2017-2021 : Projet de recherche DIMEDD – “DIspositif Multimédia pour l’Education au Développement Durable”.
Projet eFran soutenu par le PIA
Partenaires : laboratoire CLLE (Toulouse), Laboratoire LEAD (Dijon), Assocations FREDD (Toulouse), agence SapienSapiens (Toulouse), Rectorat (Toulouse)
2015-2019: LEarning with Tablets: Acceptance and COgnitive Processes (LETACOP)
Grant supported by ANR (National Research Agency in France)
Partnership: CLLE (University of Toulouse) & Consumer Psychology – CR PsyTC (Université Libre de Bruxelles)
The proposal focuses on multitouch tablets for learning. This proposal aims at exploring learning with these new devices in particular reading-comprehension and information seeking in web sites and digital textbooks. A first task will examine the psychological factors contributing to the acceptance of tablets for learning. The studies will examine the perceived usability and usefulness of tablets, but more originally they will investigate the effects of the tablets perceptions on the real use and not just on self-reported use or intention to use. The proposal will investigate the tablets acceptance based on the Technology Acceptance Models and extensions (TAM). However, it will enrich these models and exceed certain of their limits by implying psychological variables (e.g., self-efficacy), use behaviors and their underpinning cognitive processes, and by investigating the effects of user experiences with tablets on the representations of these devices. A 2nd task of the project will consist in studying the relationship with acceptance factors and cognitive processes and meta-cognitive engaged in these tasks. In addition, will be studied the relationship between user experiences (e.g. experience with certain tasks) and representations of these tools that contribute to their acceptance (e.g. perceived usefulness). This project will be conducted with secondary schools as well as with university students of France and Belgium.
A partnership is established between the CLLE lab (University of Toulouse) and the Research Center for Work and Consumer Psychology – CR PsyTC (Université Libre de Bruxelles). The main issues of the proposal are firstly the improvement of knowledge and models of acceptance of technologies for learning by studying new factors and use behaviors, and secondly, to propose recommendations to improve the integration of technologies in learning environments.
2011-2014: Comprehension and Interaction with hypertexts Structure (CISH)
Grant supported by ANR (National Research Agency in France) – project’s website
Partnership: CLLE (University of Toulouse)
The grant aims to study cognitive processes engaged in hypertext comprehension. The project (a) investigated the cognitive processes involved in the construction of the hypertext semantic structure and (b) examined the effect of a new interactive task used to promote active reading and to foster deep and interconnected representations of hypertext contents (i.e. concept mapping). The findings highlighted the cognitive requirements imposed by concept mapping. Concept mapping was facilitated by guiding learners in their processing procedure, by signaling macro-information in hypertexts and by a high level of prior domain knowledge. However, the studies failed to show a clear relation between concept mapping and comprehension performance.