Gaelle Molinari

University of Geneva | UNIGE · Technologies of Formation and Training Unit (TECFA)

Last year, the global pandemic forced us to rethink education by applying social distancing in education and workplace training. Fortunately, current technologies make it possible to organize teaching and learning online, synchronously as well as asynchronously. Literature indicates that online learning did not negatively impact cognitive learning...

The role of emotions in (computer-supported) collaborative learning has gained increasing attention. Self and others' emotions and their consequences are crucial in social interactions but may be overlooked during collaborative problem-solving, as group members may highly focus on the processing of task information. Therefore, some authors have sug...

Collaborative problem-solving has been gaining attention as more and more students and employees work together all around the world to find solutions to complex problems. This trend goes hand in hand with a growing interest in the role of affective processes in learning and problem-solving fields. However, the comprehension of real-time dynamics be...

The role of emotions in (computer-supported) collaborative learning has become an important research topic. However, research has mainly focused on the relationships between emotions and socio-emotional processes. Despite an extensive literature on the role of emotions in cognitive processes, socio-cognitive processes have been scarcely explored at...

This paper studies learners’ emotion awareness in university level academic contexts as a first step to help learners regulate their emotions. Existing emotion awareness tools offer little information on learners’ emotions and their antecedents. This study created an emotion-reporting grid for university students based on the emotions they experien...

Biased feedbacks of control and value were used to influence the emotional appraisal during a collaborative problem-solving game. We investigated how these feedbacks modulate the intensity of experienced emotions as well as the relations between emotions, perceived collaboration and group performance. Different correlational patterns between emotio...

This study investigated the individual experience of flow and its relations with emotions and the perceived socio-cognitive processes involved in a computer-supported collabora-tive problem-solving task. Participants were asked to play in dyads the video game Portal 2 ® and then to individually complete three subjective questionnaires (emotion, col...

There is a large consensus among researchers on the significant role of emotions in group effectiveness and performance. Emotion awareness tools (EATs) have been developed in recent years allowing members of a group to identify with their own-and their partner's emotions through a computer-mediated collaboration. In this study, we report the impact...

Talk given to the ICLS'2018 conference

There is a large consensus on a significant role of emotions in individual and collaborative settings. In this context, emotion awareness tools (EAT) have been developed to promote the sharing of emotions during computer-mediated collaboration. In this study, we explore whether and how an EAT impacts collaborative processes, and whether there is a...

This article studies the effect of emotions on collaborative problem solving in a platform video game. We studied how emotional antecedents of control and value impact collaborators' achievement emotions. We also considered the relationships between these emotions, the perceived socio-cognitive processes and the group performance. Participants play...

Emotions can be used by students for diagnostic purposes, and can help them to regulate their learning process successfully. In the context of distance learning, few computer tools have been developed to promote awareness and use of emotions. In the present study, we designed a tool called EMORE-L (EMOtion Report for E-Learning) which is an emotion...

Collaborative learning has often been associated with the construction of a shared understanding of the situation at hand. The psycholinguistics mechanisms at work while establishing common grounds are the object of scientific controversy. We postulate that collaborative tasks require some level of mutual modelling, i.e. that each partner needs som...

Les auteurs présentent ici les approches théoriques et méthodologiques qu’ils mobilisent dans leurs recherches pour étudier l’engagement et la persistance dans les dispositifs de formation à distance (FAD). Cet article s’organise en trois parties, correspondant à trois perspectives différentes de l’engagement : une partie sur l’engagement en FAD et...

Students’ ability to understand and manage emotions in self and others plays an important role in the success of collaborative learning (Järvenoja & Järvelä, 2009; Lajoie et al., 2015; Lavoué, Molinari, Prié, & Khezami, 2015). In online learning environments, the use of new social media technologies (blogs, forums, wikis, so-cial networking sites,...

Molinari, G. (2015). From learners’ concept maps of their similar or complementary prior knowledge to collaborative concept map: Dual eye-tracking and concept map analyses. Psychologie Française. The present paper describes the MUPEMURE (Multiple Perspectives on Multiple Representations; Bodemer, Author, Kapur, Rummel, & Weinberger, 2011) model as...

The literature has shown that emotions felt during collaboration can be different from those displayed to the partners. Emotions can be expressed to influence others, or masked for self-protective, pro-social or task management purposes (Cahour, 2013). In this study, we compared emotions expressed during a computer-mediated collaborative task versu...

We describe an exploratory study on the use of markers set during a synchronous collaborative interaction (reflection-in-action) for later construction of reflection reports upon the collaboration that occurred (reflection-on-action). During two sessions, pairs of students used the Visu videoconferencing tool for synchronous interaction and marker...

The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material prese...

Molinari, G. (2014). Enseigner et apprendre dans un dispositif de formation hybride à distance. Conférencière invitée par le Centre Universitaire Catholique de Bourgogne (CUCDB), Besançon, France, Juillet 2014.

In this paper we propose a method to assess key collaborative processes during computer-supported group work based on physiological signals and eye-movements. Synchronous interpersonal multimodal signals from 30 dyads were recorded while collaborating remotely. Features measuring how much collaborators' eye-movements and physiology are coupled were...

Emotions play a crucial role in collaboration. They help to make inferences about the partner and can strongly influence task performance. Due to limitations of emotional cues in computer-mediated collaboration (CMC), the collaborative process can be impacted. In this study, we report on the effect of an Emotion Awareness Tool (EAT) designed to fac...

This paper describes an exploratory study on the use of reflective markers set during synchronous collaborative learning sessions (reflection in action) for later construction of self-reflection reports upon the collaboration that occurred (reflection on action). During 2 sessions, students used the Visu tool for interaction and marker setting (pos...

Nous nous interrogeons sur la relation entre les caractéristiques émotionnelles des individus et la façon dont ils perçoivent la qualité des échanges avec leur partenaire au cours d’une tâche de conception collaborative à distance. Nous nous demandons également dans quelle mesure un outil de feedback émotionnel, permettant le partage des émotions p...

Learning functional anatomy requires the building of a dynamic mental representation to understand the structure and its behavior. Animation, often used to represent dynamic systems, can also be used to depict the configuration of a 3D structure, as it provides direct visualization of change across the viewpoints. This paper reports a study compari...

The dynamics of power and influence between group members, such as level of mastery of specific knowledge, skills and competencies influences how collaborative learning tasks are accomplished and can explain to what extent specific group members publicly admit to being influenced by other group members. In this study, we show how the power of one s...

We report an empirical study where we investigated the effects, on the collaborative outcomes and processes, of a cognition-related awareness tool providing learners with cues about their peer’s level of prior knowledge. Sixty-four university students participated in a remote computer-mediated dyadic learning scenario. Co-learners were provided (or...

A large body of research has been concerned with learners' difficulties to detect and avoid misconceptions and to construct relations between multiple representations for building coherent mental representations of STEM topics. Moreover, much research has been invested in the questions of how to choose the optimal representation of knowledge to opt...

Dans cette étude, les co-apprenants travaillaient en binômes et à distance, et avaient pour tâche de construire une carte conceptuelle commune. Pendant la collaboration, les co-apprenants pouvaient également consulter deux autres cartes conceptuelles, l'une représentant leurs connaissances initiales, l'autre celles de leur partenaire. Deux oculomèt...

The present study is part of a project aiming at empirically investigating the process of modeling the partner's knowledge (Mutual Knowledge Modeling or MKM) in Computer-Supported Collaborative Learning (CSCL) settings. In this study, a macro-collaborative script was used to produce knowledge interdependence (KI) among co-learners by providing them...

Abstract This paper focuses on the interaction patterns of learners studying in pairs who were provided with multimedia learning material. In a previous article, we reported that learning scores were higher for dyads of an ‘animations’ condition than for dyads of a ‘static pictures’ condition. Results also showed that offering a persistent display...

In this paper, we examined the effect of knowledge interdependence among co-learners on knowledge convergence outcomes. Prior to collaboration, two partners read the same text in the independent condition while each of them read one of two complementary texts in the interdependent condition. In the remote collaboration phase, partners were asked to...

In an empirical study, we provided (or not) pairs of students working in a remote collaborative learning situation with a knowledge awareness tool that provided learner A with learner B’s level of knowledge measured through a pre-test. We analyzed the effect of the knowledge awareness tool on asymmetric pairs with regards to the prior-knowledge. Po...

In an empirical study, eye-gaze patterns of pairs of students were recorded and analyzed in a remote situation where they had to build a concept map collaboratively. They were provided (or not), with a knowledge awareness tool that provided learner A with learner B's level of knowledge measured through a pre-test. Previous results showed that the a...

In the present study, participants working in dyads were asked to build a concept map collaboratively. While interacting, they were able to access visualizations (individual concept maps) of both their own and their partner's prior knowledge (own and peer maps). Eye movements of both learning partners were recorded during the course of collaboratio...

The objective of the research presented here was to study the influence of two types of instruction for using an argumentation diagram during pedagogical debates over the Internet. In particular, we studied how using an argumentation diagram as a medium of debate compared to using an argumentation diagram as a way of representing a debate. Two grou...

Collaborative learning has been hypothesized to be related to the cognitive effort engaged by co-learners to build a shared understanding. The process of constructing this shared understanding requires each team member to build some kind of representation of the behavior, beliefs, knowledge or intentions of other group members. This contribution re...

The aim of this article is to investigate with high and low knowledge subjects in the scientific domain of the neuron, the way information should be presented and illustrated to promote the integration of new information. This fundamental process for learning was examined in two experiments using a primed recognition task. In the first study, the n...

This paper reports a study about memorization of online chat interaction, Results show that subjects are very good at recognizing who produced a given utterance, especially if they produced the utterance themselves. Performances was much weaker when subjects recelled who produced the utterance immediately following the given utterance. We investiga...

The present study examines the benefits of instructional animations in a collaborative learning situation. We investigated the interactions that occur during collaborative learning from different materials: animated versus static pictures, both with or without persistency of information. The animation factor had no effect on the types of interactio...

In this paper we seek to empirically study the use of location-awareness of others in the context of mobile collaboration. We report on a field experiment carried out using a pervasive game we developed called CatchBob!. Using both quantitative and qualitative data, we show the underwhelming effects of automating location-awareness. Our results ind...

RÉSUMÉ. Nous présentons les résultats d'une expérience menée dans le cadre du projet européen SCALE. Le but de cette recherche était d'étudier l'influence du type d'utilisation du graphe argumentatif durant des débats pédagogiques sur Internet. Précisément, il s'agissait de savoir sur le graphe argumentatif était plus efficace lorsqu'il était utili...

Dans le cadre du projet européen SCALE (IST-1999) (Internet-based intelligent tool to Support Collaborative Argumentation-based Learning in secondary schools, http://www.euroscale.net), nous avons élaboré et étudié des situations d'apprentissage coopératif médiatisé par ordinateur au travers Internet. Il a s'agit de proposer une variété d’activités...

Sommaire des pré-actes : http://archive-edutice.ccsd.cnrs.fr/edutice-00000318 La vidéo de l'intervention et les questions de la salle sont accessibles sur http://webcast.in2p3.fr/tematice/baker.ram

In this paper we seek to empirically study the use of location-awareness of others in the context of mobile collaboration. We report on a field experiment carried out using a pervasive game we developed called CatchBob!. Using both quantitative and qualitative data, we show the underwhelming effects of automating location-awareness. Our results ind...

In this paper we seek to empirically study the use of location-awareness of others in the context of mobile collaboration. We report on a field experiment carried out using a pervasive game we developed called CatchBob!. Using both quantitative and qualitative data, we show the underwhelming effects of automating location-awareness. Our results ind...