Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Nikitopoulos , Claire (2017)
Publisher: HAL CCSD
Languages: French
Types: Doctoral thesis
Subjects: Digital textbooks, Memorization, Compréhension, Interactive illustration, [ SHS.INFO ] Humanities and Social Sciences/Library and information sciences, Understanding, Appropriation, Mémorisation, Illustration interactive, Manuel numérique
The textbook evolves with the development of digital technology and proposes new resources. The illustrations are no longer static as in printed manuals, but based on interactivity. These animations, diagrams and interactive maps have a positive influence on students' memorization and understanding. Many researchers specializing in multimedia learning have highlighted these positive effects. According to J. Sweller, learning is favored when learning materials reduce the cognitive burden. J. Sweller studied the relationship between information processing processes and the presentation of information in the curriculum document. According to the theory of R.E. Mayer, multimedia has positive effects on student learning when the document combines text and illustrations. These new illustrations also change the role of the student who is no longer spectator of the image but user. The student controls his or her resource by giving it an action. He has the possibility to show the elements he wishes on a map, to make them disappear or to take the time he needs to understand the subject. The first objective of this thesis is to understand how teachers take digital textbooks and interactive illustrations. For this purpose, two surveys will reveal their uses. The second objective is to determine, from experiments, whether the interactive illustrations favor the memorization and understanding of students in relation to a static illustration.; Le manuel scolaire évolue avec le développement du numérique et propose de nouvelles ressources. Les illustrations ne sont plus statiques comme dans les manuels imprimés, mais fondées sur l’interactivité. Ces animations, schémas et cartes interactives ont une influence positive sur la mémorisation et la compréhension des élèves. De nombreux chercheurs spécialistes de l’apprentissage sur document multimédia ont fait ressortir ces effets positifs. D’après J. Sweller, l’apprentissage est favorisé dès lors que les documents pédagogiques permettent d’alléger la charge cognitive. J. Sweller a étudié les relations entre les processus de traitement de l’information et la présentation de l’information dans le document pédagogique. Selon la théorie de R.E. Mayer, le multimédia a des effets positifs sur l’apprentissage des élèves lorsque le document combine du texte et des illustrations. Ces nouvelles illustrations font également changer le rôle de l’élève qui n’est plus spectateur de l’image mais utilisateur. L’élève contrôle sa ressource en lui donnant une action. Il a ainsi la possibilité de faire apparaître les éléments qu’il souhaite sur une carte, les faire disparaître ou encore de prendre le temps dont il a besoin pour comprendre le sujet. Le premier objectif de cette thèse est de comprendre comment les enseignants s’approprient les manuels numériques et les illustrations interactives. Pour cela, deux enquêtes permettront de découvrir leurs usages. Le deuxième objectif est de déterminer, à partir d’expérimentations, si les illustrations interactives favorisent la mémorisation et la compréhension des élèves par rapport à une illustration statique.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Marcus, N., Cooper, M., Sweller, J. (1996). Understanding instructions, Journal of Educational Psychology, 88, 49-63.
    • Mautone, P.D., Mayer, R.E. (2001). Signaling as a Cognitive Guide in Multimedia Learning. Journal of Educational Psychology, 93(2), 337-389.
    • Mayer, R.E. (2009). Multimédia learning. Cambridge University Press Mayer, R.E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press, 680p.
    • Mayer, R. (2003). Learning and Instruction. Upper Saddle River, Prentice Hall.
    • Mayer, R.E. (2001). Multimedia Learning. New York, Cambridge University Press.
    • Mayer, R.E., Anderson, R.B. (1991). Animations Need Narrations : An Experimental Test of a DualCoding Hypothesis. Journal of Educational Psychology, 83(4), 484-490.
    • Mayerj R.E., Andersonj R.B. (1992). The Instructive Animation : Helping Students Build Connections Between Words and Pictures in Multimedia Learning. Journal of Educational Pyschology, 84(4), 444- 452.
    • Mayerj, R.E., Bovej, W., Brymanj, A., Mars, R., Tapangco, L. (1996). When Less Is More : Meaningful Learning From Visual and Verbal Summaries of Science Textbook Leassons. Journal of Educational Psychology, 88 (1), 64-73.
    • Mayer, R.E., Chandler, P. (2001). When learning is just a click away : does simple user interaction foster deeper understanding of multimedia messages. Journal of Educational Psychology, vol. 93, n° 2, p. 390-397.
    • Mayer, R.E., Gallini, J.K. (1990). When Is an Illustration Worth Ten Thousand Words ? Journal of Educational Psychology, 82(4), 715-726.
    • Mayer, R.E., Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction. Vol.12, p.107-119.
    • Mayer, R., Heiser, J., Lonn, S. (2001) Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding. Journal of Educational Psychology. vol. 93, n°1 Meyer, B.J.F. (1975). The organization of prose and its effects on memory. Amsterdam, North Holland.
    • Moreno, R., Mayer, R.E. (2002). Learning Science in Virtual Reality Multimedia Environments : Role of Methods and Media. Journal of Educational Psychology, 94(3), 598-610.
    • Moreno, R., Mayer, R.E. (2002). Verbal Redundancy in Multimedia Learning : When Reading Helps Listening. Journal of Educational Psychology, 94(1), 156-163.
    • Mousavi, S., Low, R., Sweller, J. (1995). Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes. Journal of Educational Psychology, 87(2), 319-334.
    • Païvio, A. (1971). Imagery and Verbal Process. New York, Holt, Rinehart & Winston.
    • Païvio, A. (1986). Mental Representation : A Dual Coding Approach. New York, Oxford University Press.
    • Rubia, K., Hyde, Z., Halari, R., Giampietro, V., Smith, A. (2010). Effects of age and sex on developmental neural networks of visual-spatial attention allocation. Neuroimage, 51, 817-27. En ligne : http://www.drru-research.org/data/resources/53/Rubia-et-al-2009.pdf Schneider, E., Boucheix, J.M. (2008). Compréhension d'animations et mouvements oculaires : role du contrôle et de l'orientation de l'attention. L'année psychologique, 108, pp 432-464.
    • Schneider, E., Boucheix, J.M. (2007). « How to improve complex mechanical system's comprehension with animations ? ». Proceedings of the 12th Biennal Conference for Research on Learning and Instruction (EARLI) ; Budapest : August 28-September 1, 2007.
    • Schnotz, W. (2005). An Integrated Model of Text and Picture Comprehension. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 49-69). Cambridge : Cambridge University Press.
    • Schnotz, W., Bannert, M. (2003). Construction and interferences in learning from multiple representations. Learning and Instruction, 13, 141-156.
    • Schwan, S., Riempp, R. (2004). The cognitive benefits of interactive videos : learning to tie nautical knots. Learning and Instruction, vol. 14, n° 3, p. 293-305.
    • Shah, P., Mayer, R.E., Hegarty, M. (1999). Graphs as Aids to Knowledge Construction : Signaling Techniques for Guiding the Process of Graph Comprehension. Journal of Educational Psychology, Vol. 91, N°4, 640-702.
    • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
    • Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312.
    • Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER Press.
    • Sweller, J. (2002). Visualisation and Instructional Design. p. 1501 - 1508.
    • Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Eds.), The psychology of learning and motivation (vol. 43, pp. 215-266). San Diego, CA: Academic Press.
    • Sweller, J. (2005). Implication of cognitive load theory for multimedia learning. In R. Mayer (Eds.), The Cambridge handbook of multimedia learning (pp. 19-30). Cambridge: Cambridge University Press.
    • Sweller, J., Chandler, P. (1994). Why some material is difficult to learn. Cognition & Instruction. n°12, 185-233.
    • Sweller, J., Chandler, P., Tierney, P., Cooper, M. (1990). Cognitive Load as a Factor in the Structuring of Technical Material. Journal of Experimental Psychology : General, 119(2), 176-192.
    • Sweller, J., Van Merrienboer, J.J.G., Paas, F.G.W.C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, Vol. 10, N°3 Tarmizi, R.A., Sweller, J. (1988). Guidance during mathematical problem solving, Journal of Educational Psychology, 80, 424-436.
    • Tassini, S., Bétrancourt, M. (2003). Le contrôle sur l'animation influence-t-elle le niveau d'efficacité cognitive de l'animation. Communication à la Neuvième journée JETCSIC ; Dijon, 21 juin 2003.
    • Tindall-Ford, S., Chandler, P., Sweller, J. (1997). When two sensory modes are better than one.
    • Journal of Experimental Psychology : Applied, 3, 257-287.
    • Tricot, A. (1998). Charge cognitive et apprentissage. Une présentation des travaux de John Sweller.
    • Revue de Psychologie de l'Éducation, 3, 37-64.
    • Tricot, A. (2007). Apprentissages et documents numériques. Belin, p.277 Tricot, A., Amadieu, F., Mariné, C. (2004). Rôle du guidage fourni par la structure d'un cours en ligne en fonction du niveau et du type d'expertise des apprenants. Journée d'Etude sur le Traitement Cognitif des Systèmes d'Information Complexes (JETCSIC' 04). Genève, 18 juin 2004 Tricot, A., Chanquoy, L. (1996). La charge mentale : “vertu dormitive” ou concept opérationnel ?.
    • Psychologie française, 41, 313-318.
    • Thüring, M., Hannemann J., Haake J. (1995). Hypermedia and cognition : Designing for comprehension. Communications of the ACM, 38, 57-66.
    • Tversky, B., Morrison, J.B., Bétrancourt, M. (2002). Animation : can it facilitate ? International Journal of Human-Computer Studies, 57(4), 247-262.
    • Fenouillet, F., Tomeh, B., Godquin, I. (1999). Motivation et informatique en contexte scolaire.
    • Pratiques Psychologiques, 3, 81-91.
    • Fenouillet, F., Lieury, A. (1996). Faut-il secouer ou dorloter les élèves ? Apprentissage en fonction de la motivation induite par l'ego et du niveau de mémoire encyclopédique en géographie, Revue de Psychologie de l'Education, 1, 99-124.
    • Fenouillet, F., Tomeh, B. (1998). La motivation agit-elle sur la mémoire ?, Éducation permanente, 136, 37-45.
    • Goldstone, R. L., Son, J. Y. (2005). The transfer of scientific principles using concrete and idealized simulations. In The Journal of the Learning Sciences.
    • Inkpen, K.M. (1997). Three important research agendas for educational multimedia: Learning, children, and gender. Vancouver, BC: Technical Report of Department of Computer Science, University of BritishColumbia.
    • Karsenti, T. (2016). 32 stratégies pour agir sur la motivation scolaire des jeunes. Montréal : CRIFPE.
    • Repéré à http://karsenti.ca/32aqisep.pdf Karsenti, T. (2003). Favoriser la motivation et la réussite en contexte scolaire : les TIC feront-elles mouche ? Vie pédagogique, 127, 27-32.
    • Karsenti, T., Goyer, S., Villeneuve, S., Raby, C. (2005). L'impact des technologies de l'information et de la communication (TIC) sur la réussite éducative des garçons à risque de milieux défavorisés.
    • Kikpatrick, H., Cuban, L. (1998). Should we be worried? Educational Technology, 38(4), 56-59.
    • King, J., Bond, T., Blanford, S. (2002). An investigation of computeranxiety by gender and grade.
    • Computers in Human Behaviour, 18 , 69-84.
    • Kinzie, M., Sullivan, H., Berdel, R. (1992). Motivational andachievement effects of learner control over content review within CAI. Journal of Educational Computing Research, 8 , 101-114.
    • Legrain, H. (2003). Motivation à apprendre : Mythe ou réalité ? : point d'étape des recherches en psychologie. Paris : Editions l'Harmattan.
    • Lieury, A., Fenouillet, F. (1996). Motivation et réussite scolaire. Paris : Dunod.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.