Effet d'un feedback informatif sur la prise de notes dans un environnement d'apprentissage informatisé

Abstract : This article assesses the computerized feedback effects due to the qualities of notes taken during the reading of a lesson. By inducing the connection between the existing knowledge and the information of a read lesson, the note-taking process entails a disturbing reorganization of knowledge. With an experimental approach, we describe the effects due to an inquiry feedback about the existing knowledge on the note's content (their similarity with the lesson text and their textual coherence). The similarity and the coherence are evaluated by the latent semantic analysis (LSA) applied to a large textual corpus. Despite our expectations, we don't find effects due to feedback but effects due to the familiarity of the participants with the domain of the lesson.
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Sonia Mandin, Philippe Dessus, Benoît Lemaire. Effet d'un feedback informatif sur la prise de notes dans un environnement d'apprentissage informatisé. Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, ATIEF, 2005, 12, pp.9-33. ⟨hal-00323321⟩

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