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Conference papers

Effets de l'imagerie et du contexte de tâche sur l'apprentissage à partir de séquences multimédias

Abstract : Twenty six students from telecommunication engineering schools used two multimedia animations in order to learn about two topics for the purpose of either memorizing or problem solving. One of the animations was enhanced with graphics and interactivity, while the other emphasized textual explanations. The enhanced version increased initial study time, but did not result in significant gains on a learning post-test. Study directions had a strong impact on the type of information students acquired during the study phase. Students generally preferred the enhanced version, but pointed out several problems related to the display speed and integration of information sources. We discuss the implications of these results for the design of educational media.
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Submitted on : Tuesday, June 8, 2004 - 2:56:30 PM
Last modification on : Sunday, November 28, 2021 - 10:52:02 AM
Long-term archiving on: : Monday, March 29, 2010 - 8:41:41 PM


  • HAL Id : edutice-00000460, version 1


Jean-François Rouet, Hugues Choplin, Véronique Dubois. Effets de l'imagerie et du contexte de tâche sur l'apprentissage à partir de séquences multimédias. Cinquième colloque Hypermédias et apprentissages, Apr 2001, Grenoble, France. pp.183-196. ⟨edutice-00000460⟩



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