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Favoriser un apprentissage actif : Effets des tests d’entraînement sur les processus cognitifs et métacognitifs

Abstract : It is generally accepted that students need to effectively self-regulate their learning to succeed in university, that is to 1) establish appropriate goals, 2) use effective learning strategies and 3) frequently monitor if their goals have been met. Unfortunately, when students learn complex document, they tend to process the information in a passive way and be overconfident regarding the quality of their learning. The purpose of this thesis is to study if inserting regular practice tests in a multimedia document can promote a more active learning. To pursue this thesis’ aim, four experiments were conducted whereby students were exposed to a neuroscience course and were provided with or not, different types of practice tests. We used a judgment of learning questionnaire and a think aloud protocol to assess the impact of practices tests on cognitive and metacognitive processes. Results showed that, compared with control groups, participants in the practice testing groups were significantly less overconfident in their ability to recall recently learned information and performed better on a post-test questionnaire. Furthermore, enhanced learning performance was explained by the use of more efficient learning strategies. However, when test requirement mismatched those of the final test, practice tests brought none of these beneficial effects and was therefore unhelpful for students learning. Overall, the studies’ results gave us a better insight into the psychological mechanism underlying the testing effect on learning and identify the conditions that favor it.
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Submitted on : Monday, January 15, 2018 - 12:39:12 PM
Last modification on : Wednesday, October 14, 2020 - 4:09:35 AM
Long-term archiving on: : Monday, May 7, 2018 - 12:45:42 PM


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  • HAL Id : tel-01684276, version 1


Jonathan Fernandez. Favoriser un apprentissage actif : Effets des tests d’entraînement sur les processus cognitifs et métacognitifs. Psychologie. Université Rennes 2, 2017. Français. ⟨NNT : 2017REN20047⟩. ⟨tel-01684276⟩



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