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Theses

Effet des activités de génération sur l’apprentissage des étudiants dans des environnements multimédias interactifs

Abstract : The literature shows that adding visual aids (i.e., graphic organizers, outlines) to multimedia documents increases students’ memorization and comprehension by depicting the main ideas of the document and their interrelationship. Moreover, numerous authors recommend turning students into active learners in their learning and involving them in processing information deeply, by asking them to self-generate a visual aid. Nowadays, the few studies which have compared groups where a visual aid is given (“passive” learner) to groups where it is self-generated (active learner) yield contrasting results, showing either positive effects of self-generation (generative hypothesis) or detrimental ones (cognitive load hypothesis). In this dissertation, a series of five studies was conducted to precisely assess self-generation effects of graphic organizers on students’ learning performances. The results replicated the beneficial effects of adding visual aids (graphics or outlines) on learning. Yet, negative self-generation effects were almost always obtained. However, these effects disappeared when the self-generation of the organizer was guided (scaffolding, partial self-generation) which opens the way to further research.
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Tiphaine Colliot. Effet des activités de génération sur l’apprentissage des étudiants dans des environnements multimédias interactifs. Psychologie. Université Rennes 2, 2018. Français. ⟨NNT : 2018REN20049⟩. ⟨tel-01948688⟩

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