Analyse communicationnelle des effets cognitifs d'un dispositif éducatif médiatisé : le cas de la médiatisation d'un cours 3D en images virtuelles immersif et interactif et ses impacts sur la mémoire explicite

摘要

Our posture is an epistemological approach "anthropo-semio-technical", that is to say that our objective is to Study the technological and educational mediations as devices techno-semio pragmatic (Paraya, 1999) in the paradigm of !he complexity (Morin, 1990). Based on the concept as a result of Vygwsky (1985), Norman (1993), Levy (1997) and Peraya (1999) that the cognitive tools or artifacts are involved in the development of our thinking and can act on our cognition, we asked as early assumptions that a course at the same semantic content, mediated by 4 different ways have different effects on memorization. To test this hypothesis first, we have established 4 courses with identical content, but media in different ways : 1) Oral 2) Powerpoint without taking notes 3) Powerpoint with notetaking 4) course in 3D imaging and virtual immersive interactive Our second assumption is whether the type of communication media changed, we completed our first study, by a qualitative analysis by the award understanding of interviews trying to see how our 90 students had seen. The situation of communication. Finally, we set up an array of different components of 4 forms of media {depending on the model of Peraya). We are in the studies educational media (Peraya, 2004) and in the field of educational tools for communication (Moeglin, 2005).