About
112
Publications
18,937
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
370
Citations
Introduction
My career is based on the optimization of human interaction for learning. I understand the human being as an "architecture" that works through psychophysiological, cognitive and social-cognitive processes. Overall, my research has contributed to the understanding of the opportunities and limits of the learner when he/she is placed, individually or as a team, in learning situations involving complex processes supported by complex knowledge. These learning contexts involve the use of technologies.
Current institution
Additional affiliations
September 2005 - present
Education
January 2000 - November 2004
Publications
Publications (112)
Dans le milieu scolaire, la synthèse vocale est souvent utilisée pour soutenir les élèves qui ont des retards ou des difficultés d'apprentissage de la lecture. Conséquemment, il s'avère essentiel de s'interroger sur les effets des différents outils technologiques sur la compréhension écrite. Dans le cadre d'une étude doctorale, une rigoureuse revue...
Previous research on the processing of language embedded in a rich visual context has revealed the strong effect that a recently viewed action event has on language comprehension. It has been shown that listeners are more likely to view the target object of a recently performed event than look at the target object of a plausible future event during...
The ISEE Assessment was initiated with the idea of using science and evidence as its founding pillars.
However, we soon noticed that the terms evidence and data prompted a slew of questions and clarifications that we did not anticipate. Recognizing the diversity of views and perspectives of what a science and evidence-based assessment means, a smal...
The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy p...
Software Product Lines (SPLs) are families of related software systems which are distinguished by the set of features each system provides. Feature Models are the de facto standard for modelling the variability of SPLs because they describe the features, their relations, and all the combinations of features that constitute a SPL. Because of their k...
A Research Brief by the ISEE Assessment-An Initiative of UNESCO MGIEP To more reliably achieve educational goals based on values and policies (Brighouse et al., 2018), quantitative and qualitative traditions should complement each other to strengthen the quality and impact of empirical research under the broad banner of evidence-based education (EB...
Cognition could be seen as a cascade of top-down and bottom-up processes across behavioural and psychophysiological layers in a cognitive architecture. Typical behavioural measurements used in education do not give information about lower cognitive layers. Event-Related Potentials (ERPs) derived from electroencephalography allow researchers to look...
It is generally assumed that making the learner active leads to better learning although this improvement has not be firmly quantified experimentally. The goal of this paper is to test the effect of agency in cooperative learning and to explore methodological strategies as well as theoretical and applied implications of agency in the study of coope...
This paper articulates an innovative systems dynamics model of learning based on a predictive cognitive architecture by interrelating six modules: knowledge, affect, cognition, performance, external agents, and context. To test aspects of this model, this paper focuses on cognitive load theory predicting that a manipulation of the learning task can...
Education is indispensable for the flourishing of people from all backgrounds and stages of life. However, given the accelerating demographic, environmental, economical, socio-political, and technological changes—and their associated risks and opportunities—there is increasing consensus that our current educational systems are falling short and tha...
Clark’s (2013) prediction-action cognitive architecture predicts that active learners are more likely to learn. Even though this vision is widely spread in education, it has not been rigorously tested yet. This study investigated if agency while playing Mecanika, a serious educational game about Newtonian Physics knowledge, is beneficial to learnin...
In order to support and promote new ways of learning, educational technology should be based on sophisticated theories and models of learning. Many issues are raised in the current understanding of learning by the constant evolution of educational technology and the burgeoning of educational contexts using these technologies. By examining the relat...
Effect of serious games and virtual simulations on learning achievement in science
This is the discussion of the EARLI symposium on engagement, on 15th of August in Aachen
The links between objective measures of affect and subjective ratings regarding a learning and performance episode are not well understood. Specifically, how a subjective appreciation is constructed from low-level affective reactions during a given experience remains largely unknown. The goal of this study is to investigate if the subjective apprec...
Recently seen events influence gaze patterns during language comprehension. When
monolingual participants see an action event and they hear a related sentence, they
preferentially inspect targets of recent events over plausible future-event targets,
independent of tense information [1, 2]. Bilinguals, who experience increased processing
demands due...
The benefits of collaborative learning are based on the capacity of co-learners to perform better and to learn more despite the increased complexity of this setting over individual learning. These benefits are not always present, and may depend on co-learners’ collaboration skills. Collaboration skills are complex, as they target the dynamic alignm...
Decision-making can be regarded as a cognitive process integrated in our interaction with the environment. This interaction comprises of a plethora of sensory or mental stimuli. Among them, visual awareness and semantic recognition during decision-making tasks are of main importance. Nowadays, disaster education becomes a part of the curricula to f...
Malgré leur potentiel intellectuel, les élèves ayant des troubles d’apprentissage (TA) connaissent de grandes difficultés en sciences. S’appuyant sur la littérature consacrée à l’éducation spécialisée, à l’inclusion scolaire et à l’enseignement des sciences, cet article met en relief les efforts prometteurs et les difficultés de l’aide aux élèves a...
Novel data collection methods and analysis algorithms developed in the field of neuroergonomics have opened new possibilities for research in education. Psychophysiological data can characterize the cognitive and emotional dimensions of engagement. This paper aims to describe the application of this research methodology to synchronously measure emo...
Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provi...
The efficacy of tutoring as an instructional strategy mainly lies on the moment-by-moment correspondence between the help provided by a tutor and the tutee's learning needs. The model presented in this paper emphasizes the pivotal role of monitoring and regulation, both by the tutor and the tutee, in attaining and maintaining affective and cognitiv...
In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dim...
Charland. P., Léger, P.-M., Mercier, J. & Selling-Desmeules, Y. (2014). Assessing multiple dimensions of learner engagement during science problem solving using psychophysiological and behavioral measures, Université de Caen Basse-Normandie, France, May 26th-27th,
This research investigates the effect of classroom explicitation of initial conceptions (CEIC) on conceptual change in the
context of learning electricity. Eight hundred and seventy five thirteen year-olds were tested in laboratory conditions to
see if CEIC is or is not a productive step toward conceptual change. All students experienced a problem-...
Many authors have shown that abilities related to decoding, acquired through intensive reading interventions, did not transfer to the general ability to read text. This study aimed to test the effectiveness of a remediating reading intervention based on explicit and strategic teaching regarding transfer of knowledge in Grade 2 and 3 students experi...
Despite inspiring insights into how to help someone learn, it is argued here that tutoring research is currently afflicted by the limitations of its main source of empirical data: behavioral observations. The inclusion of psychophysiological data could help providing the missing information at the cognitive level in both protagonists, and at the le...
La présentation, destinée à un large public, visait à présenter la neuroéducation d’une part à travers des moments-clés de son historique et d’autre part sous l’angle des recherches et applications actuelles dans ce domaine. À travers la discussion de quelques jalons principaux dans le développement de la neuroéducation comme champ de recherche fon...
Research on tutoring has shown that the student's interaction with the tutor determines the learning outcomes. In human tutoring, the responsibility of the interaction is shared between the tutor and the student. In the case of a computer coach such as the McGill Statistics Tutor, the control of the interaction is put entirely in the hands of the l...
Psychophysiological correlates of learning and performance are currently
viewed as an important source of information for the improvement of many
spheres of human activity, including the field of education. Studies in
neuroeducation are likely to benefit from the concomitant analysis of different
levels in the cognitive architecture (psychophysiolo...
A cognitive model of how teachers plan instruction was validated in laboratory settings but remained to be tested empirically in authentic situations. The objective of this work is to describe and compare pedagogical reasoning in laboratory and authentic contexts and across expertise levels. The “state-driven hypothesis” and the “knowledge-driven h...
This exploratory research aims to describe changes in the “feeling-of-knowing” (FOK) experienced by high school students who are being introduced to the fundamental concepts of electricity through learning by discovery. The analysis focuses first on the initial state of boys and girls in terms of their prior experience and the perception they have...
