1. Les TIC pour l’apprentissage (définitions, taxonomies, historique, etc.)

• Depover, C., Quintin, J.-J. et Strebelle, A. (2013). Le Web 2.0, rupture ou continuité dans les usages pédagogiques du Web? Éducation et francophonie, 41(1), 173-191.
• Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M., Seven years of forecasts and convergence. Computers & Education, 57, 1893-1906.
• Spector, M.J., Merill, M.D., Elen, J.et Bishop, M.J. (dir.) (2014). Handbook of research on educational communications and technology (4e éd.). New York, NY: Springer.
• Sugar, W. et Brown, A. (2008). Antecedents of computer-based instruction and its current relationship to our discipline: An examination of the last fifty years of DAVI/AECT Convention presentations. TechTrends, 52(2), 59-69.

2. TIC, développement cognitif et apprentissage

• Clark, R. E. (2009). À la recherche des ingrédients actifs de l’apprentissage (entretien). Distances et Savoirs, 7(1),113-124.
• Clark, R. E. (2009). Évaluer l’enseignement à distance. Stratégies et avertissements. Distances et Savoirs, 7(1), 93-112.
• Depover, C., Karsenti, T. et Komis, V. (2007). Enseigner avec les technologies. Favoriser les apprentissages, développer des compétences. Québec : Presses de l’Université du Québec.
• Olson, D. R. (1985). Computers as tools of the intellect. Educational Researcher, 14(5), 5-8.
• Pea, R. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167-182.

3. Ouvrages généraux sur le développement cognitif et l'apprentissage

• Livingston, S. (2012). Critical reflections on the benefits of ICT in Education. Oxford Review of Education, 38(1), 9-24.

Activité 1 - Lectures obligatoires: Les outils et les logiciels grand public en éducation / Les environnements :

• Depover, C., Karsenti, T. et Komis, V. (2007). Enseigner avec les technologies. Québec, Canada : Presses de l’Université du Québec.

Activité 3 - Textes de conférence :

• Dillenbourg, P. (2008). Integrating technologies into educational ecosystems. Distance Education, 29(2), 127-140.
• Moreno, R. (2006). Learning in high-tech and multimedia environments. Current directions in psychological science, 15(2), 63-67.
• Wellington, J. (2005). Has ICT come of age? Recurring debates on the role of ICT in education. Research in Science & Technological Education, 23(1), 25-39.

Activité 3 - Textes de référence :

• Jonassen, D. H., Carr, C., Yueh, H.-P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
• Olson, D. R. (1985). Computers as tools of the intellect. Educational Researcher, 14(5), 5-8.
• Perkins, D. N. (1985). The fingertip effect: How information-processing technology shapes thinking. Educational Researcher, 14(7), 11-17.
• Salomon, G. (1997). Of mind and media: How culture’s symbolic forms affect learning and thinking. Phi Delta Kappan, 78(5), 375-380.
• Salomon, G., Perkins, D. N. et Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligetechnologies. Educational Researcher, 20(3), 2-9.

Référence bibliographique - Activité 1 - Lectures obligatoires: Les outils et les logiciels grand public en éducation / Les environnements :

• Depover, C., Karsenti, T. et Komis, V. (2007). Enseigner avec les technologies. Québec, Canada : Presses de l’Université du Québec.

Références bibliographiques

• Sharma, P., & Hannafin, M. (2004). Scaffolding critical thinking in an online course: An exploratory study. Journal of Educational Computing Research, 31(2), 181-208.
• Turner, N. (2011). “Rap Universal”: Using Multimodal Media Production to Develop ICT Literacies. Journal of Adolescent & Adult Literacy, 54(8), 613-623.

Références bibliographiques - Activité 3 - Textes de conférence:

• Dillenbourg, P. (2008). Integrating technologies into educational ecosystems. Distance Education, 29(2), 127-140
• Jonassen, D. H., Carr, C., Yueh, H.-P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
• Moreno, R. (2006). Learning in high-tech and multimedia environments. Current directions in psychological science, 15(2), 63-67
• Olson, D. R. (1985). Computers as tools of the intellect. Educational Researcher, 14(5), 5-8.
• Perkins, D. N. (1985). The fingertip effect: How information-processing technology shapes thinking. Educational Researcher, 14(7), 11-17.
• Salomon, G. (1997). Of mind and media: How culture’s symbolic forms affect learning and thinking. Phi Delta Kappan, 78(5), 375-380
• Salomon, G., Perkins, D. N. et Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2-9.
• Wellington, J. (2005). Has ICT come of age? Recurring debates on the role of ICT in education. Research in Science & Technological Education, 23(1), 25-39.

Thématique de la salle des posters

• Akyol, Z. et Garrison, D.R. (2011). Assessing metacognition in an online community of inquiry. Internet and Higher Education, 14, 183-190.
• Andes, L., Claggett, E.  (2011). Wiki writers: Students and teachers making connections across communities. The Reading Teacher, 64(5), 345-350. doi: 10.1598/RT.64.5.5
• Antonietti, A., Imperio, E., Rasi, C. et Sacco, M. (2001). Virtual reality and hypermedia in learning to use a turning lathe.
• Arts, J. A. R., Gijselaers, W. H. et Segers, M. S. R. (2002). Cognitive effects of an authentic computer-supported, problem-based learning environment. Instructional Science, 30, 465-495.
• Bartsch, R. A. et Cobern, K. M. (2003). Effectiveness of PowerPoint presentations in lectures.Computers Education, 41(1), 77-86.
• Bishop-Clark, C., Courte, J. et Howard, E. V. (2006). Programming in pairs with ALICE to improve confidence, enjoyment, and achievement. Journal of Educational Computing Research, 34(2), 213-228
• Bittman, M., Rutherford, L., Brown, J. et Unsworth, L. (2011). Digital natives? New and old media and children’s outcomes. Australian Journal of Education, 55(2), 161–175.
• Bowers, A.J. et Berland, M. (2013). Does recreational computer use affect high school achievement? Education Technology Research Development, 61, 51-69. doi: 10.1007/sl 1423-012-9274-1
• Brown, C.A., Dickson, R., Humphreys, A.-L., McQuillan,V. et Smears, E. (2008). Promoting academic writing/referencing skills: Outcome of an undergraduate e-learning pilot project. British Journal of Educational Technology, 39(1), 140-156.
• Chang, K.-E., Sung, Y.-T. et Lin, S.-F. (2006). Computer-assisted learning for mathematical problem solving.Computers & Education, 46 (2), 140-151.
• Chang, K.-E., Sung, Y.-T., Chen, Y.-L. et Huang, L.-H. (2008). Learning multiplication through computer-assisted learning activities. Computers in Human
• Chang, K. E., Sung, Y. T. et Chen, S. F. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17, 21-33.
• ChanLin, L. (2001). Formats and prior knowledge on learning in a computer-based lesson. Journal of Computer Assisted Learning, 17, 409-419.
• Chera, P. et Wood, C. (2003). Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read. Learning and Instruction, 13(1), 33-52.
• Chiou, C.-C. (2008). The effect of concept mapping on students' learning achievements and interests. Innovations in Education and Teaching International, 45(4), 375-387.
• Chong, S. X. et Lee, C.-S. (2012). Developing a pedagogical-technical framework to improve creative writing. Education Technology Research Development, 60(4), 639-657.
• Chou, S.-W. et Liu, C.-H. (2005). Learning effectiveness in a web-based virtual learning environment: a learner control perspective. Journal of Computer Assisted Learning, 21(1),
• Chuang, T.Y. et Chen, W.-F. (2009). Effect of Computer-Based Video Games on Children: An Experimental Study. Educational Technology & Society, 12(2), 1-10.
• Chularut, P. et DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248-263.
• Crippen, K. J. et Earl, B. L. (2007). The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy. Computers & Education, 49(3), 809-821. 
• Crooks, S. M., Verdi, M. P. et White, D. R. (2004-2005). Effects of contiguity and feature animation in computer-based geography instruction. Journal of Educational Technology Systems, 33(3), 259-281.
• Darabi, A., Mackal, M. C. et Nelson, D. (2004-2005). Self-regulated learning of performance analysis as a complex cognitive skill: Contributions of an electronic performance support system (EPSS). Journal of Educational Technology Systems, 33, 11-27.
• de Jong, T. D. et Hulst, A. V. (2002). The effects of graphical overviews on knowledge acquisition in
• denhall, A. et Johnson, T.E. (2010). Fostering the development of critical thinking skills, and reading comprehension of undergraduates using a Web 2.0 tool coupled with a learning system. Interactive Learning Environments, 18(3), 263-276
• Doty, D. E., Popplewell, S. R. et Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374.
• Dresel, M. et Haugwitz, M. (2008). A computer-based approach to fostering motivation and self-regulated learning. The Journal of Experimental Education, 77(1), 3-18.
• Eid, G. K. (2004-2005). An Investigation into the effects and factors influencing computer-based online math problem-solving in primary schools. Journal of Educational Technology
• Ellis, T. J. (2001). Multimedia enhanced educational products as a tool to promote critical thinking in adult students. Journal of Educational Multimedia and Hypermedia, 10(2), 107-123.
• Folkesson, A.-M. et Swalander, L. (2007). Self-regulated learning through writing on computers: Consequences for reading comprehension. Computers in Human Behavior, 23(5), 2488-2508.
• Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50(3), 906-914.
• Gal, E. et Nachmias, R. (2011). Online learning and performance support in organizational environments using performance support platforms Performance Improvement, 50(8), 25-32. doi: 10.1002/pfi.20238
• Griffin, M. et Robinson, D. (2005). Does spatial or visual information in maps facilitate text recall? Reconsidering the conjoint retention
• Grimshaw, S., Dungworth, N., McKnight, C. et Morris, A. (2007). Electronic books: children’s reading and comprehension. British Journal of Educational Technology, 38(4), 583-599.
• Gyselinck, V., Cornoldi, C., Dubois, V., Beni, R. D. et Ehrlich, M.-F. (2002). Visuospatial memory and phonological loop in learning from multimedia. Applied Cognitive Psychology, 16(6), 665-685.
• Hernandez-Serrano, J. et Jonassen, D. H. (2003). The effects of case libraries on problem solving, Journal of Computer Assisted
• Hertz-Lazarowitz, R. et Bar-Natan, I. (2002). Writing development of Arab and Jewish students using cooperative learning (CL) and computer-mediated communication (CMC). Computers & Education, 39(1), 19-36.
• Hsiao, H. S., Tsai, C.-C., Lin, Y.-L. et Lin, C.-C. (2012). Implementing a self-regulated WebQuest learning system for Chinese elementary schools. Australasian Journal of Educational Technology & Society, 28(2), 315-340.
• Huang, K. H. (2011). A GIS-InterfaceWeb Site: Exploratory learning for geography curriculum. Journal of  Geography, 110, 158-165.
• Huang, Y.-M., Liang, T., Su, Y.-L. et Chen, N.-S. (2012). Empowering personalized learning with an interactive e-book learning system for elementary school students. Education Technology Research Development, 60, 703-722.
• Hui, W., Hu, P. J. H., Clark, T. H. K., Tam, K. Y. et Milton, J. (2008). Technology-assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning. Journal of Computer Assisted Learning, 24(3), 245-259.
• Ibabe, I. et Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. High Education, 59, 243-258.
• Jamet, E. et Le Bohec, O. (2007). The effect of redundant text in multimedia instruction.
• Jeong, A. C. (2003). The Sequential analysis of group interaction and critical thinking in online threaded discussions. American Journal of Distance Education, 17(1), 25-43
• Kauffman, D. F. (2004). Self-regulated learning in web-based environments : instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30(1-2), 139-161.
• Kester, K. et Kirschner, P.A. (2009). Effects of fading support on hypertext navigation and performance in student-centered e-learning environments. Interactive Learning Environments, 17(2), 165-179.
• Kim, H. Miller, H., Herbert, B., Pedersen, S. et Loving, C. (2012). Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes. Journal of Science Education & Technology, 21 440-452.
• Kim, S., Yoon, M., Whang, S. M., Tversky, B. et Morrison, J. B. (2007). The effect of animation on comprehension and interest. Journal of Computer Assisted Learning, 23(3), 260-270.
• Kitsantas, A. et Baylor, A. (2001). The Impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Educational Technology Research & Development, 49(4), 97-106.
• Koc, M. (2012). Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education. Australasian Journal of Educational Technology, 28(4), 656-670.
• Komis, V., Ergazaki, M. et Zogza, V. (2007). Comparing computer-supported dynamic modeling and "paper & pencil" concept mapping technique in students' collaborative activity. Computers & Education, 49(4), 991-1017.
• Kramarski, B. (2002). Enhancing mathematical discourse: The effects of email conversation on learning graphing. Educational Media International, 39(1), 101-106.
• Kramarski, B. et Hirsch, C. (2003). Using computer algebra systems in mathematical classrooms. Journal of Computer Assisted Learning,19, 35-45.
• Kramarski, B. et Ritkof, R. (2002). The effects of metacognition and email interactions on learning graphing. Journal of Computer Assisted Learning, 18, 33-43
• Kyle, F., Kujala, J., Richardson, U. et Lyytinen, H. (2013). Assessing the effectiveness of two theoretically motivated computer-assisted reading interventions in the United Kingdom: GG Rime and GG Phoneme. Reading Research Quarterly, 48(1), 61-78. doi: 10.1002/rrq.038
• Lachaîne, M.-P., Provost, C.,Duchesneau, D. et Poellhuber, B. (2013). Développer les stratégies d’apprentissage et le raisonnement clinique à l’aide d’un wiki : une étude de cas. Éducation et francophonie, 41(1), 147-172.
• Lei, J. et Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284-296.
• Lin, C.-P., Wong, L.-H. et Shao, Y.-J. (2012). Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping. Journal of Computer Assisted Learning, 28, 99–113.
• Lindblom-Ylänne, S. et Pihlajamäki, H. (2003). Can a collaborative network environment enhance essay-writing processes? British Journal of Educational Technology, 34(1), 17-30.
• Lingnau, A., Hoppe, H. U. et Mannhaupt, G. (2003). Computer supported collaborative writing in an early learning classroom. Journal of Computer Assisted Learning, 19, 186-194.
• Liu, M. C., Huang, Y.M., Kinshuk et Wen, B. (2013). Fostering learners’ metacognitive skills of keyword reformulation in image seeking by location-based hierarchical navigation. Educational Technology Research Development(61), 233-254.
• Lorenz, B., Green, T. et Brown, A. (2009). Using multimedia graphic organizer software in the prewriting activities of primary school students: What are the benefits? Computers in the Schools 26, 115-129.
• Martin, F. (2008).  Effects of practice in a linear and non-linear web-based learning environment. Educational Technology & Society, 11(4), 81-93.
• Mayer, R. E., Heiser, J. et Lonn, S. (2001).Cognitive constraints on multimedia learning: When presenting more material results in less understanding
• McNamara, D. S., O’Reilly, T. P., Best, R. M. et Ozuru, Y. (2006). Improving adolescent students’ reading comprehension with iStart. Journal of Educational Computing Research, 34(2), 147-171.
• Mikk, J. et Luik, P. (2003). Characteristics of multimedia textbooks that affect post-test scores. Journal of Computer
• Mioduser, D., Tur-Kaspa, H. et Leitner, I. (2000). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16, 54-63.
• Mitnik, R., Nussbaum, M. et Recabarren, M. (2009). Developing Cognition with Collaborative Robotic Activities. Educational Technology & Society, 12(4), 317-330.
• Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32(1-2), 99-113
• Morris, E. J., Joiner, R. et Scanlon, E. (2002). The contribution of computer-based activities to understanding statistics. Journal of Computer Assisted Learning, 18, 114-124.
• Muehrer, R., Jenson, J., Friedberg, J. et Husain, N. (2012). Challenges and opportunities: using a science-based video game in secondary school settings. Cultural Studies of Science Education, 7, 783-805.
• Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers & Education, 42(2), 111-131
• Nivala, M., Rystedt, H., Säljö, R., Kronqvist, P. et Lehtinen, E. (2012). Interactive visual tools as triggers of collaborative reasoning in entry-level pathology. Computer Supported Learning, 7, 499-518. doi: 10.1007/s11412-012-9153-0.
• Noet-Morand, P. (2003). Le « chat » favorise-t-il le développement de stratégies conversationnelles utiles à l’apprentissage d’une langue étrangère? Distances et savoirs, 1(3), 375-398.
• Oliver, R., et McLoughlin, C. (2001). Exploring the practice and development of generic skills through web-based learning. Journal of Educational Multimedia and Hypermedia, 10(3), 207-225.
• Park, S., Kim, M., Lee, Y., Son, C. et Lee, M. (2005). The Effects of visual illustrations on learners' achievement and interest in PDA- (Personal Digital Assistant) based learning. Journal of Educational Computing Research, 33(2), 173-187.
• Pifarre, M. et Cobos, R. (2010). Promoting metacognitive skills through peer scaffolding in a CSCL environment. Computer-Supported Collaborative Learning 5, 237-253.
• Pujol, M. et Romani, J. (2012). Internet navigation and information search strategies: how do children are influenced by their participation in an intensive ICT project. International Journal of Technology & Design Education, 22, 513–529.
• Rieber, L. et Noah, D. (2008). Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. Educational Media International, 45(2), 77-92
• Riley, N. R. et Åhlberg, M. (2004). Investigating the use of ICT-based concept mapping techniques on creativity in literacy tasks. Journal of Computer Assisted Learning, 20(4), 244-256.
• Riley, N. R. et Åhlberg, M. (2004). Investigating the use of ICT-based concept mapping techniques on creativity in literacy tasks. Journal of Computer Assisted Learning, 20(4), 244-256.
• Ritchie, M., Black, C. (2012). Public Internet Forums: Can They Enhance Argumentative Writing Skills of Second Language Learners? Foreign Language Annals 45(3), 349-361.
• Sain, R. et Brigham, T. A. (2003). The Effect of a threaded discussion component on student satisfaction and performance. Journal of Educational Computing Research, 29(4), 419-430
• Sangin, M., Dillenbourg, P., Rebetez, C., Bétrancourt, M. et Molinari, G. (2008). The effects of animations on verbal interaction in computer supported collaborative learning. Journal of Computer Assisted Learning, 24(5), 394-406.
• Scheiter, K., Gerjets, P. et Schuh, J. (2010). The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38, 487-502.
• Schwartz, N. H., Andersen, C., Hong, N., Howard, B. et McGee, S. (2004). The Influence of Metacognitive Skills on Learners’ Memory of Information in a Hypermedia Environment. Journal of Educational Computing Research, 31(1), 77-93.
• Stetter, M. et M. Hughes (2011). Computer assisted instruction to promote comprehension in students with learning disabilities International Journal of Special Education 26(1), 88-100
• Strømsø, H. I., Grøttum, P. et Lycke, K. H. (2007). Content and processes in problem-based learning: a comparison of computer-mediated and face-to-face communication. Journal of Computer Assisted Learning, 23(3), 271-282.
• Sturm, J. M. (2002) Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities. Learning Disabilities Research & Practice, 17(2), 124-139.
• Sung, Y.-T., Chang, K.-E. et Huang, J.-S. (2008). Improving children’s reading comprehension and use of strategies through computer-based strategy training. Computers in Human Behavior, 24(4), 1552-1571.
• Susskind, J. E. (2005). PowerPoint's power in the classroom: enhancing students' self-efficacy and attitudes. Computers & Education, 45(2), 203-215.
• Susskind, J. E. (2008). Limits of PowerPoint’s power: Enhancing students’ self-efficacy and attitudes but not their behavior. Computers & Education, 50(4), 1228-1239.
• Svenningsen, L. et Pear, J.J. (2011). Effects of computer-aided personalized system of instruction in developing knowledge and critical thinking in blended learning courses. The Behavior Analyst Today, 12(1).
• Tüzün, H., Yilmaz-Soylu, M., Karakus, T., Inal, Y. et KizIlkaya, G. (2009). The effects of computer games on primary school students' achievement and motivation in geography learning. Computers & Education, 52(1), 68-77
• Tzortzidou, S. et Hassapis, G. (2001). Assessment of the reading skill improvement in the computer-assisted teaching of a foreign language. Education and Information Technologies, 6 (3), 177-191.
• Uribe, D., Klein, J. et Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving III-defined problems. Educational Technology Research and Development, 51(1), 5-19.
• Walker, J. et King, P. (2003). Concept mapping as a form of student assessment and instruction in the domain of biomedical engineering. Journal of Engineering Education, 19, 167-179.
• Wu, P-H., Hwang, G.-J., Mildrad, M., Ke, H.-R. et Huang, Y.-M. (2012). An innovative concept map approach for improving students’ learning performance with an instant feedback mechanism. British Journal of Educational Technology, 43(2), 217-232.
• Wurst, C., Smarkola, C. et Gaffney, M. A. (2008). Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms. Computers & Education, 51(4), 1766-1783
• Yen, Y.-C., Lee, C.-Y. et Chen, I.-J. (2012). The effects of image-based concept mapping on the learning outcomes and cognitive processes of mobile learners. British Journal of Educational Technology, 43(2), 307-320.
• Yu, F.-Y. et Yu, H.-J. J. (2002). Incorporating e-mail into the learning process: its impact on student academic achievement and attitudes. Computers & Education, 38(1-3), 117-126

Thématique de la salle des posters : Outils d'autogestion / Écriture

• Ammar, A.M.I. (2016). Reflective blogfolios in the language classroom: Impact on EFL tertiary students' argumentative writing skills and ways of knowing. Advances in Language and Literary Studies, 7(5), 247-261.

Thématique de la salle des posters : Outils d'information et d'exploration / Autres habiletés

• Al-Mohammadi, N. (2017). Effectiveness of Using Infographics as an Approach for Teaching Programming Fundamentals on Developing Analytical Thinking Skills for High School Students in the City of Makkah in Saudi Arabia. Global Journal of Educational Studies, 3(1), 22.
• Guillén-Nieto, V., & Aleson-Carbonell, M. (2012). Serious games and learning effectiveness: The case of It’s a Deal! Computers & Education, 58(1), 435-448.

Thématique de la salle des posters : Outils d'information et d'exploration / Créativité

• Varzaneh, S. S. et Baharlooie, R. (2015). The effect of virtual vs. traditional classroom instruction on creative thinking of Iranian high school EFL learners. English Language Teaching, 8(5), 177-188.

Thématique de la salle des posters : Outils d'information et d'exploration / Écriture

• Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game‐based learning environment. British Journal of Educational Technology, 42(3), 456-469.

Thématique de la salle des posters : Outils d'information et d'exploration / Lecture et compréhension

• Al Qasim, N. et Al Fadda, H. (2013). From Call to Mall: The effectiveness of podcast on EFL higher education students' listening comprehension. English Language Teaching, 6(9), 30.
• Korat, O. et Shamir, A. (2012). Direct and Indirect Teaching: Using E-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children. Journal of Educational Computing Research, 46(2), 135-152.

Thématique de la salle des posters : Outils d'information et d'exploration / Métacognition

• Rahimi, M., & Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161.
• Reid, A. J., Morrison, G. R. et Bol, L. (2017). Knowing what you know: Improving metacomprehension and calibration accuracy in digital text. Educational Technology Research & Development, 65(1), 29-45.

Thématique de la salle des posters : Outils d'information et d'exploration / Pensée critique

• Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education student's crative thinking. British Journal of Educational Technology, 46(6), 1133-1148.
• Basu Roy, R. et McMahon, G. T. (2012). Video-based cases disrupt deep critical thinking in problem-based learning. Medical education, 46(4), 426-435.
• Halpern, D. F., Millis, K., Graesser, A. C., Butler, H., Forsyth, C. et Cai, Z. (2012). Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning. Thinking Skills and Creativity, 7(2), 93-100.

Thématique de la salle des posters : Outils d'information et d'exploration / Résolution de problèmes

• Eseryel, D., Law, V., Ifenthaler, D., Ge, X. et Miller, R. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational technology & society, 17(1), 42-53.
• Liu, C.-C., Cheng, Y.-B. et Huang, C.-W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
• Sánchez, J. et Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57(3), 1943-1952.
• Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58-67.
• Yang, Y.-T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377.

Thématique de la salle des posters : Outils d'information et d'exploration /Apprentissage

• Abdous, M. h., Facer, B. R. et Yen, C.-J. (2012). Academic effectiveness of podcasting: A comparative study of integrated versus supplemental use of podcasting in second language classes. Computers & Education, 58(1), 43-52.
• Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220.
• Chen, C.-M. et Wu, C.-H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121.
• Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
• Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J. et Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 170-179.
• Lin, L. et Atkinson, R. K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Computers & Education, 56(3), 650-658.
• Lin, T.-J., Duh, H. B.-L., Li, N., Wang, H.-Y. et Tsai, C.-C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-321.
• Moore, A. W. et Smith, R. A. (2012). Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behaviour of student physical therapists. Innovations in Education and Teaching International, 49(4), 401-414.
• O’Bannon, B. W., Lubke, J. K., Beard, J. L. et Britt, V. G. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 57(3), 1885-1892.
• Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D. et Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128-140.
• Romero, C., López, M.-I., Luna, J.-M. et Ventura, S. (2013). Predicting students' final performance from participation in on-line discussion forums. Computers & Education, 68, 458-472.
• Spires, H. A., Rowe, J. P., Mott, B. W. et Lester, J. C. (2011). Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes. Journal of Educational Computing Research, 44(4), 453-472.
• Sung, E. et Mayer, R. E. (2012). When graphics improve liking but not learning from online lessons. Computers in Human Behavior, 28(5), 1618-1625.
• Theuri, P., Greer, B. et Turner, L. (2012). The efficacies of utilizing a multimedia based instructional supplement on learners’ cognitive skills. The Accounting Educators' Journal, 21(1).
• Vural, O. F. (2013). The impact of a question-embedded video-based learning tool on e-learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323.

Thématique de la salle des posters : Outils de communication-collaboration / Apprentissage

• Chen, C.-M. et Wu, C.-H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121.
• Cheng, C. K., Paré, D. E., Collimore, L.-M. et Joordens, S. (2011). Assessing the effectiveness of a voluntary online discussion forum on improving students’ course performance. Computers & Education, 56(1), 253-261.
• Kimmerle, J., Moskaliuk, J. et Cress, U. (2011). Using Wikis for Learning and Knowledge Building: Results of an Experimental Study. Educational technology & society, 14(4), 138-148.

Thématique de la salle des posters : Outils de communication-collaboration / Autres habiletés

• Alloway, T. P., & Alloway, R. G. (2012). The impact of engagement with social networking sites (SNSs) on cognitive skills. Computers in Human Behavior, 28(5), 1748-1754.
• Stein, D. S., Wanstreet, C. E., Slagle, P., Trinko, L. A et Lutz, M. (2013). From ‘hello’ to higher-order thinking: The effect of coaching and feedback on online chats. The Internet and Higher Education, 16, 78-84. doi: http://dx.doi.org/10.1016/j.iheduc.2012.03.001

Thématique de la salle des posters : Outils de communication-collaboration / Écriture

• Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249-1258.

Thématique de la salle des posters : Outils de communication-collaboration / Pensée critique

• Szabo, Z., & Schwartz, J. (2011). Learning Methods for Teacher Education: The Use of Online Discussions to Improve Critical Thinking. Technology, Pedagogy and Education, 20(1), 79-94.

Thématique de la salle des posters : Outils de communication-collaboration / Résolution de problèmes

• Hwang, W.-Y., Shadiev, R., Tseng, C.-W. et Huang, Y.-M. (2015). Exploring effects of multi-touch tabletop on collaborative fraction learning and the relationship of learning behavior and interaction with learning achievement. Educational Technology & Society, 18(4), 459-473.

Thématique de la salle des posters : Outils de navigation / Compétences informationnelles

• Al-Maskari, A. et Sanderson, M. (2011). The effect of user characteristics on search effectiveness in information retrieval. Information Processing & Management, 47(5), 719-729.
• Grismore, B. A. (2012). Information literacy skills: Comparing and evaluating databases. ERIC Report ED533405.

Thématique de la salle des posters : Outils de production / Créativité

• Simper, N., Reeve, R. et Kirby, J.R. (2016). Effects of concept mapping on cretivity in photo stories. Creativity Research Journal, 28(1), 46-51

Thématique de la salle des posters : Outils de production / Écriture

• Machida, N. et Dalsky, D.J. (2014). The effect of concept mapping on L2 writing performance: Examining possible effects of trait-level writing anxiety. English Language Teaching, 7(9), 28-35.

Thématique de la salle des posters : Outils de production / Lecture et compréhension

• Gier, V., Kreiner, D., Hudnell, J., Montoya, J. et Herring, D (2011). Using and electronic highlighter to eliminate the negative effects of pre-existingt inappropriate highlighting. Journal of College Reading and Learning, 41(2), 37-52.
• Liu, P.-L., Chen, C.-J. et Chang, Y.-J. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students' english reading comprehension. Computers & Education, 54(2), 436-445.

Thématique de la salle des posters : Outils de production / Métacognition

• Redford, J. S., Thiede, K. W., Wiley, J. et Griffin, T. D. (2012). Concept mapping improves metacomprehension accuracy among 7th graders. Learning and Instruction, 22(4), 262-270.

Thématique de la salle des posters : Outils de production / Résolution de problèmes

• Hwang, G.-J., Kuo, F.-R., Chen, N.-S. et Ho, H.-J. (2014). Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads. Computers & Education, 71, 77-86.