Comparaison de l'efficacité et du mode d'utilisation d'un hypertexte autonome ou intégré dans une activité pédagogique exploratoire

Abstract : This paper presents a study which evaluates the use and efficiency of two computer learning tools for basic virology. The first, VIROLAB, is a simulation of a
biology laboratory. The learner uses the virtual lab facilities to help defective viruses to multiply. The knowledge of the field has been formally deposited in an integrated hypertext. The learning occurs through resolution of problems and, possibly, through reading the hypertext. The second tool is the hypertext which has been extracted from VIROLAB and which is now considered as an independent learning environment. A series of multiple choice and open questions has been integrated in the hypertext in order to help structure its reading. In this case, the learning occurs only through reading.
This study addressed two specific questions : 1) which of the two tools is the most efficient for knowledge acquisition and 2) are there some differences in the use of the two hypertexts. Comparison of pre- and post-test scores showed that neither of the two learning tools is better than the other. However, VIROLAB facilitates the acquisition of a certain type of knowledge. To our surprise, analysis of the navigation paths showed that VIROLAB users dissociate the reading of the integrated hypertext from the problem resolution activities.
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Daniel Scherly, Laurent Roux, Pierre Dillenbourg. Comparaison de l'efficacité et du mode d'utilisation d'un hypertexte autonome ou intégré dans une activité pédagogique exploratoire. Quatrième colloque "Hypermédias et Apprentissages", Oct 1998, Poitiers, France. pp.163-171. ⟨edutice-00000499⟩

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