Eric Jamet

Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness

Although many studies have investigated the effects of digital game-based learning (DGBL) on learning and motivation, its benefits have never been systematically demonstrated. In our first experiment, we sought to identify the conditions under which DGBL is most effective, by analyzing the effects of two different types of instructions (learning instruction vs. entertainment instruction). Results showed that the learning instruction elicited deeper learning than the entertainment one, without impacting negatively on motivation. In our second experiment, we showed that if learners are given regular feedback about their performance, the entertainment instruction results in deep learning. These two experiments demonstrate that a serious game environment can promote learning and motivation, providing it includes features that prompt learners to actively process the educational content. We examined the effects of two types of instructions on digital game-based learning.Experiment 1 showed that learning is deeper with a learning instruction.Experiment 2 showed that an entertainment instruction with feedback is beneficial.These results are discussed in terms of motivation and learning processes.

Using video and static pictures to improve learning of procedural contents

Animations and videos are often designed to present information that involves change over time, in such a way as to aid understanding and facilitate learning. However, in many studies, static displays have been found to be just as beneficial and sometimes better. In this study, we investigated the impact of presenting together both a video recording and a series of static pictures. In experiment 1, we compared 3 conditions (1) video shown alone, (2) static pictures displayed alone, and (3) video plus static pictures. On average the best learning scores were found for the 3rd condition. In experiment 2 we investigated how best to present the static pictures, by examining the number of pictures required (low vs. high frequency) and their appearance type (static vs. dynamic). We found that the dynamic presentation of pictures was superior to the static pictures mode; and showing fewer pictures (low frequency) was more beneficial. Overall the findings support the effectiveness of a combination of instructional animation with static pictures. However, the number of static pictures, which are used, is an important moderating factor.

An eye-tracking study of cueing effects in multimedia learning

This paper examines the effects of visual cueing on multimedia learning.Visual cues enhance the learning of illustrations and verbal explanations.Eye-tracking data show more contiguous processing of visual and auditory information.Results are discussed in the framework of attention guiding effects on learning. In order to assess the effects of attention guiding during the learning of a multimedia document comprising static diagrams and spoken explanations, we recorded the eye movements of participants exposed to a digital learning environment either with or without visual cues. As predicted, the presence of cues (an item changing colour when it was verbally evoked) limited the amount of time spent fixating the less relevant areas of the interface, thereby allowing for more synchronized processing of the visual and auditory sources of information that referred to each other, and better learning (though not deep comprehension) of the signalled information. These results suggest that visual cues can direct attention to the right areas of the screen at the right time, thereby promoting learning.

Using Pop-Up Windows to Improve Multimedia Learning

The aim of the present study is to evaluate the effects on learning of the spatial integration of textual information incorporated into illustrations in the form of pop-up windows that are opened by the user. Three groups of students viewed illustrated texts depicting the functioning of the heart and the replication of the AIDS virus either with textual information presented below the picture, with textual information integrated within the picture, or with textual information integrated within the picture with pop-up windows. The results showed that the integrated formats were more effective than the separated format when we tested the retention of textual information, comprehension and the matching of textual elements to the appropriate illustrated elements. Furthermore, they indicated that the group working with pop-up windows performed better than the integrated groups on the retention test for illustrated information as well as when asked to find correct solutions to problems in a comprehension test. Consequently, these findings support the use of pop-up windows in learning with this kind of illustrated explanatory text.

Effect of modality on collaboration with a dialogue system

The aim of this study was to investigate the influence of modality on collaboration processes between human and computer. Spoken and written interactions with a natural language dialogue system were compared using two real information-retrieval systems. In order to look for a restaurant (Experiment 1) or plan a trip (Experiment 2), participants performed several task-oriented dialogue scenarios. Although the spoken interaction mode was less efficient, it promoted collaboration, the use of personal pronouns and the literal form of the systems command utterances. Overall, in the written mode, the emphasis was on the task and its performance, rather than on dialogue. These findings are discussed with respect to the effect of communication mode on collaboration in human-computer dialogue.

Mode and modal transfer effects on performance and discourse organization with an information retrieval dialogue system in natural language

This paper describes an experiment on the effects of learning, mode of interaction (written vs. spoken) and transfer mode on user performance and discourse organization during interaction with a natural language dialogue system. Forty-eight participants took part in a series of 12 dialogues with an information retrieval system presented either in the written or the spoken mode during the first six dialogues. The next six dialogues were then presented either in the same interaction mode or in another mode. The analysis of the results showed that performance (time, number of effective turns) improved throughout the dialogues whatever the mode of interaction. Nevertheless, performance was higher in the written mode. Moreover, mode-specific characteristics were observed. These consisted in greater use of subject pronouns and articles in the spoken mode. Similarly, in the spoken mode, the users found it easier to re-use the formulations presented in the system speech than in the written mode. Furthermore, the analysis also revealed a positive transfer effect on performance and discourse organization when the individuals first interacted in the spoken mode and then in the written mode. Both positive and negative transfer effects were observed when the individuals interacted first in the written mode followed by the spoken mode. The implications of the results are discussed in terms of direct and indirect consequences of modality effects on natural language dialogue interaction.

Effects of Stereoscopic Display on Learning and User Experience in an Educational Virtual Environment

ABSTRACT Over the past decade, many studies have examined the potential benefits of educational virtual environments (EVEs), either by comparing them with other media or by assessing the effects of their features on learning. Paradoxically, very few of them have explored the effects of stereoscopic versus nonstereoscopic displays on learning and/or the subjective experience provided in an EVE. Our study was designed to fill this gap, by comparing the effects of these two virtual reality modes in an interactive mechanics learning task. We collected measures of task effectiveness (success/failure and completion time), learning outcomes and subjective experience (user experience, flow, and immersion). Results showed that (1) users were more successful in the learning tasks in the stereoscopic condition, and (2) perceived affective quality, flow, and immersion were better in this condition.

Subjective measurement of workload related to a multimodal interaction task: NASA-TLX vs. workload profile

This paper addresses workload evaluation in the framework of a multimodal application. Two multidimensional subjective workload rating instruments are compared. The goal is to analyze the diagnostics obtained on four implementations of an applicative task. In addition, an Automatic Speech Recognition (ASR) error was introduced in one of the two trials. Eighty subjects participated in the experiment. Half of them rated their subjective workload with NASA-TLX and the other half rated it with Workload Profile (WP) enriched with two stress-related scales. Discriminant and variance analyses revealed a better sensitivity with WP. The results obtained with this instrument led to hypotheses on the cognitive activities of the subjects during interaction. Furthermore, WP permitted us to classify two strategies offered for error recovery. We conclude that WP is more informative for the task tested. WP seems to be a better diagnostic instrument in multimodal system conception.

Learning from a Multimedia Explanation: A Comparison of Static Pictures and Animation

When comprehending multimedia documents, readers face the problem of establishing co-reference between texts and pictures. We hypothesized that cues inserted in animations may reduce the co-reference problem by providing timely updates in the visual display. Students were asked to study an explanation of the four-stroke engine in three different formats. Compared to a spoken explanation alone, an explanation of the four-stroke cycle improved comprehension, recall and inferencing in novice students. A multiple picture version with visual cues, however, failed to make any difference compared to the baseline condition. We suggest that cues may be useful only to the extent that students already possess a visual representation of the verbal referents.

Facilitating information-seeking activity in instructional videos: The combined effects of micro- and macroscaffolding

With the development of e-learning, and more specifically MOOCs, searching for information in videos is becoming a key activity in education. Many studies have focused on learning in video-based environments, but to our knowledge, they have left aside the question of search tasks. We hypothesized that information-seeking activity can be improved by adapting features of the learning environment, more particularly by providing micro- and/or macroscaffolding. To test this hypothesis, we assessed the effects of presentation during a search activity in a video-based environment. A total of 80 students were divided into four groups, then exposed to a video 1) with or without a table of contents (macroscaffolding), and 2) with or without markers in the timeline (microscaffolding). Results showed that micro- and macroscaffolding both have positive effects on search outcomes, but also that they need to be used in combination to improve search times. One possible interpretation is that, in the absence of scaffolding, users have to compensate by constructing their own mental representations of the video segmentation, which is cognitively very costly and highly time consuming.