Training medical professionals for hand hygiene is challenging, especially due to the invisibilit... more Training medical professionals for hand hygiene is challenging, especially due to the invisibility of microorganisms to the human eye. As the use of virtual reality (VR) in medical training is still novel, this exploratory study investigated how preexisting technology acceptance and in-training engagement predict VR hand hygiene performance scores. The effect of training in the VR environment on the behavioral intention to further use this type of training device (a component of technology acceptance) was also investigated. Participants completed a VR hand hygiene training comprising three levels of the same task with increasing difficulty. We measured technology acceptance, composed of performance expectancy, effort expectancy, and behavioral intention, pre- and post-training, and in-training engagement using adaptations of existing questionnaires. We used linear regression models to determine predictors of performance in level-3 and of behavioral intention to further use VR traini...
The growth in digital technologies in recent decades has offered many opportunities to support st... more The growth in digital technologies in recent decades has offered many opportunities to support students’ learning and homework completion. However, it has also contributed to expanding the field of possibilities concerning homework avoidance. Although studies have investigated the factors of academic dishonesty, the focus has often been on college students and formal assessments. The present study aimed to determine what predicts homework avoidance using digital resources and whether engaging in these practices is another predictor of test performance. To address these questions, we analyzed data from the Program for International Student Assessment 2018 survey, which contained additional questionnaires addressing this issue, for the Swiss students. The results showed that about half of the students engaged in one kind or another of digitally-supported practices for homework avoidance at least once or twice a week. Students who were more likely to use digital resources to engage in ...
Effects of learner- and material-related factors on multimedia learning have mostly been investig... more Effects of learner- and material-related factors on multimedia learning have mostly been investigated in isolation or partially. Moreover, studies on the text-picture multimedia document assess learning with a focus on retention and transfer rather than on comprehension, as it is the case in text processing research. This work focuses on manipulations of text and pictures, to support comprehension of factual instructional multimedia documents, particularly for struggling readers. Through the course of three experiments, using three different documents, with static or animated pictures, we explored what defines a reader of a multimedia document as struggling, and how text cohesion and cross-representational signaling affected their comprehension. We also studied the role of interest raised by the document on multimedia learning. Results showed that both learner- and material-related factors have an active role in multimedia learning, and should be considered with care when designing ...
Multimedia learning research pointed out that adding a picture to a text is not systematically be... more Multimedia learning research pointed out that adding a picture to a text is not systematically beneficial to learners. One of the most influential factors is the necessity for learners to identify mutually referring information in the written and pictorial representations. This study investigates how Cross-Representational Signaling (CRS) facilitates learning from multimedia document. In this study, CRS is implemented by mutually referring visual and verbal cues which highlight semantic links between text and picture. Two versions of the same multimedia document explaining the risks of being caught in a rapid, with or without CRS, are compared. The study that is still ongoing will provide data on online processing (eye-tracking data) and learning outcomes. The results will provide insights on the use of CRS to improve the design of instructional diagrams.
The British journal of educational psychology, Jan 16, 2017
The effects of text cohesion and added pictures on acquired knowledge have been heavily studied e... more The effects of text cohesion and added pictures on acquired knowledge have been heavily studied each in isolation. Furthermore, studies on the effects of specific characteristics of pictures, whether facilitating or hindering, are scarce. Schnotz's ITCP Model (2014) allows to formulate hypotheses regarding the combined effect of text cohesion and presence and level of detail of a picture. This study investigates these hypotheses in the case of children reading scientific texts. One hundred and one-second-, third-, and fourth-grade pupils with a mean age of 9 years, in the western United States. Data were collected over three sessions to encompass an understanding of each pupil's knowledge based on prior sessions. Results showed a significant increase in pupils' knowledge between pre-test and immediate post-test, but as hypothesized, no significant difference between levels of cohesion. No significant difference between types of pictures was detected. After 1 week, knowle...
Learning from a text–picture multimedia document is particularly effective if learners can link i... more Learning from a text–picture multimedia document is particularly effective if learners can link information within the text and across the verbal and the pictorial representations. The ability to create a mental model successfully and include those implicit links is related to the ability to generate inferences. Text processing research has found that text cohesion facilitates the generation of inferences, and thus text comprehension for learners with poor prior knowledge or reading abilities, but is detrimental for learners with good prior knowledge or reading abilities. Moreover, multimedia research has found a positive effect from adding visual representations to text information, particularly when implementing signaling, which consists of verbal or visual cues designed to guide attention to the pictorial representation of relevant information. We expected that, as with text-only documents, struggling readers would benefit from high text cohesion (Hypothesis 1) and that signaling...
Training medical professionals for hand hygiene is challenging, especially due to the invisibilit... more Training medical professionals for hand hygiene is challenging, especially due to the invisibility of microorganisms to the human eye. As the use of virtual reality (VR) in medical training is still novel, this exploratory study investigated how preexisting technology acceptance and in-training engagement predict VR hand hygiene performance scores. The effect of training in the VR environment on the behavioral intention to further use this type of training device (a component of technology acceptance) was also investigated. Participants completed a VR hand hygiene training comprising three levels of the same task with increasing difficulty. We measured technology acceptance, composed of performance expectancy, effort expectancy, and behavioral intention, pre- and post-training, and in-training engagement using adaptations of existing questionnaires. We used linear regression models to determine predictors of performance in level-3 and of behavioral intention to further use VR traini...
The growth in digital technologies in recent decades has offered many opportunities to support st... more The growth in digital technologies in recent decades has offered many opportunities to support students’ learning and homework completion. However, it has also contributed to expanding the field of possibilities concerning homework avoidance. Although studies have investigated the factors of academic dishonesty, the focus has often been on college students and formal assessments. The present study aimed to determine what predicts homework avoidance using digital resources and whether engaging in these practices is another predictor of test performance. To address these questions, we analyzed data from the Program for International Student Assessment 2018 survey, which contained additional questionnaires addressing this issue, for the Swiss students. The results showed that about half of the students engaged in one kind or another of digitally-supported practices for homework avoidance at least once or twice a week. Students who were more likely to use digital resources to engage in ...
Effects of learner- and material-related factors on multimedia learning have mostly been investig... more Effects of learner- and material-related factors on multimedia learning have mostly been investigated in isolation or partially. Moreover, studies on the text-picture multimedia document assess learning with a focus on retention and transfer rather than on comprehension, as it is the case in text processing research. This work focuses on manipulations of text and pictures, to support comprehension of factual instructional multimedia documents, particularly for struggling readers. Through the course of three experiments, using three different documents, with static or animated pictures, we explored what defines a reader of a multimedia document as struggling, and how text cohesion and cross-representational signaling affected their comprehension. We also studied the role of interest raised by the document on multimedia learning. Results showed that both learner- and material-related factors have an active role in multimedia learning, and should be considered with care when designing ...
Multimedia learning research pointed out that adding a picture to a text is not systematically be... more Multimedia learning research pointed out that adding a picture to a text is not systematically beneficial to learners. One of the most influential factors is the necessity for learners to identify mutually referring information in the written and pictorial representations. This study investigates how Cross-Representational Signaling (CRS) facilitates learning from multimedia document. In this study, CRS is implemented by mutually referring visual and verbal cues which highlight semantic links between text and picture. Two versions of the same multimedia document explaining the risks of being caught in a rapid, with or without CRS, are compared. The study that is still ongoing will provide data on online processing (eye-tracking data) and learning outcomes. The results will provide insights on the use of CRS to improve the design of instructional diagrams.
The British journal of educational psychology, Jan 16, 2017
The effects of text cohesion and added pictures on acquired knowledge have been heavily studied e... more The effects of text cohesion and added pictures on acquired knowledge have been heavily studied each in isolation. Furthermore, studies on the effects of specific characteristics of pictures, whether facilitating or hindering, are scarce. Schnotz's ITCP Model (2014) allows to formulate hypotheses regarding the combined effect of text cohesion and presence and level of detail of a picture. This study investigates these hypotheses in the case of children reading scientific texts. One hundred and one-second-, third-, and fourth-grade pupils with a mean age of 9 years, in the western United States. Data were collected over three sessions to encompass an understanding of each pupil's knowledge based on prior sessions. Results showed a significant increase in pupils' knowledge between pre-test and immediate post-test, but as hypothesized, no significant difference between levels of cohesion. No significant difference between types of pictures was detected. After 1 week, knowle...
Learning from a text–picture multimedia document is particularly effective if learners can link i... more Learning from a text–picture multimedia document is particularly effective if learners can link information within the text and across the verbal and the pictorial representations. The ability to create a mental model successfully and include those implicit links is related to the ability to generate inferences. Text processing research has found that text cohesion facilitates the generation of inferences, and thus text comprehension for learners with poor prior knowledge or reading abilities, but is detrimental for learners with good prior knowledge or reading abilities. Moreover, multimedia research has found a positive effect from adding visual representations to text information, particularly when implementing signaling, which consists of verbal or visual cues designed to guide attention to the pictorial representation of relevant information. We expected that, as with text-only documents, struggling readers would benefit from high text cohesion (Hypothesis 1) and that signaling...
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Papers by Juliette Désiron