Our paper addresses the issue of the teaching-learning process when a serious game is used in the classroom: How might it foster learning? How might it impact teaching? How winning the game might mean gaining new knowledge? We work on these research questions throughout the case study of Antipolis (Gatayatech, 2014) at grade 6. Our research team were asked by the editor to study the didactic potentialities and the didactic implementation of the serious game in the classroom. Antipolis is a first person serious game in the antique city of Antibes. The student-player has to solve a series of enigmas to win the game and it is expected that he learns different subject-matters (history, geography, literature, arts, musics and ICT). We situate our case study within the framework of the Joint Action Theory in Didactics (JATD; Sensevy, 2012, 2014). The JATD investigates the teaching-learning process as transactions (Dewey & Bentley, 1976) between a teaching pole and a learning pole about the knowledge at stake and from an actional point of view (Tiberghien & Sensevy, 2014). We also work within the fields of comparative didactics (Hudson & Meinert, 2011) and interdidactics (Lozi & Biagioli, 2012). Indeed there are several subject-matters embedded in Antipolis. We analyze what students learn of their relationships and how the learning of one subject-matter might promote another.

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