Jean-François Rouet

Effects of content representation and readers' prior knowledge on the comprehension of hypertext

This study investigated the role of various types of content representation devices on the comprehension of an expository hypertext. We hypothesized that hierarchical representations, but not network representations, may help low prior knowledge students organize their representation of the text contents. Forty-seven students with low or high prior knowledge in Social Psychology were asked to read a hypertext using one of three content representations: a hierarchical map, a network map and an alphabetic list. Then, the participants performed a multiple choice comprehension task, a summary task and a concept map drawing task. The hierarchical map improved comprehension for the low knowledge participants at the global, but not at the local level. There was no effect of content representation on the comprehension of high prior knowledge students. We discuss the implications of these results for a theory of the comprehension processes involved in reading hypertext.

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model incorporates epistemic beliefs into a theoretical framework for explaining multiple-text comprehension, specifying how and why different epistemic belief dimensions may be linked to the comprehension and integration of multiple texts. Also discussed is the need for further research concerning mediational mechanisms, causality, and generalizability.

Learning with new technologies: Help seeking and information searching revisited

Education researchers have amply documented the beneficial effects of help seeking on learning and understanding. Requesting help from teachers (or other human sources) when faced with a difficult task is now considered a self-regulated learning strategy. In a related domain, information search refers to learner-initiated efforts to obtain further task-related information from books or other non-human sources when undertaking an assignment. The integration of human and information-based resources in information and communication technology (ICT) tends to blur the distinction between help seeking and information searching, thus offering new perspectives on the study of the processes and skills involved in these activities. The aim of this paper is to redefine the boundaries between help seeking and information searching, by replacing the dichotomous definition (i.e., human versus non-human sources) by a more integrative theoretical framework. Beyond the obvious theoretical importance of the issue, clarifying the boundaries between seeking help and searching for information may contribute to the development of more effective forms of human and non-human support for technology-enhanced learning environments.

Readers’ use of source information in text comprehension

In two experiments, we examined the role of discrepancy on readers’ text processing of and memory for the sources of brief news reports. Each story included two assertions that were attributed to different sources. We manipulated whether the second assertion was either discrepant or consistent with the first assertion. On the basis of the discrepancy-induced source comprehension (D-ISC) assumption, we predicted that discrepant stories would promote deeper processing and better memory for the sources conveying the messages, as compared to consistent stories. As predicted, readers mentioned more sources in summaries of discrepant stories, recalled more sources, made more fixations, and displayed longer gaze times in source areas when reading discrepant than when reading consistent stories. In Experiment 2, we found enhanced memory for source–content links for discrepant stories even when intersentential connectors were absent, and regardless of the reading goals. Discussion was focused on discrepancies as one mechanism by which readers are prompted to encode source–content links more deeply, as a method of integrating disparate pieces of information into a coherent mental representation of a text.

Effects of Online Reading on Popular Science Comprehension

The present study examines the effects of print and online presentations of a multiple document report on reader’s comprehension, perception of cognitive load, satisfaction, and attention. We hypothesized that users of online media would show poorer results compared with print users. An experimental protocol was used to assess readers’performance using print and online versions of a popular science magazine report. Hypertext led to higher perceived cognitive load and poorer comprehension of the complementary documents. The results suggest that presenting graphics in long hypertexts increases effort and reduces text legibility. The present data offer support for theories of disorientation and cognitive load in hypermedia learning.

Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information

In this article, we examine the mental processes and representations that are required of laypersons when learning about science issues from texts. We begin by defining scientific literacy as the ability to understand and critically evaluate scientific content in order to achieve ones goals. We then present 3 challenges of learning from science texts: the intrinsic complexity of science phenomena, the need to coordinate multiple documents of various types, and the rhetorical structure of the texts themselves. Because scientific information focuses on models, theories, explanations, and evidence, we focus on how explanatory and argumentative texts are processed. Then we examine 2 components of executive control in reading—goal-directed guidance and evaluation of content—that readers can acquire and adopt to deal with these challenges. Finally, we discuss 3 implications that these theories and empirical findings have for interventions intended to improve laypersons’ understanding of scientific information.

Understanding Multimedia Documents

Professionals who use multimedia documents as a tool to communicate concepts will find this a hugely illuminating text. It provides a comprehensive and up to date account of relevant research issues, methodologies and results in the area of multimedia comprehension. More specifically, the book draws connections between cognitive research, instructional strategies and design methodologies. It includes theoretical reviews, discussions of research techniques, ad original experimental contributions. The book highlights essential aspects of current theories, and trends for future research on the use of multimedia documents.

Analyzing Learner-Hypermedia Interaction: An Overview of Online Methods

In this paper we examine the potential of online methods for hypermedia research. Online methods allow the recording, analysis and interpretation of learner-hypermedia interaction. Online methods have been extensively used in cognitive research, and especially in the area of discourse processing. In the first part of the paper we examine several online methods used in discourse comprehension research. We discuss the benefits and limits of each method, and its applicability to hypermedia research. In the second part we focus on the analysis of learner-hypermedia interaction protocols. We introduce several possible approaches, as a function of the observation grain, or the precision of the events that the researcher needs to examine. We present qualitative and quantitative examples at the coarse, intermediate and fine grain and we discuss the research context in which each approach seems most appropriate. We conclude that the empirical study of learner-hypermedia interaction should comply with the general standards of empirical research, e.g., explicit hypotheses and controlled study conditions.

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.