André Tricot

Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences

Abstract 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 teachers were required to learn the multiplication cycle of a virus from either a hierarchical structure (organisational links) or a network structure (relational links). For the low prior knowledge learners, the results showed that the hierarchical structure supported better free recall performance and reduced feelings of disorientation. In contrast, the high prior knowledge learners performed better and followed more coherent reading sequences in the network structure. However, no interaction effect between prior knowledge and the type of structure was observed on mental effort and disorientation ratings. The results and the construct of disorientation are discussed in light of the processing demands in non-linear documents.

Interaction between prior knowledge and concept-map structure on hypertext comprehension, coherence of reading orders and disorientation

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 sequences and feelings of disorientation. The results supported most of the assumptions showing an interaction effect on each measure. For low prior knowledge readers, a hierarchical structure improved comprehension performance, helped them to follow coherent reading sequences and reduced their feelings of disorientation. For high prior knowledge readers, comprehension performance and feelings of disorientation were not affected by the type of structure. Moreover, prior knowledge was a relevant resource to cope with the cognitive requirements of reading non-linear texts. In the network condition, prior knowledge supported better comprehension, led the readers to follow more coherent reading sequences and limited their feelings of disorientation. The discussion dealt with processes based on prior knowledge involved in hypertext comprehension, and stressed the need for conducting further investigations on the nature of the on-line inferences and on relations between performance, navigation and disorientation.

Apprendre avec le numérique

Le premier ouvrage qui examine les attentes et les croyances associees a l’usage des nouvelles technologies en classe. « On est plus motive quand on apprend avec le numerique », « Les videos et informations dynamiques favorisent l’apprentissage », « Le numerique permet d’adapter les enseignements aux eleves »… Autant d’affirmations que l’on entend regulierement. Mais s’appuient-elles sur des resultats d’etudes serieuses ? L’ouvrage est organise en onze chapitres traitant chacun d’une attente, ou d’un mythe, autour des technologies de l’information et de la communication pour l’enseignement. Chaque chapitre : • presente le mythe : developpement des attentes et des arguments generalement avances justifiant ces attentes ; • dresse un rapide bilan des travaux scientifiques examinant ce mythe ou permettant d’evaluer la validite des attentes : presentation des derniers travaux et revues de questions dans la litterature scientifique ; • decrit concretement plusieurs etudes pertinentes illustrant la realite des TICE en lien avec le mythe, pour aider a la comprehension des apports et des limites du numerique ; • presente une conclusion sous forme de reponse au mythe et de propositions pour la mise en œuvre dans la classe.

THE VALIDITY OF RATIONAL CRITERIA FOR THE INTERPRETATION OF USER- HYPERTEXT INTERACTION

Abstract This study is about how to interpret users interactions with multimedia systems, in particular their interaction with hypertext. It is generally admitted that our knowledge of how to interpret users search paths in information systems is very limited. Further, there are also controversies about the validity of the import of rational criteria, such as recall, precision and economy, from the domain of information retrieval to the interpretation of users behaviour. The purpose of the present study was to examine the relevance of these criteria to human behaviour. The results of two experiments show the rational criteria such as precision and economy seem to be irrelevant criteria for the interpretation of users search paths in terms of recall, except when the user’s task is simple to achieve and constrained (i.e. a task where subjects have to find precisely a small number of relevant information units in a simple system). In the latter case precision and economy are positiviely correlated with recall. For less simple and unconstrained tasks, the performance of subjects seems to be much more influenced by strategic considerations. Further, it was shown that task constraints lead to more precise performance. Apparently subjects spend more effort under these circumstances to search precisely than in conditions without pressure.

Comprendre des documents non-linéaires : quelles ressources apportées par les connaissances antérieures ?

EnglishThe current paper exposes a state of the art about works dealing with effects of learners� prior domain knowledge on comprehension and learning from non-linear documents (e.g. hypertexts). The inventory of results which is organized according to three dimensions (performance, navigation, disorientation) leads to a set of convergent conclusions as well as to divergent conclusions. Prior knowledge provides resources to process non-linearity of documents. That is reflected by higher performance and navigation behaviors characterized by a higher level of elaboration. Nevertheless, studies focusing on nature of mental representations or constructed knowledge indicated a set of inconsistent results like results about disorientation. From this observation, limits, methodological and theoretical requirements are discussed. In conclusion, the necessity to conduct further research on relations between navigation, comprehension and dynamic of processes is stressed. francaisL�article presente un etat de l�art des travaux etudiant les effets des connaissances anterieures du domaine des apprenants sur la comprehension et l�apprentissage avec des documents non-lineaires (ex. hypertexte). Le recensement des resultats organise selon trois dimensions (performance, navigation, desorientation) permet d�aboutir a un ensemble de conclusions convergentes mais aussi divergentes. Les connaissances anterieures offrent des ressources importantes pour le traitement de la non-linearite des documents se traduisant par de meilleures performances ainsi que des comportements de navigation caracterises par un certain niveau d�elaboration. En revanche, l�etude de la nature des representations ou connaissances construites aboutit a un ensemble de resultats inconsistants au meme titre que les resultats sur la desorientation des apprenants. Sur la base de ce constat, les limites et besoins methodologiques comme theoriques sont discutes. En conclusion l�accent est mis sur la necessite d�approfondir l�analyse des liens existants entre navigation, comprehension et la dynamique des processus.

Improving Information Retieval by Modelling Business Context

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 run from specific information. As a solution, information retrieval systems must take into account the user context which integrates the user business task to improve its overall accuracy and facilitate the achievement of the task. To solve this problem we present in this paper the architecture of an information retrieval system applicable to a business situation. It is based on a triptych context model which integrates three dimensions: user, task and environment. This model is associated with a learning process and to a process that creates according to the conjunction of all the contextual factors, a particular situation. This situation will be exploited by the information search system to improve its accuracy in being the entry point of the information retrieval system. We explain how this system can improve the information search in a business context by taking into account cognitive, technical and social aspects.

Business context information manager: an approach to improve information systems

In this paper we present a business context information manager based on a novel and generic interpretation of the context. This manager takes into account various contextual dimensions and acts as an intermediary between information system and contextual information. First, we discuss how the manager creates a snapshot of the context that is provided to the information system for different purposes. Then, we introduce a process (MES) that manages the various contextual dimensions using a rule set to create a unique situation at a moment t. These rules are part of the knowledge hold by the context manager. The situation inference is particularly related to the interactions between contextual dimensions. Thus the knowledge can evolve owing to an extracting and learning process which improves the context manager reliability.

A model-based coding scheme to analyze students' organization

In this article we present how we use Bardrams model of collective work dynamics [1] to elaborate a conceptual tool for coding and analyzing the self-organization of students involved in a mediated (computer-based) pedagogic collective challenge.

Natural Cognitive Foundations of Teacher Knowledge

Instructional process management (encompassing instructional design and classroom management) is known to be very complex, mainly due to its context and the large and diverse amount of knowledge driving it: content knowledge, pedagogical knowledge (PK), curriculum knowledge, knowledge of learners and their characteristics, knowledge of educational contexts, pedagogical content knowledge, and knowledge of educational ends (Shulman, 1987).

Why Aircraft Maintenance Technicians Sometimes Do Not Use Their Maintenance Documents: Towards a New Qualitative Perspective

The aim of this article is to present an exploratory study aiming to understand the use of maintenance documentation by the technicians in the aircraft maintenance context and why they do not systematically use it. We seek to establish a global model based on the results. Previous studies can provide us with an understanding of why aircraft maintenance technicians sometimes do not follow the requisite procedure. Here we use these empirical data and psychological models as a framework, and consider the use by an aircraft maintenance technician of a document specifically as an information-seeking task and as a secondary task. A qualitative survey involving 13 maintenance technicians was conducted, with observations and semidirected interviews. The survey gives preliminary results about why, when, and how technicians use their maintenance documents, and why they sometimes do not use them although they are required to do so. Thus, the decision by an aircraft technician to use or not use a prescribed document in a maintenance operation should be viewed in terms of a conflict among 3 priorities: safety, legality, and efficiency. However, the explorative nature of the study involves the need to deal with the issue in depth. It could allow to validate or not the conflict of the three priorities. The results presented here could be the basis for further study to this purpose.