and an indirect influence on the player's scientific interest. Considering that interest is known to be an important motivational factor in learning, these results have important implications for the serious games design. 1 Introduction The present study is a part of the project, Recensement /INMEDIATS 1 , which main goals are to understand the relationship between digital entertainment and the interest in scientific knowledge. Our work is to analyze how the practice of chosen video games may influence the player's interest. Interest is defined to be an emotional and motivational variable [1]. Furthermore, it has been established that the student's personal, situational and topic interest influence positively his/her learning outcomes [2,3]. Finally, in cognitive science, interest is considered to be very closely associated to a person's engagement in a given cognitive activity [4]. Engagement is associated with sensations such as immersion or, even more so, presence: Essentially, the sensation to "be there" [5,6,7]. In particular, Brockmyer & al. establish the relation between engagement and emotions, as fear, in their game engagement questionnaire. Furthermore, some theoretical video game studies observed that emotion can be considered as a component of engagement [8,9]. On the 1 Recensement/INMEDIATS is partly funded by the Government agency ANRU with Universcience, CNAM, the University of Paris 8 as partners.

This book analyses the various ways and the extent to which young people participate in politics, focusing primarily on the UK and including cross-national comparisons where relevant. It covers topics including: what is meant by political participation; youth political participation on a pan-European basis; new social media and youth political participation; whether the voting age should be lowered to 16; youth participation at the local level; and young women and political participation. Written in a lively and engaging style, the book provides a detailed investigation into the extent to which young people in the twenty-first century are interested and participate in politics. The author has included interviews with many young people, as well as with academics and specialists in the field. The book's greatest contribution is to the debate surrounding whether or not the voting age should be lowered to 16 - a timely and thought-provoking analysis

"This book is a comprehensive reference source for the latest scholarly perspectives on delivering political messages to society through musical platforms and venues. Highlighting innovative research topics on an international scale, such as election campaigns, social justice, and protests"--

In this article the authors represented the results of theoretical and empirical investigation onthe political activity of modern youth. The meaning of «political activity», «political passivity»,"political attitudes" were analyzed, levels and forms of expression of the political activity ofindividuals and groups, the structure of political attitudes were examined. Determine the impact onthe student's political activity, their installing according to the politics, political activity and politicalleaders. ; У статті репрезентовано результати проведеного авторами теоретичного таемпіричного дослідження проблеми політичної активності сучасної молоді. Проаналізованозміст понять «політична активність», «політична пасивність», «політична установка»,розглянуто рівні й форми вияву політичної активності індивіда та групи, структуру політичної установки. Визначено вплив на політичну активність студентів їхніх установокщодо політики, політичної діяльності і політичних лідерів.