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Theses

Étayage des activités de recherche d’information et d’apprentissage en environnement vidéo : apports de la segmentation et de la structuration

Abstract : Videos are more and more used in pedagogical contexts, but presentation formats on specific platforms (e.g., MOOC) are varied and not so much analyzed. However, it seems necessary to focus on processes involved during learning and information seeking (IS) tasks to adapt video-based environments to individuals’ needs and cognitive resources. During learning and IS, scientific literature highlights the importance of individuals’ mental models. To encourage the construction of a relevant mental model, two types of scaffolding are considered in this thesis: the segmentation of the timeline and the structuration of the video content using a table of contents. The first three studies showed that the conjoint use of the two levels of scaffolding enhanced IS performance (study 1), but it did not promote the construction of a relevant mental model of the video content (study 2). During study 3, several presentation format were compared: the pop-up format reduced perceived difficulty of the IS task. The last two studies focused on the effects of scaffolding during a learning task. The presence of scaffolding did not enhanced learning performance (study 4). Nevertheless, when the learner was made active, thanks to an IS task for example, memorization of the video content was improved (study 5). Results are discussed in terms of organizing role of scaffolding enabling effective recovery of information. Scaffolding is here thought to organize incoming information in the video-based environment or in individual’s memory according to the task.
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Salomé Cojean. Étayage des activités de recherche d’information et d’apprentissage en environnement vidéo : apports de la segmentation et de la structuration. Psychologie. Université Rennes 2, 2018. Français. ⟨NNT : 2018REN20038⟩. ⟨tel-01902650⟩

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