1,721,067 research outputs found
Effet des activités de génération sur l’apprentissage des étudiants dans des environnements multimédias interactifs
No full textThe 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.Les données issues de la littérature montrent que l’ajout d’aides visuelles (i.e., graphiques organisateurs, plans) à des documents multimédias améliore non seulement la mémorisation des étudiants mais également leur compréhension en représentant les informations essentielles du document ainsi que les relations hiérarchiques qu’elles entretiennent. De plus, de nombreux auteurs recommandent d’engager les apprenants dans le traitement profond des informations, par exemple, en leur demandant de générer eux-mêmes des aides visuelles. Actuellement, les quelques études s’étant intéressées à la comparaison de groupes où une aide visuelle est fournie avec le document (apprenant « passif ») à des groupes où l’aide est auto-générée (apprenant « actif ») rapportent des résultats contrastés, l’auto génération entraînant parfois des effets bénéfiques (hypothèse de génération) et parfois des effets néfastes (hypothèse de charge cognitive). Dans cette thèse, une série de cinq études a été réalisée afin d’étudier plus précisément les effets de l’auto-génération de graphiques organisateurs sur les performances d’apprentissage des étudiants. Les résultats de ces études répliquent les effets bénéfiques de l’ajout d’aides visuelles (graphiques ou plans) sur l’apprentissage. Cependant, des effets négatifs de l’auto-génération ont été quasi systématiquement obtenus démontrant ainsi la complexité de ce type d’activité. Ces effets n’étaient toutefois plus observés lorsque la génération du graphique était guidée dans nos dernières études (scaffolding, génération partielle) ce qui ouvre de nombreuses pistes de recherches
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Multimedia learning: What are the effects on learning of viewing or generating an outline while studying?
No full textInternational audienceIntroduction: When learning from a multimedia document, learners need to engage in three different cognitive processes which are selecting relevant information, organizing it into a coherent mental representation and integrating it with their prior knowledge (Mayer, 2014). One way to facilitate these processes is to add an aid to the multimedia document such as an outline with the main information and the hierarchical relations between the presented concepts that show the inner structure of the document (e.g., Lorch and Lorch, 1996). Besides, according to activity 50 theory, making students self-generate an outline should encourage generating processing as it promotes the use of these processes thereby enhancing their learning performance (see Stull and Mayer, 2007). However, constructing an outline could also be too demanding a task for it would impact student’s learning negatively (cognitive load theory, Sweller, 1994). Methodology: 83 psychology undergraduate students participated in this study and were randomly assigned to one of the four conditions. Learners were presented with a multimedia document only (control group, n = 20) or accompanied with a provided-outline that remained constant throughout the document (static group, n = 20) or one that appeared step-by step alongside the document (sequential group, n = 21). The fourth group had to generate an outline while reading (self-generated group, n = 22). The learner-paced document consisted of illustrated explanatory texts dealing with memory systems and their brain location. The time spent on the document was collected. Learning was assessed with a retention test about both the macrostructure and the microstructure of the document and also with a transfer test.Results: The conducted anova revealed a significant main effect of conditions on students’ performance regarding the retention test – macrostructure (F (3, 79) = 4.128, p = .009), microstructure (F (3, 7) = 4.204, p = .008) – and the transfer test (F (3, 79) = 4.772, p = .004). On each of these learning measures, analyses indicated that the sequential group obtained significantly higher scores compared to both the control group and the self-generated group with no difference between these two last groups.Discussion: The obtained results have shown that viewing an author-provided outline appearing step-by-step alongsidethe multimedia document while studying significantly improved students’ performance compared to a groupstudying the same document without the provided-outline (control group). This was shown not only on the retentiontest but also on the transfer test. This is consistent with prior researches which have shown that outlines are great aidsfor students. Besides, the sequential group also significantly outperformed the self-generated group on the retentiontest and the transfer test. We can suppose that the generative task has been too difficult and increased the cognitiveload induced by the document
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Signaling information into story books: the effects on preschool children comprehension
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The effects of generative activities on students’ learning in interactive multimedia environment
No full textLes données issues de la littérature montrent que l’ajout d’aides visuelles (i.e., graphiques organisateurs, plans) à des documents multimédias améliore non seulement la mémorisation des étudiants mais également leur compréhension en représentant les informations essentielles du document ainsi que les relations hiérarchiques qu’elles entretiennent. De plus, de nombreux auteurs recommandent d’engager les apprenants dans le traitement profond des informations, par exemple, en leur demandant de générer eux-mêmes des aides visuelles. Actuellement, les quelques études s’étant intéressées à la comparaison de groupes où une aide visuelle est fournie avec le document (apprenant « passif ») à des groupes où l’aide est auto-générée (apprenant « actif ») rapportent des résultats contrastés, l’auto génération entraînant parfois des effets bénéfiques (hypothèse de génération) et parfois des effets néfastes (hypothèse de charge cognitive). Dans cette thèse, une série de cinq études a été réalisée afin d’étudier plus précisément les effets de l’auto-génération de graphiques organisateurs sur les performances d’apprentissage des étudiants. Les résultats de ces études répliquent les effets bénéfiques de l’ajout d’aides visuelles (graphiques ou plans) sur l’apprentissage. Cependant, des effets négatifs de l’auto-génération ont été quasi systématiquement obtenus démontrant ainsi la complexité de ce type d’activité. Ces effets n’étaient toutefois plus observés lorsque la génération du graphique était guidée dans nos dernières études (scaffolding, génération partielle) ce qui ouvre de nombreuses pistes de recherches.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
Signaling Information into Storybooks: The Effects on Preschool Children’s Comprehension
No full textInternational audienceThe purpose of the present study was to investigate the effects of the presence of illustrations, combined with those of signaling, on preschool nonreader children’s memorization and comprehension of a storybook. A total of 82 children (5–6 years old, last year of nursery school) took part in the study. They heard a prerecorded narration, either without illustrations (control group), with illustrations and without elements circled, or with illustrations and graphical signals (elements circled in the illustrations). Following our expectations, the results revealed that adding illustrations to the narration improved the children’s memorization and comprehension of the story (multimedia effect). Moreover, a positive effect of signals was also observed on the children’s memorization and comprehension scores. This study is the first to investigate the effects of illustrations, combined with those of signaling, on preschool nonreader children in a naturalistic environment. The findings suggest that illustrations and signals should be used to promote illustration processing and to heighten young children’s learning
Multimedia learning: What are the effects on learning of viewing or generating an outline while studying?
No full textInternational audienceIntroduction: When learning from a multimedia document, learners need to engage in three different cognitive processes which are selecting relevant information, organizing it into a coherent mental representation and integrating it with their prior knowledge (Mayer, 2014). One way to facilitate these processes is to add an aid to the multimedia document such as an outline with the main information and the hierarchical relations between the presented concepts that show the inner structure of the document (e.g., Lorch and Lorch, 1996). Besides, according to activity 50 theory, making students self-generate an outline should encourage generating processing as it promotes the use of these processes thereby enhancing their learning performance (see Stull and Mayer, 2007). However, constructing an outline could also be too demanding a task for it would impact student’s learning negatively (cognitive load theory, Sweller, 1994). Methodology: 83 psychology undergraduate students participated in this study and were randomly assigned to one of the four conditions. Learners were presented with a multimedia document only (control group, n = 20) or accompanied with a provided-outline that remained constant throughout the document (static group, n = 20) or one that appeared step-by step alongside the document (sequential group, n = 21). The fourth group had to generate an outline while reading (self-generated group, n = 22). The learner-paced document consisted of illustrated explanatory texts dealing with memory systems and their brain location. The time spent on the document was collected. Learning was assessed with a retention test about both the macrostructure and the microstructure of the document and also with a transfer test.Results: The conducted anova revealed a significant main effect of conditions on students’ performance regarding the retention test – macrostructure (F (3, 79) = 4.128, p = .009), microstructure (F (3, 7) = 4.204, p = .008) – and the transfer test (F (3, 79) = 4.772, p = .004). On each of these learning measures, analyses indicated that the sequential group obtained significantly higher scores compared to both the control group and the self-generated group with no difference between these two last groups.Discussion: The obtained results have shown that viewing an author-provided outline appearing step-by-step alongsidethe multimedia document while studying significantly improved students’ performance compared to a groupstudying the same document without the provided-outline (control group). This was shown not only on the retentiontest but also on the transfer test. This is consistent with prior researches which have shown that outlines are great aidsfor students. Besides, the sequential group also significantly outperformed the self-generated group on the retentiontest and the transfer test. We can suppose that the generative task has been too difficult and increased the cognitiveload induced by the document
Effet des activités de génération sur l’apprentissage des étudiants dans des environnements multimédias interactifs
No full textThe 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.Les données issues de la littérature montrent que l’ajout d’aides visuelles (i.e., graphiques organisateurs, plans) à des documents multimédias améliore non seulement la mémorisation des étudiants mais également leur compréhension en représentant les informations essentielles du document ainsi que les relations hiérarchiques qu’elles entretiennent. De plus, de nombreux auteurs recommandent d’engager les apprenants dans le traitement profond des informations, par exemple, en leur demandant de générer eux-mêmes des aides visuelles. Actuellement, les quelques études s’étant intéressées à la comparaison de groupes où une aide visuelle est fournie avec le document (apprenant « passif ») à des groupes où l’aide est auto-générée (apprenant « actif ») rapportent des résultats contrastés, l’auto génération entraînant parfois des effets bénéfiques (hypothèse de génération) et parfois des effets néfastes (hypothèse de charge cognitive). Dans cette thèse, une série de cinq études a été réalisée afin d’étudier plus précisément les effets de l’auto-génération de graphiques organisateurs sur les performances d’apprentissage des étudiants. Les résultats de ces études répliquent les effets bénéfiques de l’ajout d’aides visuelles (graphiques ou plans) sur l’apprentissage. Cependant, des effets négatifs de l’auto-génération ont été quasi systématiquement obtenus démontrant ainsi la complexité de ce type d’activité. Ces effets n’étaient toutefois plus observés lorsque la génération du graphique était guidée dans nos dernières études (scaffolding, génération partielle) ce qui ouvre de nombreuses pistes de recherches
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