This thesis in focused on games in terms of information technology and their adoption and instrumentalization within University. Our attention is focused on the organizational, management and design issues of this adoption. University ecosystems seem reluctant to accept pedagogical innovations but welcoming towards game enhanced pedagogies. This questions us on the ecology of University transformation in the sense of organizational transformation. We argue that the University remains organized as an mintzbergian professional bureaucracy but with an organizational ecology that may support serious games in such an environment. We then explore the design of serious games that meet the needs of teachers, game designers and students. We suggest that bug trackers and FMEA, frequently used in design, respond to coordination problems such as boundary objects defined by BECHKY. These boundary objects do not, in our view, integrate end users into the design. We suggest the design of a device for IS and educational design of serious games used in Universities. We carry a “design science” type approach following BASKERVILLE and HEVNER. This design involves characterizing the ludème in order to define the ludème defect. Based on JUUL and GIBSON we suggest that ludèmes may be defined by rules and affordance to which we add a leaderboard score recommended by JONES, SCHAMROTH AND LAMERAS. We then adapt the FMEA to ludème defects while keeping its boundary object function. Finally, we examine the opportunities and limits of our doctoral research.