My research focus is on text comprehension when considering the use of adjunct media (static and animated depictions). I have a particular interest in text processing and multimedia learning research. Particularly, my work is in line with the Integrated Text and Picture Comprehension model from Schnotz (2014).
This doctoral thesis is funded by a Doc.CH grant.
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)
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.
Désiron J.C., Bétrancourt M., de Vries E. (2018). T) 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: 10.1111/bjep.12195
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. Advanced online publication. DOI: 10.1111/bjep.12195
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. - [Article en ligne]
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 10th International Conference on the Theory and Application of Diagrams, Edinburgh, Scotland
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
Désiron J.C., Schwartz N.H. & de Vries E. (2014). The Influence of Graphic-Text Correspondance and Text Coherence on Comprehension and Attitude Toward Reading. Poster presented at theNational Consortium for Instruction and Cognition (NCIC), Philadelphia, PA, United States
Course: Méthodes de recherche en technologies éducatives (Master)
Course: Ergonomie des interactions personne-machine (Bachelor)
Project: Spatial Cognitive Trainer
2018 - EARLI SIG 2 Comprehension of text and graphics Meeting, Freiburg, Germany (member of the organizing committee)
2017 - Symposium at the biannual EARLI Conference, Tampere, Finland -Learning with Dynamic media in formal and informal contexts (Bétrancourt, M., Désiron, J.)
2016 - EARLI SIG 2 Comprehension of text and graphics Meeting, Geneva, Switzerland (member of the organizing committee)