Juliette Désiron

Research collaborator, Postdoc at the Institute of Education, UZH

My research with TECFA focuses on multimedia learning and text processing. I currently work together with Sandra La Torre (MALTT student) on how secondary school teachers use multimedia docuements in class. I also have an interest for learners' motivation as well as the role of visuo-spatial abilities in video games and learning with animations.

My other research projects at the IFE (UZH) include analyses of large scale studies such as PISA, and training in VR.

I design experimental studies and have used eye-tracking methodology as an online measure of comprehension processes.

Research Interest

  • Multimedia learning

Although multimedia documents (text-picture) has been found to benefit learners, the underlying integration process can be challenging for those with low reading-abilities. Within the framework of the Integrated Text and Picture Comprehension model (Schnotz, 2014), I am interrested in the design of multimedia document that facilitates learners' integration process.

   Visual Processing adapted from Schnotz (2014)

  • Text processing

Beyond one's ability to read, or to decipher a text, there is the bigger question: did the reader understand the text? Or, in term of process: did the reader generate the needed inferences? My research is based on Kintsch’s theory of text processing, and McNamara following work on text cohesion.

   « Mary heard the ice-cream van coming.
    She remembered her pocket money.
    She rushed into the house.
 »         
( J. Oakhill, EARLI 2015 keynote )


Communications

Publications
(research at or in collaboration with TECFA)

Désiron J.C., Bétrancourt M. & de Vries E. (2021). Learning from text and animations: a study into the need for cross-representational signaling. L'Année Psychologique 2021/4 (Vol. 121), p. 393-416. DOI: 10.3917/anpsy1.214.0393

Désiron J.C., Bétrancourt M. & de Vries E. (2021). Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents. Front. Psychol. 11:592509. DOI: 10.3389/fpsyg.2020.592509 - [Open Access]

Désiron J.C., Bétrancourt M. & de Vries E. (2018). How Cross-Representational Signaling Affects Learning from Text and Picture: An Eye-Tracking Study. International Conference on Theory and Application of Diagrams (pp. 725-728). Springer, Cham. DOI: 10.1007/978-3-319-91376-6_68 - [Open Access]

Class B., Schneider D. et al. (2017). Pistes réflexives sur l’apprentissage de la méthodologie de la recherche en technologie éducative frantice.net Numéro spécial 12-13, décembre 2016. - [Open Access]

Désiron J.C., de Vries E., Bartel A., Varahamurti N. (2017). The influence of text cohesion and picture detail on young readers' knowledge of science topics. British Journal of Educational Psychology DOI: 10.1111/bjep.12195


Oral and poster presentations
(during PhD)

Désiron J.C., Bétrancourt M. & de Vries E. (2020). Struggling readers benefit from text with animation if it comprises cross representational signaling. Paper presented at the EARLI SIG 2 Comprehension of text and graphics Meeting. Prague, Czech Republic (Conference online)

Désiron J.C., de Vries E. & Bétrancourt M. (2020). Struggling readers learn better from text and animation with signals than from text alone. Paper presented at the American Educational Research Association (AERA) San Francisco, CA, United States (Conference canceled )

Désiron J.C., Bétrancourt M. & de Vries E. (2019). Cross-representational signaling fosters text-picture integration: evidence from eye movements. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI) Aachen, Germany

Désiron J.C., Bétrancourt M. & de Vries E. (2018). Learning with text and pictures: Effects of cohesion and cross-representational signaling. Paper presented at the EARLI SIG 2 Comprehension of text and graphics Meeting. Freiburg, Germany

Désiron J.C., Bétrancourt M. & de Vries E. (2018). How Cross-Representational Signaling Affects Learning from Text and Picture: An Eye-Tracking Study. Poster presented at the International Conference on the Theory and Application of Diagrams. Edinburgh, Scotland - [Poster]

Désiron J.C., Bétrancourt M. & de Vries E. (2017). Four reading ability tests as predictors of multimedia document comprehension. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI) Tampere, Finland

Désiron J.C., Bétrancourt M. & de Vries E. (2016). The role of comprehension ability in multimedia learning. Proceedings of EARLI SIG 2 Comprehension of text and graphics Meeting. Geneva, Switzerland - [Poster]

Désiron J.C., Schwartz N.H. & de Vries E. (2015). Comprehending Text-Graphic Combinations: Text Coherence and Level of Graphical Detail. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI) Limassol, Cyprus

Désiron J.C., Schwartz N.H. & de Vries E. (2015). The Influence of Text Coherence and Text-Graphic Correspondence. Paper presented in a Symposium at theAmerican Educational Research Association (AERA) Chicago, IL, United States


Doctoral thesis

My doctoral research took place within the unit TECFA between 2015 and 2020.

I defended my thesis, Designing multimedia documents for struggling readers: Effects of cohesion with static or animated depictions, on September 8th, 2020.
Slides of the presentation are available following this link.

Logo FNSNFThis research was funded by a Swiss National Science Foundation Doc.CH grant.