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L’apprentissage de procédures médicales par vidéo : effets de la segmentation et du contrôle du rythme par l’apprenant

Abstract : Videos are increasingly being used in education. This is also the case in medical and paramedical training and, among other things, in the learning of procedures that will have to be carried out later. Their use can lead to specific difficulties in term of users’ learning processes, owing to the transient nature of the information that is delivered. To cope with potential cognitive overload, learner controls can be provided (e.g., pause button), but novice users’mental models may not be sufficiently relevant for them to know when to halt the video. Thus, the introduction of segmentation, with breaks imposed by the system at each step of the procedure, may be more effective when learning a clinical skill. These information presentation modalities were studied from the perspective of the cognitive load theory and the cognitive theory of multimedia learning. A series of studies is being conducted to determine how it is best to present the information provided by the videos to facilitate learning. We first verified that the combination of segmentation and pacing improves the quality of learning (exp 1) and that this positive effect was related to segmentation and not to the time of exposure to the teaching material (exp 2) or the duration of the imposed breaks (exp 3). Finally, two other modalities, to further optimize learning, were tested. While signaling did not improve learning (exp 4), we were able to show that an incentive to pause during the instruction had a positive effect on learners' behaviors and on the quality of their learning (exp 5). The results of these studies are discussed and perspectives proposed.
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Submitted on : Friday, February 15, 2019 - 1:24:06 PM
Last modification on : Wednesday, October 14, 2020 - 4:09:39 AM
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  • HAL Id : tel-02020680, version 1


Nicolas Biard. L’apprentissage de procédures médicales par vidéo : effets de la segmentation et du contrôle du rythme par l’apprenant. Psychologie. Université Rennes 2, 2019. Français. ⟨NNT : 2019REN20002⟩. ⟨tel-02020680⟩



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