Tiphaine Colliot
Biographic Data
| ID | 9494081 |
|---|---|
| NAME | Tiphaine Colliot |
| GIVEN NAMES | Tiphaine |
| FAMILY NAME | Colliot |
| SIGNATURE | COLLIOT T |
| AFFILIATIONS | Laboratoire de Psychologie : Cognition, Comportement, Communication |
| ORCID | 0000-0001-9843-0014 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
How Do Inhibitory Control Abilities Influence the Effects of Animations Combined With the Presence of Seductive Details on Primary School Children's Performance?
Previous studies have shown that animated pictures are more effective than static pictures in promoting children's learning, particularly in performing dynamic procedures. Moreover, researchers have demonstrated that the seductive details can positively influence students' interest but can be detrimental to their learning. The purpose of this study was to assess the effects of animated versus static pictures, combined with those of the presence/a…
When actively self-generating graphic organisers hinders undergraduates’ learning
Differentiated effects of pre-filled-in and to-fill-in graphic organizer on primary school children’s retention of text
This study investigated the effects of different types of graphic organizers (GOs) on primary school students’ text retention performance. Seventy-two students aged 8–10 years were randomly assigned to one of three groups: a control group viewing a text only, a group viewing the same text accompanied by a pre-filled GO, and a group viewing the text accompanied by the skeleton of a GO that students were required to fill in during the session. Unli…
Exploring the effects of seductive details and illustration dynamics on young children's performance in an origami task
Impact of reading messages on student learning and note‐taking during a video lecture
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…
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
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…
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Does multitasking in the classroom affect learning outcomes? A naturalistic study
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…
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…
Exploring the effects of seductive details and illustration dynamics on young children's performance in an origami task
Impact of reading messages on student learning and note‐taking during a video lecture
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…
How Do Inhibitory Control Abilities Influence the Effects of Animations Combined With the Presence of Seductive Details on Primary School Children's Performance?
Previous studies have shown that animated pictures are more effective than static pictures in promoting children's learning, particularly in performing dynamic procedures. Moreover, researchers have demonstrated that the seductive details can positively influence students' interest but can be detrimental to their learning. The purpose of this study was to assess the effects of animated versus static pictures, combined with those of the presence/a…
When actively self-generating graphic organisers hinders undergraduates’ learning
Differentiated effects of pre-filled-in and to-fill-in graphic organizer on primary school children’s retention of text
This study investigated the effects of different types of graphic organizers (GOs) on primary school students’ text retention performance. Seventy-two students aged 8–10 years were randomly assigned to one of three groups: a control group viewing a text only, a group viewing the same text accompanied by a pre-filled GO, and a group viewing the text accompanied by the skeleton of a GO that students were required to fill in during the session. Unli…
Visual and Cognitive Learning Processes (7 works) · Computer Science (5 works) · Multimedia (5 works) · Psychology (5 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Artificial Intelligence (3 works) · Comprehension (3 works) · Memorization (3 works) · Artificial Intelligence (2 works)