André Tricot

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This study explored the effects of prior knowledge (high vs. low; HPK and LPK) and concept-map structure (hierarchical vs. network; HS and NS) on disorientation, cognitive load, and learning from non-linear documents on ‘‘the infection process of a retrograde virus (HIV)’’. Participants in the study were 24 adults. Overall subjective ratings of(More)
Please cite this article in press as: Amadieu, F., e ence of reading orders and disorientation. Inter The study examined the interaction effects of prior knowledge and hypertexts structure (network vs. hierarchy) on comprehension. Comprehension was investigated analyzing jointly three dependent variables: comprehension outcomes, coherence of the reading(More)
A study was carried out to investigate the effects of prior knowledge on learning with a non-linear electronic document including an interactive conceptual map. Cognitive Load Theory was used as theoretical framework to investigate effects on cognitive load and disorientation in learning from non-linear documents. Forty-four future high school biology(More)
An exploratory experiment was carried out in order to question the relationships between prior knowledge, comprehension performance, on-line processes and disorientation in a non-linear document (hypertext). 14 participants read a non-linear document about a virus’ infectiousness process which imposed to learners to construct themselves their reading orders(More)
Retrieving information is a central operation when accomplishing most of today business tasks. Unfortunately, a person has hard time finding relevant information necessary to accomplish its business task due to the complexity of these information processes. In certain corporate bodies (aeronautical, automotive, etc.) these tasks are critical and should be(More)
This article presents research that aims to construct a computer-based system that (1) supports learners in organizing themselves in the context of a mediated pedagogic collective challenge and (2) supports human tutors in monitoring the learners’ process, and supporting it. We present the result of an exploratory experiment that helps in understanding the(More)
Learners engaged in CSCL macro-scripts are involved in selforganization activities. We present an exploratory study that suggests that Bardram’s theoretical model of collective work dynamics is a pertinent basis for both (1) designing interfaces providing a passive support that engages learners in an explicit organization activity, and (2) making learners’(More)
This paper examines the issue of help devices for students in hypermedia environments according to the learning context and, more precisely, according to the cognitive processes involved in that situation. The argument is based on a criticism of the level of generality of traditional help systems which are mostly concerned with user–system interaction.(More)