{"id":10893,"date":"2021-09-09T11:00:02","date_gmt":"2021-09-09T09:00:02","guid":{"rendered":"http:\/\/sydologie.com\/?p=10893"},"modified":"2024-11-25T10:22:21","modified_gmt":"2024-11-25T09:22:21","slug":"theorie-cognitive-de-lapprentissage-multimedia-article-5-le-principe-de-continuite","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2021\/09\/theorie-cognitive-de-lapprentissage-multimedia-article-5-le-principe-de-continuite\/","title":{"rendered":"Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 5 \u2013 Le principe de continuit\u00e9"},"content":{"rendered":"

C\u2019est la rentr\u00e9e, les nuages, le m\u00e9tro, le boulot, un coup de blues in\u00e9vitable. Tout d\u2019un coup une notification appara\u00eet\u2026 un article Sydologie ! Et sur la th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia<\/strong> en plus !
\n 
\nPour vous remettre dans le bain, petit rappel. Dans ce dossier nous avons abord\u00e9 la th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia de Mayer (2004) qui propose un cadre d\u2019analyse dans la conception d\u2019un dispositif p\u00e9dagogique. Nous avons montr\u00e9 qu\u2019une mani\u00e8re de favoriser l\u2019apprentissage est de diminuer la charge extrins\u00e8que de votre dispositif.<\/strong>
\n 
\nJe vous ai pr\u00e9sent\u00e9 diff\u00e9rents principes \u00e0 respecter afin de r\u00e9duire la charge extrins\u00e8que : le principe de coh\u00e9rence<\/a><\/strong> (moins d\u2019\u00e9l\u00e9ments possibles), le principe de signalisation<\/a><\/strong> (mettre en avant les \u00e9l\u00e9ments importants) ou encore le principe de redondance <\/a><\/strong>(informations qui se compl\u00e8tent plut\u00f4t qu\u2019elles ne se r\u00e9p\u00e8tent).
\n 
\nLe dernier \u00e9l\u00e9ment connu pour r\u00e9duire la charge extrins\u00e8que est le principe de continuit\u00e9<\/strong>.
\n 
\nLes recherches en psychologie ont montr\u00e9 que l’apprentissage multim\u00e9dia est plus efficace lorsque les informations verbales (texte et narration \u00e0 l’\u00e9cran) et les informations visuelles (images et animations) sont pr\u00e9sent\u00e9es de mani\u00e8re continue dans l\u2019espace et le temps<\/strong>.
\n 
\nCe principe renvoie \u00e0 l\u2019id\u00e9e que les informations sont stock\u00e9es temporairement dans notre m\u00e9moire de travail. Un d\u00e9lai trop long entre l\u2019acc\u00e8s aux deux informations peut donc induire une perte de la premi\u00e8re (on a tous v\u00e9cu cette situation o\u00f9 l\u2019on se demande ce que l\u2019on faisait initialement). On d\u00e9finit g\u00e9n\u00e9ralement ce principe en deux points : la continuit\u00e9 spatiale et la continuit\u00e9 temporelle. <\/strong>
\n 
\nLa continuit\u00e9 spatiale correspond au fait de pr\u00e9senter des informations textuelles et graphiques c\u00f4te \u00e0 c\u00f4te.<\/strong> Nous int\u00e9grons mieux les informations lorsque le texte imprim\u00e9 est plac\u00e9 \u00e0 proximit\u00e9 des graphiques correspondants. La continuit\u00e9 spatiale est d\u2019autant plus pertinente lorsque l\u2019image ne peut \u00eatre comprise sans texte, lorsque le mat\u00e9riel est complexe ou que les apprenants ne sont pas familiers avec l\u2019outil pr\u00e9sent\u00e9.
\n 
\nLa continuit\u00e9 temporelle a pour but de faire co\u00efncider dans le temps les informations verbales et visuelles<\/strong>. En effet, il a \u00e9t\u00e9 montr\u00e9 que les individus apprennent mieux lorsque les mots prononc\u00e9s sont pr\u00e9sent\u00e9s simultan\u00e9ment avec les graphiques tels que des dessins, animations ou vid\u00e9os. L\u2019int\u00e9r\u00eat de la continuit\u00e9 temporelle est moindre lorsque le mat\u00e9riel \u00e0 apprendre est simple, s\u2019il est pr\u00e9sent\u00e9 en morceaux tr\u00e8s cours ou si la le\u00e7on se poursuit au rythme de l\u2019apprenant.
\n <\/p>\n

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

 
\n 
\nLe principe de continuit\u00e9 est simple, mais tr\u00e8s efficace <\/strong>car il permet de r\u00e9duire les pertes et de favoriser l\u2019int\u00e9gration des informations de votre apprenant.
\n 
\nVous avez maintenant en main toutes les cl\u00e9s vous permettant de r\u00e9duire la charge extrins\u00e8que de votre dispositif. \u00c0 partir de la semaine prochaine, nous passerons en revue les \u00e9l\u00e9ments permettant de g\u00e9rer la charge intrins\u00e8que, c\u2019est-\u00e0-dire la complexit\u00e9 de votre mat\u00e9riel.<\/strong>
\n 
\nSi vous souhaitez obtenir plus de d\u00e9tails<\/strong> concernant cette th\u00e9orie, je vous conseille la lecture de l\u2019ouvrage de Mayer, Multimedia Learning<\/em>, publi\u00e9 en 2019.
\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":"C\u2019est la rentr\u00e9e, les nuages, le m\u00e9tro, le boulot, un coup de blues in\u00e9vitable. Tout d\u2019un coup une notification appara\u00eet\u2026 un article Sydologie ! Et sur la th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia en plus !   Pour vous remettre dans le bain, petit rappel. Dans ce dossier nous avons abord\u00e9 la th\u00e9orie cognitive de l\u2019apprentissage… 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":[1901,1887,1879,1800],"class_list":["post-10893","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-principe-de-continuite","tag-sciences-cognitives","tag-theorie-cognitive","tag-ux-design"],"yoast_head":"\nTh\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 5 \u2013 Le principe de continuit\u00e9 - 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\/09\/theorie-cognitive-de-lapprentissage-multimedia-article-5-le-principe-de-continuite\/\" \/>\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 5 \u2013 Le principe de continuit\u00e9 - Sydologie\" \/>\n<meta property=\"og:description\" content=\"C\u2019est la rentr\u00e9e, les nuages, le m\u00e9tro, le boulot, un coup de blues in\u00e9vitable. 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