Mireille Bétrancourt
Biographic Data
| ID | 3462295 |
|---|---|
| NAME | Mireille Bétrancourt |
| GIVEN NAMES | Mireille |
| FAMILY NAME | Bétrancourt |
| SIGNATURE | BÉTRANCOURT M |
| AFFILIATIONS | University of Geneva |
| ORCID | 0000-0001-7144-167X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Mapping the Heterogeneity of Emotional Design Features in Multimedia Research: A Systematic Review
Overcoming cognitive biases to develop students’ critical thinking skills: An experimental study in primary school
Developing critical thinking skills in future citizens is a major educational challenge for twenty-first century schools. Defining critical thinking is complex, leading to diverse educational approaches. One promising, though less common, approach is transversal—focusing on the cognitive processes that underlie critical thinking. This approach has mostly been studied with older students, leaving a significant gap in the research on its effectiven…
Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo
When learning from animations is more successful than learning from static pictures: Learning the specifics of change
The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify…
Achievement appraisals, emotions and socio-cognitive processes: How they interplay in collaborative problem-solving
A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned
In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual and cognitive achievements, and the assessment formats. Research on learning from animation focuses on assessing conceptual at the neglect of kinematic mental models. This is in contrast to an important rationale for making use of animations: that it…
Les technologies numériques comme soutien à une activité coopérative de travaux pratiques en biologie
Une approche de recherche basée sur la conception (design-based research) a été mise en œuvre pour concevoir une activité d’apprentissage visant à soutenir l’observation et les interactions des élèves au cours de travaux pratiques de biologie au moyen de tablettes numériques et d’une plateforme web de partage et annotations de photos (beekee). Cet article présente la première étape d’expérimentation en situation réelle où nous avons observé la mi…
L’écriture participative médiatisée comme vecteur du développement professionnel
Animation: Can It Facilitate
Animation: Can It Facilitate
L’écriture participative médiatisée comme vecteur du développement professionnel
Les technologies numériques comme soutien à une activité coopérative de travaux pratiques en biologie
Une approche de recherche basée sur la conception (design-based research) a été mise en œuvre pour concevoir une activité d’apprentissage visant à soutenir l’observation et les interactions des élèves au cours de travaux pratiques de biologie au moyen de tablettes numériques et d’une plateforme web de partage et annotations de photos (beekee). Cet article présente la première étape d’expérimentation en situation réelle où nous avons observé la mi…
Achievement appraisals, emotions and socio-cognitive processes: How they interplay in collaborative problem-solving
A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned
In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual and cognitive achievements, and the assessment formats. Research on learning from animation focuses on assessing conceptual at the neglect of kinematic mental models. This is in contrast to an important rationale for making use of animations: that it…
When learning from animations is more successful than learning from static pictures: Learning the specifics of change
The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify…
Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo
Mapping the Heterogeneity of Emotional Design Features in Multimedia Research: A Systematic Review
Overcoming cognitive biases to develop students’ critical thinking skills: An experimental study in primary school
Developing critical thinking skills in future citizens is a major educational challenge for twenty-first century schools. Defining critical thinking is complex, leading to diverse educational approaches. One promising, though less common, approach is transversal—focusing on the cognitive processes that underlie critical thinking. This approach has mostly been studied with older students, leaving a significant gap in the research on its effectiven…
Cognition (4 works) · Visual and Cognitive Learning Processes (4 works) · Computer Science (3 works) · Multimedia (3 works) · Psychology (3 works) · Science Education and Pedagogy (3 works) · Animation (2 works) · Cognitive psychology (2 works) · Educational Games and Gamification (2 works) · Educational psychology (2 works)