Erica de Vries
Publications
Publications
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The paradox of learning with external representationsUniversity of Twente. Liber Amicorum Ton de Jong, pp.17-23, 2023 |
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Graduating around the globe: FranceTon de Jong. Graduating around the globe: Protocols, principles, and traditions for PhD graduations - examples from the learning sciences, Twente University, 2021 |
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Quelles ressources interactionnelles pour la conception de jeux épistémiques numériques?ICODOC 2017: Les Resources Mobilisees en Interaction, 52, pp.1-16, 2018, ⟨10.1051/shsconf/20185201001⟩ |
Rentrer la figureDu mot au concept : Figure, PUG, 2015 |
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Teachers’ thoughts on visualisations in culturally diverse settings: The case of France and PakistanScience teachers’ use of visual representations. Models and Modeling in Science Education, Vol. 8, Springer, 2014 |
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Learning with External RepresentationsNorbert M. Seel. Encyclopedia of the Sciences of Learning, Springer US, pp.2016-2019, 2012, ⟨10.1007/978-1-4419-1428-6_675⟩ |
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Convention, ou le partage de l’arbitraireJacques Baillé. Du mot au concept : Convention, Presses Universitaire de Grenoble, pp.113-134, 2010 |
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External Representations for LearningNicolas Balacheff; Sten Ludvigsen; Ton Jong; Ard Lazonder; Sally Barnes. Technology-Enhanced Learning, Springer Netherlands, pp.137-153, 2009, ⟨10.1007/978-1-4020-9827-7_9⟩ |
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Conversions dans les environnements interactifs d’apprentissage.Jacques Baillé. Du mot au concept : Conversion, Presses Universitaire Grenoble, pp.165-187, 2007, 978-2-7061-1396-3 |
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Apprentissage: Référents théoriques pour les EIAHMonique Grandbastien; Jean-Marc Labat. Environnements Informatiques et Apprentissages Humains, Hermès, pp.27-43, 2006, IC2 |
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Quelles situations pour l’introduction de la conception assistée par ordinateur (CAO) en technologie au collège ?Philippe Dessus; Edouard Gentaz. Apprentissages et enseignement, Dunod, 2006 |
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Interactions épistémiques médiatisées par ordinateur pour la co-élaboration des notions scientifiquesC. Deaudelin et Thérèse Nault. Collaborer pour apprendre et faire apprendre, la place des outils technologiques, Presses Universitaires du Québec, pp.121-134, 2003, Education Recherche |
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Educational technology and multimedia from a cognitive perspective: Knowledge from inside the computer, onto the screen, and into our headsHerre van Oostendorp. Cognition in a digital world, Lawrence Erlbaum Associates, pp.155-174, 2003 |
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Hypermedia for physics learning: the case of the energy conceptJean-François Rouet; Jarmo J. Levonen; Agnès Biardeau. Multimedia learning: Cognitive and instructional issues, Elsevier Science Publishers, pp.141-154, 2000 |
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Évaluer l'utilisation d'hypermédias : intérêts et limites des variables de performanceA. Tricot ; J.-F. Rouet. Les hypermédias, approches cognitives et ergonomiques, Paris : Hermès., pp.175-190, 1998 |
Learning Magnitudes of Energy Consumption with Symbolic or Iconic Representations14th International Conference on Diagrammatic Representation and Inference, 14981, Springer Nature Switzerland, pp.335-349, 2024, Lecture Notes in Computer Science, ⟨10.1007/978-3-031-71291-3_27⟩ |
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Diagrams for Learning to Lead in Salsa DancingDiagrammatic Representation and Inference. Diagrams 2022, 13462, Springer International Publishing, pp.260 - 267, 2022, Lecture Notes in Computer Science, 978-3-031-15146-0. ⟨10.1007/978-3-031-15146-0_22⟩ |
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Reflecting the Past and Embracing the FutureISLS 2021 Annual Meeting, 2021 |
Through the Eyes of an Archeologist: Studying the Role of Prior Knowledge in Learning with DiagramsDiagrams 21 12th International Conference on the Theory and Application of Diagrams, 12909, Springer International Publishing, pp.315-330, 2021, Lecture Notes in Computer Science, 978-3-030-86061-5. ⟨10.1007/978-3-030-86062-2_32⟩ |
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Etude de systèmes d’interaction piétons-voitures autonomesActes de la 32e conférence francophone sur l'Interaction Humain-Machine (IHM'20.21), ACM, pp.7:1-6, 2021, ⟨10.1145/3450522.3451253⟩ |
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Gamification, Artificial Intelligence and Support to motivation, Actes de conférences13th E&T Autumn School, 2020 |
Building bridges: Improving our understanding of learning from text and graphics by making the connectionEARLI SIG 2 Comprehension of text and graphics Meeting, Aug 2017, Rotterdam, Netherlands. 2014 |
Higher Education and Mobilities [Special Issue]European journal of higher education, 7 (1), 2017 |
Adding subtitles to instructional video in a foreign language: a cognitive load perspective15th International Cognitive Load Theory Conference, Sep 2023, Montpellier, France |
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The narrative genre in French English-medium engineering lecturesIntegrating Content and Language in Higher Education (ICLHE) 7th Conference, Oct 2022, Maastricht, Netherlands |
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Struggling readers benefit from text with animation if it comprises cross-representational signalingEARLI Special Interest Group 2 Text and Graphics Comprehension meeting, Aug 2020, Virtual conference, Czech Republic |
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Struggling readers learn better from text and animation with signals than from text aloneAmerican Educational Research Association, 2020, Conférence annulée, United States |
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Comprehension of numerical and pictographic displays for road crossing in front of autonomous carsEARLI Special Interest Group 2 Text and Graphics Comprehension meeting, Aug 2020, Virtual conference, Czech Republic |
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Cross-representational signaling fosters text-picture integration: evidence from eye movementsBiannual Conference of the European Association of Research on Learning and Instruction (EARLI), Aug 2019, Aix-la-Chapelle (Aachen), Germany |
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Étude des systèmes de communication de la voiture autonome pour orienter des décisions de traverser en réalité virtuelle2e Rencontres Francophones Transport Mobilités (RFTM), Jun 2019, Montreal, Canada |
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Jouer et apprendre en classe : Étude des pratiques interactionnelles dans des environnements d’apprentissage hybrides et émergentsJournée d’étude : Jeux Vidéo en pratique, Nov 2018, Lyon, France |
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How to represent energy consumption of household appliances in an era of global warming?EARLI Special Interest Group 2 Text and Graphics Comprehension meeting, Aug 2018, Freibourg, Germany |
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How Cross-Representational Signaling Affects Learning from Text and Picture: An Eye-Tracking Study.Diagrammatic Representation and Inference, Diagrams 2018, Jun 2018, Edinburgh, United Kingdom. pp.725‑728, ⟨10.1007/978-3-319-91376-6_68⟩ |
Learning with text and pictures: Effects of cohesion and cross-representational signallingEARLI Special Interest Group 2 Text and Graphics Comprehension meeting, Aug 2018, Freibourg, Germany |
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Photos in 360° view matter in road crossing decisions in front of traditional and autonomous carsEARLI Special Interest Group 2 “Text and Graphics Comprehension meeting, Aug 2018, Fribourg, Germany |
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Studying initial conceptions of the autonomous car as the groundwork for designing road safety trainingEARLI Special Interest Group 3 "Conceptual change" meeting, Aug 2018, Klagenfurt, Austria |
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Quelles ressources pour la conception des jeux de formation ? : le cas des Jeux Epistémiques NumériquesICODOC, Jul 2017, Lyon, France |
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Complementing theoretical frames for understanding global how-to-video sharingBiannual Conference of the European Association of Research on Learning and Instruction (EARLI), 2017, Tampere, Finland |
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Four reading ability tests as predictors of multimedia document comprehensionBiannual Conference of the European Association of Research on Learning and Instruction (EARLI), 2017, Tampere, Finland |
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Format effects on the comprehension of movement from static graphics in engineering educationBiannual Conference of the European Association of Research on Learning and Instruction (EARLI), 2017, Tampere, Finland |
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Constructing knowledge from interactive visualizations: How conceptual understanding influences representational choiceAmerican Educational Research Association, 2016, Washington DC, United States |
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Visualizations of cultural symbols and values in a reward allocation taskEARLI SIG 2 Comprehension of text and graphics Meeting, 2016, Genève, Switzerland |
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Reverse engineering how‐to videosEARLI SIG 6 Instructional Design & 7 Technology-Enhanced Learning and Instruction Meeting, 2016, Dijon, France |
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Dynamic vs. static visualizations for learning procedural and declarative informationEARLI SIG 2 Comprehension of text and graphics Meeting, 2016, Genève, Switzerland |
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Representing Sequence: The Influence of Timeline Axis and Direction on Causal Reasoning in Litigation Law38th Annual Conference of the Cognitive Science Society, Aug 2016, Philadelphia, United States. pp.450-455 |
The role of comprehension ability in multimedia learningEARLI SIG 2 Comprehension of text and graphics Meetin, 2016, Genève, Switzerland |
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Exploring Representations of Student Time-UseDiagrammatic Representation and Inference. Diagrams 2016., Aug 2016, Philadelphia, United States. pp.40-47, ⟨10.1007/978-3-319-42333-3_4⟩ |
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Mental comparisons of magnitudes: Numerical vs. graphical formatEARLI SIG 2 Comprehension of text and graphics Meeting, 2016, Genève, Switzerland |
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Impact of need for cognition and design of infographics on attitude change: a study on homophobiaConference of the European Association of Research on Learning and Instruction, 2015, Limassol, Cyprus |
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Fonctions cognitive des représentations mobilisées en séance de créativité14ème colloque national AIP-Primeca, Mar 2015, La Plagne, France |
The influence of text coherence and text-graphic correspondence on children’s comprehensionAmerican Educational Research Association, 2015, Chicago, United States |
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The effect of movie trailers’ rhetorical structures on shared meaning and affinityConference of the European Association of Research on Learning and Instruction, 2015, Limassol, Cyprus |
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Modulation of ambiguity, a cognitive function of representations during idea generation20th Internationale conference on engineering design ICED 15, Aug 2015, Milano, Italy. pp.339 |
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Comprehending text-graphic combinations: text coherence and level of graphical detailConference of the European Association of Research on Learning and Instruction (EARLI), 2015, Limassol, Cyprus |
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Grounding Website Navigation: the Effects of Visuospatial Cues on Search BehaviourEARLI SIG 2 Comprehension of text and graphics Meeting, 2014, Rotterdam, Netherlands |
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Playing with cards; constructing graphical genresEARLI SIG 2 Comprehension of text and graphics Meeting, 2014, Rotterdam, Netherlands |
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Identifying dimensions of socio-technical tools for innovative design and engineering educationEARLI SIG 2 Comprehension of text and graphics Meeting, 2014, Rotterdam, Netherlands |
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Shared representations: dyadic and triadic perspectives in work and trainingcoop'10, May 2010, Aix en Provence, France. pp.253-263 |
How can we take into account student conceptions of the facial angle in a palaeontology laboratory work?International Conference on learning science, 2008, UTRECHT, Netherlands. pp.567 |
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Do students apply constructivist principles in designing computer-supported learning environments?Proc. 1st joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers, 2004, Tübingen, Germany. pp.73-84 |
Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme.European Perspectives on Computer-Supported Collaborative Learning 2001, 2001, Maastricht, Netherlands. pp.89-96 |
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PrésentationCinquième colloque Hypermédias et apprentissages, Apr 2001, Grenoble, France. pp.341-384 |
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Designing computer-mediated epistemic interactionsAIED'99: 9th International Conference on Artificial Intelligence in Education, 1999, Le Mans, France. pp.139-146 |
Explaining and arguing about science concepts in a computer-based environment for the Confrontation, Negotiation, and Construction of Text (ConNeCT)biannual Conference of the European Association of Research on Learning and Instruction (EARLI), 1999, Gotebörg, Sweden |
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Teachers' analysis of and support for students' collaborative problem- solving activity: a study in a CSCL environment for understanding sound in physicsComputer-Supported Collaborative Learning (CSCL) conference, Dec 1997, Toronto, Canada. pp.175 - 193 |
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Des hypermédias pour quoi faire ? l'apport des modèles de tâches à la conception d'hypermédias pour l'apprentissageTroisièmes journées hypermédias et apprentissages, 1996, Châtenay-Malabry, France |
Descriptive and depictive representations for learning the lead role in partnered dancesEARLI Special Interest Group 2 Text and Graphics Comprehension meeting, Sep 2024, Valencia, Spain |