Éric Jamet
Datos Biográficos
| ID | 4518934 |
|---|---|
| NOMBRE | Éric Jamet |
| NOMBRES | Éric |
| APELLIDO | Jamet |
| FIRMA | JAMET É |
| AFILIACIONES | Laboratoire de Psychologie : Cognition, Comportement, Communication |
| ORCID | 0000-0001-8665-4547 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Does learning by drawing from a multimedia document improve knowledge and self-assessment in anatomical education?
I Feel Competent, Therefore I Am
Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (N > 9000 students, 3 measurement po…
When actively self-generating graphic organisers hinders undergraduates’ learning
Facilitating group work through collaboration instructions using a digital environment
Facilitating effective group collaboration is a major challenge in contemporary educational and professional contexts, and digital environments may support this goal by structuring collaborative processes through explicit instructions. The present experimental study examined the effects of collaboration instructions based on constructive controversy principles on group collaboration. These instructions were delivered via a digital environment dur…
Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks
Research on individual learning has largely demonstrated that individuals need feedback to regulate their work, and improve strategies and performance. At the team level, studies suggested that feedback given to teams could affect processes and performance, but this depends on how team members perceive the feedback in terms of quality and usefulness. To our knowledge, no scale exists to assess the perception of team feedback after a teamwork ses…
Digital tablet activities to alleviate preoperative anxiety
The effects of embedded quizzes on self‐regulated processes and learning performance during a multimedia lesson
The benefits of experiencing flow through distracting activities
BACKGROUND: Distraction is a classic anxiety management strategy in preoperative setting with children: distracting activities take children's attention away from threatening clues. What is less clear is the differential effectiveness of this technique depending on the task, and the degree of children engagement with the distracting task. The present work examined the role of flow (state of intense concentration and absorption in the distracting …
Cooperative learning reduces the gender gap in perceived social competences
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment—the ProFAN project—was conducted i…
What makes tablet‐based learning effective? A study of the role of real‐time adaptive feedback
This study investigated the added value of real‐time adaptive feedback on seventh graders' performances in tablet‐based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper‐and‐pencil, pen‐based tablet without feedback and pen‐based tablet with feedback. The feedback was provided by a tutoring system based on an artificial intelligence that automatically interpreted stu…
Effects of outlines and information seeking on learning outcomes in video-based environments
Learning from videos is becoming an important part of educational activities. Whereas outlines have great potential, particularly during information seeking (IS), few studies have so far explored the effect of their presence in videos. The two aims of the present study were thus to 1) evaluate the influence of outlines on IS and learning, and 2) analyze the extent to which an IS task can optimize the use of outlines during learning. As outlines a…
Effects of verbal and visual support on learning by tablet-based drawing
The Flow Observational Grid
Improving students’ learning by providing a graphic organizer after a multimedia document
The present study was intended to deepen current knowledge about the impact of graphic organizers (GOs) on students’ learning in a computer‐based learning environment, by evaluating the effects of successive versus simultaneous presentation of a GO and an explanatory text. Based on the previous studies, we hypothesized that simultaneous display of a GO improves learning performances for the information it highlights (represented elements), but im…
Does multitasking in the classroom affect learning outcomes? A naturalistic study
Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom
Effects of self‐generated graphic organizers on learning depend on in‐task guidance
We investigated the effects of readymade versus self‐generated graphic organizers (GOs) on learning, comparing the performances of undergraduates ( N = 81) tasked with learning a multimedia document. This document was either presented on its own ( control group ), with a readymade GO, or with a blank GO that students had to fill in either before or during the learning of the document. In line with previous research, adding a readymade GO increase…
Application of the Resources Model to the Supervision of an Automated Process
The present study was designed to ascertain how far flagging up potential errors can improve the automatic interpretation of technical documents. We used the resources model to analyze the supervised retro-conversion of architectural floor plans from the perspective of distributed cognition. Results showed that automated assistance helps users to correct errors spotted by the system and saves time. Surprisingly, they also showed that flagging up …
Digital game-based learning
Les effets de redondance dans l'apprentissage à partir de documents multimédia
International audience
Sin obras prominentes en esta página.
Les effets de redondance dans l'apprentissage à partir de documents multimédia
International audience
Digital game-based learning
Application of the Resources Model to the Supervision of an Automated Process
The present study was designed to ascertain how far flagging up potential errors can improve the automatic interpretation of technical documents. We used the resources model to analyze the supervised retro-conversion of architectural floor plans from the perspective of distributed cognition. Results showed that automated assistance helps users to correct errors spotted by the system and saves time. Surprisingly, they also showed that flagging up …
Does multitasking in the classroom affect learning outcomes? A naturalistic study
Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom
Effects of self‐generated graphic organizers on learning depend on in‐task guidance
We investigated the effects of readymade versus self‐generated graphic organizers (GOs) on learning, comparing the performances of undergraduates ( N = 81) tasked with learning a multimedia document. This document was either presented on its own ( control group ), with a readymade GO, or with a blank GO that students had to fill in either before or during the learning of the document. In line with previous research, adding a readymade GO increase…
The Flow Observational Grid
Improving students’ learning by providing a graphic organizer after a multimedia document
The present study was intended to deepen current knowledge about the impact of graphic organizers (GOs) on students’ learning in a computer‐based learning environment, by evaluating the effects of successive versus simultaneous presentation of a GO and an explanatory text. Based on the previous studies, we hypothesized that simultaneous display of a GO improves learning performances for the information it highlights (represented elements), but im…
Effects of verbal and visual support on learning by tablet-based drawing
Effects of outlines and information seeking on learning outcomes in video-based environments
Learning from videos is becoming an important part of educational activities. Whereas outlines have great potential, particularly during information seeking (IS), few studies have so far explored the effect of their presence in videos. The two aims of the present study were thus to 1) evaluate the influence of outlines on IS and learning, and 2) analyze the extent to which an IS task can optimize the use of outlines during learning. As outlines a…
Cooperative learning reduces the gender gap in perceived social competences
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment—the ProFAN project—was conducted i…
What makes tablet‐based learning effective? A study of the role of real‐time adaptive feedback
This study investigated the added value of real‐time adaptive feedback on seventh graders' performances in tablet‐based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper‐and‐pencil, pen‐based tablet without feedback and pen‐based tablet with feedback. The feedback was provided by a tutoring system based on an artificial intelligence that automatically interpreted stu…
Digital tablet activities to alleviate preoperative anxiety
The effects of embedded quizzes on self‐regulated processes and learning performance during a multimedia lesson
The benefits of experiencing flow through distracting activities
BACKGROUND: Distraction is a classic anxiety management strategy in preoperative setting with children: distracting activities take children's attention away from threatening clues. What is less clear is the differential effectiveness of this technique depending on the task, and the degree of children engagement with the distracting task. The present work examined the role of flow (state of intense concentration and absorption in the distracting …
Does learning by drawing from a multimedia document improve knowledge and self-assessment in anatomical education?
I Feel Competent, Therefore I Am
Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (N > 9000 students, 3 measurement po…
When actively self-generating graphic organisers hinders undergraduates’ learning
Facilitating group work through collaboration instructions using a digital environment
Facilitating effective group collaboration is a major challenge in contemporary educational and professional contexts, and digital environments may support this goal by structuring collaborative processes through explicit instructions. The present experimental study examined the effects of collaboration instructions based on constructive controversy principles on group collaboration. These instructions were delivered via a digital environment dur…
Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks
Research on individual learning has largely demonstrated that individuals need feedback to regulate their work, and improve strategies and performance. At the team level, studies suggested that feedback given to teams could affect processes and performance, but this depends on how team members perceive the feedback in terms of quality and usefulness. To our knowledge, no scale exists to assess the perception of team feedback after a teamwork ses…
Psychology (14 obras) · Computer Science (10 obras) · Innovative Teaching and Learning Methods (9 obras) · Multimedia (8 obras) · Mathematics education (7 obras) · Visual and Cognitive Learning Processes (6 obras) · Artificial Intelligence (5 obras) · Memorization (5 obras) · Cognitive psychology (4 obras) · Comprehension (4 obras)