{"id":10825,"date":"2021-07-15T11:00:03","date_gmt":"2021-07-15T09:00:03","guid":{"rendered":"http:\/\/sydologie.com\/?p=10825"},"modified":"2024-11-25T10:22:11","modified_gmt":"2024-11-25T09:22:11","slug":"theorie-cognitive-de-lapprentissage-multimedia-article-4-le-principe-de-redondance","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2021\/07\/theorie-cognitive-de-lapprentissage-multimedia-article-4-le-principe-de-redondance\/","title":{"rendered":"Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 4 \u2013 Le principe de redondance"},"content":{"rendered":"

Lors de la conception d\u2019un dispositif p\u00e9dagogique, la question de la redondance de l\u2019information est courante. Notamment dans l\u2019articulation entre information visuelle et auditive. Pr\u00e9senter une m\u00eame information sous deux formats distincts est-il pertinent dans l\u2019apprentissage ? <\/strong><\/p>\n

Une possible r\u00e9ponse est apport\u00e9e par l\u2019hypoth\u00e8se des styles d\u2019apprentissage<\/strong> : nous apprendrions tous d\u2019une fa\u00e7on diff\u00e9rente. De ce fait, lors de la conception d\u2019un dispositif, il serait pertinent de pr\u00e9senter l\u2019information via diff\u00e9rents formats (visuel et auditif) pour qu\u2019il soit adapt\u00e9 \u00e0 tout type d\u2019apprenants. En mettant en place un tel dispositif, les apprenants qui seraient plus \u00ab auditifs \u00bb pourraient se concentrer sur la voix, et au contraire ceux qui seraient plus \u00ab visuels \u00bb le texte et les images.<\/p>\n

Mais vous vous en doutiez avec mon usage excessif du conditionnel, cette hypoth\u00e8se plut\u00f4t r\u00e9pandue est consid\u00e9r\u00e9e comme un mythe. En r\u00e9alit\u00e9, il n\u2019y a pas ou peu de donn\u00e9es empiriques permettant de justifier l\u2019existence de \u00ab styles d\u2019apprentissage \u00bb.<\/strong> Il existe bien des pr\u00e9f\u00e9rences suivant les individus, mais ces diff\u00e9rences n\u2019induisent pas de gain r\u00e9el de performance. Si vous \u00eates int\u00e9ress\u00e9 par ce point, je vous conseille notre dossier sur les neuromythes<\/a> et le livre de Holmes sur les mythes en \u00e9ducation (Great Myths of Education and Learning Holmes, 2016).<\/p>\n

\"\"<\/p>\n

Si pr\u00e9senter une m\u00eame information via diff\u00e9rentes modalit\u00e9s ne justifie pas cette hypoth\u00e8se, cela peut m\u00eame desservir l\u2019apprentissage. La th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia propose une explication alternative de la redondance de l\u2019information : pr\u00e9senter une m\u00eame information via deux modalit\u00e9s diff\u00e9rentes repr\u00e9sente une charge cognitive extrins\u00e8que pour l\u2019apprenant.<\/strong> En effet, connaissant les capacit\u00e9s cognitives limit\u00e9es de l\u2019apprenant, la redondance d\u2019une m\u00eame information entra\u00eene un co\u00fbt cognitif trop important<\/strong> (pensez \u00e0 ce prof qui se contentait de lire ses diaporamas : on avait envie de lui faire avaler son vid\u00e9o-projecteur).<\/p>\n

D\u2019apr\u00e8s les recherches, il est plus pertinent de pr\u00e9senter des informations auditives et visuelles compl\u00e9mentaires plut\u00f4t que redondantes.<\/strong> On nomme ce point : le principe de redondance<\/strong> (le nom est trompeur, \u00e7a m\u2019\u00e9nerve aussi). Ce principe sugg\u00e8re que les individus retiennent mieux des informations provenant de graphiques avec des mots parl\u00e9s (narration) que de graphiques avec des mots parl\u00e9s (narration) et ses m\u00eames mots imprim\u00e9s (texte \u00e0 l’\u00e9cran) redondants.<\/p>\n

\"\"\"\"<\/div>\n

 <\/p>\n

Alors comme toujours, nuan\u00e7ons notre propos par quelques cas particuliers :
\n– La redondance de l\u2019information via diff\u00e9rentes modalit\u00e9s est int\u00e9ressante pour des mots ou des phrases courtes<\/strong> (mot clef, concepts), mais est p\u00e9nalisante pour de plus longues explications.<\/p>\n

– La redondance est pertinente lorsque les apprenants ne sont pas familiers avec le vocabulaire utilis\u00e9<\/strong> et notamment dans l\u2019apprentissage d\u2019une nouvelle langue (cela permet d\u2019encoder la prononciation et la grammaire).<\/p>\n

D\u2019apr\u00e8s Mayer, ce principe ne consiste pas \u00e0 ne jamais pr\u00e9senter une information verbale et textuelle en m\u00eame temps.<\/strong> Comme expliqu\u00e9, il existe des conditions particuli\u00e8res o\u00f9 la redondance d\u2019une information est pertinente et des recherches sont encore en cours pour examiner les cas particuliers. L\u2019id\u00e9e est de comprendre le point central de l\u2019apprentissage : l\u2019int\u00e9gration de plusieurs sources d\u2019informations par l\u2019apprenant.<\/p>\n

Pour favoriser l\u2019int\u00e9gration de ces \u00e9l\u00e9ments il est donc int\u00e9ressant de pr\u00e9senter des informations compl\u00e9mentaires plut\u00f4t que redondantes. De plus, il est n\u00e9cessaire que l\u2019organisation des informations visuelles permette de rep\u00e9rer imm\u00e9diatement l\u2019\u00e9l\u00e9ment auquel se r\u00e9f\u00e8re l\u2019expos\u00e9 oral et que les liens entre le contenu oral et visuel soient explicites<\/strong> pour l\u2019apprenant.
\n 
\n 
\nEt si vous voulez en savoir plus sur la th\u00e9orie cognitive de l’apprentissage multim\u00e9dia :
\n 
\n 
\n 
\nEt si vous voulez en savoir plus sur la th\u00e9orie cognitive de l’apprentissage multim\u00e9dia :
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 1 \u2013 La surcharge cognitive<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 2 \u2013 Le principe de coh\u00e9rence<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 3 \u2013 Le principe de signalisation<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 4 \u2013 Le principe de redondance<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 5 \u2013 Le principe de continuit\u00e9<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 6 \u2013 Le principe de segmentation<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 7 \u2013 Le principe de pr\u00e9-training<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 8 \u2013 Le principe de modalit\u00e9<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 9 \u2013 Le principe de personnalisation<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 10 \u2013 Le design \u00e9motionnel<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 11 \u2013 L\u2019agent p\u00e9dagogique<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia : La fiche m\u00e9mo Sydologie<\/a><\/strong>
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Lors de la conception d\u2019un dispositif p\u00e9dagogique, la question de la redondance de l\u2019information est courante. Notamment dans l\u2019articulation entre information visuelle et auditive. Pr\u00e9senter une m\u00eame information sous deux formats distincts est-il pertinent dans l\u2019apprentissage ? Une possible r\u00e9ponse est apport\u00e9e par l\u2019hypoth\u00e8se des styles d\u2019apprentissage : nous apprendrions tous d\u2019une fa\u00e7on diff\u00e9rente. De… Voir l’article<\/a>","protected":false},"author":6,"featured_media":10690,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[1892,1887,1879,1800],"class_list":["post-10825","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-principe-de-redondance","tag-sciences-cognitives","tag-theorie-cognitive","tag-ux-design"],"yoast_head":"\nTh\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 4 \u2013 Le principe de redondance - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2021\/07\/theorie-cognitive-de-lapprentissage-multimedia-article-4-le-principe-de-redondance\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 4 \u2013 Le principe de redondance - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Lors de la conception d\u2019un dispositif p\u00e9dagogique, la question de la redondance de l\u2019information est courante. 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