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Resume – Le domaine de l’apprentissage collaboratif reunit des approches pedagogiques se fondant sur l’importance des interactions sociales et de la collaboration pour favoriser l’apprentissage. Les theories associees a ce domaine sont nombreuses, et peuvent se regrouper en deux grandes perspectives : une perspective cognitive qui s’appuie sur des approches rattachees a la psychologie et aux sciences cognitives, et une perspective intersubjective qui fait appel a des approches socioculturelles en psychologie et education. Ce chapitre vise a mettre en lumiere les contributions et apports specifiques des approches cognitives et socioculturelles de l’apprentissage collaboratif. Apres un apercu de leurs fondements epistemologiques, nous les sollicitons tour a tour pour repondre a trois questions vives dans le domaine : les interactions sociales et les dialogues ; les environnements numeriques ; la dimension affective et le role des emotions. La derniere partie du chapitre indique les perspectives que ces approches cognitives et socioculturelles ouvrent, chacune a leur facon mais de maniere complementaire, dans le domaine de l’education.

Cet article vise à clarifier la notion d’engagement dans les forums de discussion des MOOC telle que perçue par les étudiants. Pour ce faire, nous nous sommes appuyés sur la démarche qualitative utilisée par Fredricks et al. (2016) dans le contexte des mathématiques et des sciences. L’analyse des onze entretiens semi-structurés réalisés auprès des certifiés d’un MOOC met en évidence trois principaux résultats. D’abord, l’engagement comme un construit à quatre dimensions (comportementale, affective, cognitive et sociale). Ensuite, une distinction claire entre ces dimensions à l’aide des indicateurs y afférents que nous avons relevés. Enfin, la dynamique de l’engagement, car elle peut être absente, faible ou élevée chez l’étudiant. Ces résultats permettent de donner une définition socialement et contextuellement ancrée de l’engagement dans les forums des MOOC, gage de l’élaboration d’outils fiables et indispensables à sa mesure et à l’observation de sa qualité au fil du temps. This paper aims to clarify the notion of engagement in MOOCs discussion forums as perceived by students. To do this, we relied on the qualitative approach used by Fredricks et al. (2016) in the context of mathematics and science. The analysis of the eleven semi-structured interviews conducted with MOOCs students highlights three main findings. First, engagement as a construct with four dimensions (behavioural, affective, cognitive and social). Secondly, a clear distinction between these dimensions using the related indicators we have identified. Finally, the dynamic aspect of engagement: engagement may be absent, low or high among students. These results provide a socially and contextually grounded definition of engagement in MOOCs forums that ensures the development of reliable and essential tools for measuring it and observing its quality over time.

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 point. This article aims to investigate, using control-value theory (Pekrun, 2006) as a frame of reference, how task-achievement appraisals impact both self-experienced emotions and the perception of socio-cognitive processes. An experimental study involving 28 pairs of participants playing a collaborative problem-solving computer puzzle game was carried out. Depending on the experimental conditions, participants received different false feedback about group task mastery and ranking aiming at skewing in different ways how they appraised task achievement. At the end of the task, they reported self and partner's emotions as well as their perception of their socio-cognitive exchanges. The results indicate that 1) participants experienced a large variety of achievement emotions and some of them appear more closely related to specific task-achievement appraisals, 2) achievement emotions do not mediate the relationship between task-achievement appraisals and the perception of socio-cognitive processes, 3) the level of self-experienced activation as well as the perception of activation in the partner mediate the relationship between task-achievement appraisals and the perception of socio-cognitive processes and could be used as a heuristic of socio-cognitive collaborative involvement by problem solvers, 4) partner's emotions such as gratitude appear to increase the perception of socio-cognitive processes through the reinforcement of group mastery goal.

The present paper describes the MUPEMURE (Multiple Perspectives on Multiple Representations; Bodemer, Author, Kapur, Rummel, & Weinberger, 2011) model as a conceptual framework for collaborative learning with multiple external representations. Within this framework, a study was conducted to examine how learners working in dyads translated between self-generated concept maps of their own and partner's prior knowledge to create a collaborative concept map. Before individual and collaborative concept mapping (CCM) sessions, prior information on the learning topic was distributed between dyad members in such a way that they had either similar (“same/shared prior knowledge” or SK condition) or different but complementary knowledge (“different/unshared prior knowledge” or DK condition). The dual eye-tracking method was used in this study, and eye movement data was examined in two time periods, the first and second half of the CCM session. Eye movement analysis was complemented with the analysis of concept map measures, such as achievement, individual-to-group transfer and group creativity. In the first half of the CCM session, eye movement behavior across the three maps was interpreted as reflecting initial externalization and divergent processes through which learners mutually compare their knowledge and engage in a process of modeling each other. The second half of the CCM session was identified as a convergent phase characterized by a decrease in eye movement transitions between maps, and a convergence of attention on the collaborative map. The results also showed that in the first half of the collaboration, learners of the DK condition transitioned more between their own and partner maps, and therefore had more difficulty coordinating their respective prior knowledge compared to learners of the SK condition. Participants with different/unshared prior knowledge also focused their attention mainly in their own map and explored less their partner map in the first half of the collaboration. This suggests that they worked in a less collaborative way compared to those with same/shared prior knowledge during the divergent phase.

International audience; 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 experienced daily. Students were interviewed based on their self-reported grid. A quantitative descriptive analysis of these retrospective interviews was conducted based on Pekrun’s control-value theory of achievement emotions. Student transcripts were analyzed based on the focus of their emotions (retrospective, activity, or prospective), the causes they attribute to their emotions (agent or external circumstances) and how they appraised the situation in which they experienced the emotions (value and control). We discuss the results with regard to the types of emotion-oriented and appraisal-oriented regulation strategies used in learning contexts and draw implications for the design of emotion awareness tools to support emotion regulation processes.

International audience; © 2016, International Society of the Learning Sciences, Inc. 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 some model of what the other partners know/want/intend at a given time. We use the term “some model” to stress the fact that this model is not necessarily detailed or complete, but that we acquire some representations of the persons we interact with. The question we address is: Does the quality of the partner model depend upon the modeler’s ability to represent his or her partner? Upon the modelee’s ability to make his state clear to the modeler? Or rather, upon the quality of their interactions? We address this question by comparing the respective accuracies of the models built by different team members. We report on 5 experiments on collaborative problem solving or collaborative learning that vary in terms of tasks (how important it is to build an accurate model) and settings (how difficult it is to build an accurate model). In 4 studies, the accuracy of the model that A built about B was correlated with the accuracy of the model that B built about A, which seems to imply that the quality of interactions matters more than individual abilities when building mutual models. However, these findings do not rule out the fact that individual abilities also contribute to the quality of modelling process.

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 emotions, socio-cognitive processes and performance occurred depending on the perceived control and value., Des feedbacks biaisés de contrôle et de valeur ont été utilisés pour influencer l’évaluation émotionnelle pendant un jeu collaboratif de résolution de problème. Nous avons étudié comment ces feedbacks ont modulé l’intensité des émotions ressenties ainsi que les relations entre les émotions, la collaboration perçue et la performance du groupe. Les résultats montrent des patterns de corrélations entre émotions, processus socio-cognitifs et performance différents en fonction des perceptions de contrôle et de valeur., Avry Sunny, Chanel Guillaume, Bétrancourt Mireille, Pun Thierry, Molinari Gaëlle. Effet des antécédents émotionnels de contrôle et de valeur sur la résolution de problème dans un jeu vidéo collaboratif. In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 25 n°1, 2018. Numéro spécial : Sélection de la conférence EIAH 2017. pp. 195-220.

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 presentation formats, spatial abilities, and anatomical tasks. First, to understand the cognitive challenges a novice learner would be faced with when first exposed to 3D anatomical content, a six-step cognitive task analysis was developed. Following this, an experimental study was conducted to explore how presentation formats (dynamic vs. static visualiza-tions) support learning of functional anatomy, and affect subsequent anatomical tasks derived from the cognitive task analysis. A second aim was to investigate the interplay between spatial abilities (spatial visualization and spatial relation) and presentation formats when the functional anatomy of a 3D scapula and the associated shoulder flexion movement are learned. Findings showed no main effect of the presentation formats on performances, but revealed the predictive influence of spatial visualization and spatial relation abilities on performance. However, an interesting interaction between presentation formats and spatial relation ability for a specific anatomical task was found. This result highlighted the influence of presentation formats when spatial abilities are involved as well as the differentiated influence of spatial abilities on anatomical tasks.

This paper studies emotion recognition in the context of collaboration. When people are interacting with each other they tend to reach a similar emotional state through mechanisms like empathy and emotion contagion. We thus investigated if participants' emotions could be determined from the affective reactions and behaviors of their partner. Two types of emotional expressions were studied: physiological reactions and speech. Results show that emotions could be recognized with similar performance when employing affective features from the self or the partner. In addition, performance was improved when combining self and partner information. The results demonstrate that in social situations an emotion recognition model should include information about partners.

National audience; 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 dans les MOOC ; une partie sur l’engagement dans les jeux sérieux ; et une partie sur l’engagement dans les communautés et l’apprentissage collaboratif à distance. Chaque partie se propose de définir l’engagement, d’identifier les facteurs d’engagement et de rendre compte des mesures existantes de l’engagement. L’article s’achève par une synthèse des perspectives présentées, laquelle donne lieu à de nouveaux questionnements.; The authors describe the theoretical and methodological approaches they use in their research when studying the phenomena of engagement and persistence in distance learning settings. This paper is organized into three sections corresponding to three different perspectives on engagement: a section about student engagement in distance learning and MOOCs; a section about engagement in serious game; and a section about engagement in learning communities and in computer-supported (distance) collaborative learning. Each section provides a definition of engagement, identifies factors of engagement and describes existing measures of engagement. This paper ends with a synthesis of theses perspectives and opens up with new research questions.

National audience; 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 reporting tool able to collect emotions experienced by learners as well as different types of information related to emotions such as information about the way learners evaluate the situation, and their motivation to share their emotions with others. EMORE-L was used by 16 undergraduate students involved in a distance learning program. The method used was inspired from the Experience Sampling Method: students reported their emotions using EMORE-L for 15 consecutive days, one time a day. We present the results of this study and their implications for the design of emotion reporting tools.; Les émotions ont une fonction informationnelle, et peuvent être utilisées par les apprenants pour réguler leur façon d’apprendre. Dans le contexte de l’apprentissage en ligne, peu d’outils informatiques ont été développés pour favoriser la prise de conscience et l’utilisation des émotions. Nous avons conçu EMORE-L (EMOtion REport for E-Learning), un outil de reporting qui collecte non seulement les émotions ressenties mais également des informations en lien avec ces émotions comme l’évaluation que l’apprenant fait de la situation, et sa motivation à partager ses émotions avec les autres. Cet outil a été utilisé par 16 étudiants dans le cadre de leur formation universitaire à distance. La méthode utilisée est inspirée de l’Experience Sampling Method : chaque jour, pendant 15 jours consécutifs, les étudiants ont utilisé EMORE-L pour rapporter leurs émotions. Nous présentons les résultats de cette étude et leur implication pour la conception d’outils de reporting des émotions.

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 not) with a visual representation of their peer's level of prior knowledge through what we refer to as a knowledge awareness tool (KAT). The results show that, providing co-learners with objective cues about the level of their peer's prior knowledge positively impacts learning outcomes. In addition, this effect seems to be mediated by the fact that co-learners provided with these objective cues become more accurate in estimating their partner's knowledge - accuracy that predicts higher outcomes. Analyses on the process level of the verbal interactions indicate that the KAT seems to sensitize co-learners to the fragile nature of their partner's as well as their own prior knowledge. The beneficial effect of the KAT seems to mainly rely on this induction of epistemic uncertainty that implicitly triggers compensation socio-cognitive strategies; strategies that appear to be beneficial to the learning process.

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 colearners by providing them with different but complementary information. Prior to collaboration, two students read the same text in the “Same Information” (SI) condition while each of them read one of two complementary texts in the “Complementary Information” (CI) condition. After the collaboration phase, a knowledge modeling questionnaire asked participants to estimate both their own — and their partner’s outcome knowledge thanks to Likert-type scales. The relation between the accuracy with which co-learners assess their partner’s knowledge and learning has been examined. In addition, we investigated the KI effect on (a) learning performance and (b) the MKM accuracy. Finally, we wondered to what extent the MKM accuracy could mediate the KI effect on learning. Results showed no difference in learning performance between participants who worked on same information and participants who worked on complementary information. We also found that participants were more accurate at assessing their partner’s knowledge in the SI condition than in the CI condition. The discussion focuses on methodological limitations and provides new directions for investigating the KI effect on MKM accuracy.

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 of one snapshot of each animated sequence hindered collaborative learning. In the present paper, further analyses of verbal interactions within learning dyads were performed in order to have a better understanding of both the beneficial effect of animations and the detrimental effect of the presence of persistent snapshots of critical steps on collaborative learning. Results did not show any differences in terms of verbal categories between the two versions of the instructional material, that is, static versus animated pictures. Pairs who were provided with persistent snapshots of the multimedia sequences produced fewer utterances compared to participants without the snapshots. In addition, the persistent snapshots were detrimental both in terms of providing information about the learning content and in terms of producing utterances solely for the purpose of managing the interaction. In this study, evidence also showed that these two verbal categories were positively related to learning performances. Finally, mediation analyses revealed that the negative effect of persistent snapshots was mediated by the fact that peers of the snapshots condition produced less information providing and interaction management utterances. Results are interpreted using a psycholinguistic framework applied to computer-supported collaborative learning (CSCL) literature and general guidelines are derived for the use of dynamic material and persistency tools in the design of CSCL environments.

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 nature of domain-specific information depicted (states or events) was manipulated while in the second, the temporal position of illustrations (before or after textual information) was also considered. The main result showed that when presented before the text, illustrations allow easier retrieval from memory (a) when they represent “states” for beginners, and (b) when they represent “events” for experts. Within the theoretical framework of text and picture comprehension (Schnotz, W., & Bannert, M. (2003). Construction and interference in teaming from multiple representation. Learning and Instruction, 13, 141–156), our results offer a more precise definition of the conditions under which the addition of illustrations for a text is beneficial to the learning process.

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 setting (positive, negative or free) and then individual report building on the interaction (using markers or not). A quantitative descriptive analysis was conducted on the markers put in action, on their use to reflect on action and on the reflection categories of the sentences in these reports. Results show that the students (1) used the markers equally as a note-taking and reflection means during the interaction, (2) used mainly positive markers both to reflect in and on action; (3) paid more attention in identifying what worked in their interaction (conservative direction) rather than in planning on how to improve their group work (progressive direction); (4) used mainly their own markers to reflect on action, with an increase in the use of their partners's markers in the second reflection reports; (5) reflected mainly on their partner in the first reflection reports and more on themselves in the second reports to justify themselves and to express their satisfaction., Accepted for publication by Computers & Education

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 build a collaborative concept map. While interacting, they were provided with visualizations (concept maps) of both their own- and their partner's knowledge. No effect of interdependence could be found with respect to both outcome knowledge equivalence and shared outcome knowledge. In the independence condition, convergence was mainly due to the fact that partners received the same text before collaboration. In the interdependence condition, shared knowledge did not occur as a result of social interaction. It seems that participants were able to individually link what they learnt from text to complementary information provided by their partner's map.

International audience; 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 (“Graph for debating”) compared to using an argumentation diagram as a way of representing a debate (“Graph for representing chat debate”). Two groups of students produced an individual argument diagram, then debated in pairs in one of the two conditions, and finally revised their individual diagrams in light of their debate. We developed an original analysis method (ADAM) in order to evaluate the differences between the argumentation diagrams constructed collaboratively, during the interactions that constituted the experimental conditions, as well as individually before and after debate in the two experimental conditions. The results suggest a complimentary relationship between the two types of argumentation diagram usage in the framework of conceptual learning centered on issues of debate important for society. More specifically and firstly, students who were instructed to use the argumentation diagram to represent their debate (“Graph for representing chat debate”) were less inclined to take position in relation to the same graphical element while collaborating. On the other hand, students who were instructed to use the argumentation diagram alongside a chat (“Graph for debating”) expressed more personal opinions while collaborating. Secondly, the instructions given to the participants regarding the use of the argumentation diagram during the collaborative phase (either for debate or for representing a chat debate) have a significant impact on the post-individual graphs. In the individual graphs revised after the collaborative phase, participants in the condition “graph for representing chat debate” added more examples, consequences and causes. It follows that a specific usage for an argumentation diagram can be chosen and instructions given, based on pedagogical objectives for a given learning situation.

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 investigated several variables in order to predict which utterances are easier to remember.

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 reports interesting findings regarding to the process of modeling each other. In two empirical studies, we measured the accuracy of the mutual model, i.e. the difference between what A believes B knows, has done or intends to do and what B actually knows, has done or intends to do. In both studies, we found a significant correlation between the accuracy of A's model of B and the accuracy of B's model of A. This leads us to think that the process of modeling one's partners does not simply reflect individual attitudes or skills but emerges as a property of group interactions. We describe on-going studies that explore these preliminary results.