{"id":11089,"date":"2021-12-23T11:00:23","date_gmt":"2021-12-23T10:00:23","guid":{"rendered":"http:\/\/sydologie.com\/?p=11089"},"modified":"2024-11-25T10:22:52","modified_gmt":"2024-11-25T09:22:52","slug":"theorie-cognitive-de-lapprentissage-multimedia-article-8-le-principe-de-modalite","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2021\/12\/theorie-cognitive-de-lapprentissage-multimedia-article-8-le-principe-de-modalite\/","title":{"rendered":"Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 8 \u2013 Le principe de modalit\u00e9"},"content":{"rendered":"

Dans ce dossier, nous avons vu, avec le principe de redondance<\/a>, qu\u2019il \u00e9tait judicieux des pr\u00e9senter des informations compl\u00e9mentaires via diff\u00e9rents canaux (visuel et auditif). Mais nous n\u2019avons pas r\u00e9pondu \u00e0 une seconde question : Est-il plus pertinent de pr\u00e9senter du texte \u00e9crit ou narr\u00e9 ? <\/strong>
\n 
\nUne r\u00e9ponse \u00e0 cette question est le principe de modalit\u00e9.<\/strong> Ce principe soutient que des mots parl\u00e9s sont mieux retenus que des mots \u00e9crits. Une pr\u00e9sentation multim\u00e9dia classique comprend des images et graphiques accompagn\u00e9es de textes. Cette approche peut surcharger cognitivement votre apprenant en surstimulant le canal visuel.
\n 
\nPar exemple, vous devez pr\u00e9senter une animation sur la construction d\u2019un tabouret \u00e0 votre apprenant. Vous accompagnez votre animation d\u2019un texte explicatif permettant de mieux saisir toute la subtilit\u00e9 du tabouret. Dans ce cas, l\u2019apprenant n\u2019aura pas forc\u00e9ment la possibilit\u00e9 de suivre le texte et l\u2019animation en m\u00eame temps,<\/strong> et choisira donc de se fixer sur l\u2019un des deux \u00e9l\u00e9ments (g\u00e9n\u00e9ralement l\u2019animation). Pourquoi ? Car l\u2019on surcharge le canal visuel de l\u2019apprenant, qui doit donc restreindre l\u2019allocation de ses ressources.
\n 
\nUne proposition de la th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia est de pr\u00e9senter des informations textuelles via le canal auditif \u00e0 la place du canal visuel.<\/strong> Par exemple en accompagnant le visuel d\u2019une voix qui serait compl\u00e9mentaire (cf redondance) par rapport \u00e0 ce qui est pr\u00e9sent\u00e9 \u00e0 l\u2019\u00e9cran. Vous permettrez, par ce dispositif, \u00e0 l\u2019apprenant de se centrer sur l\u2019animation et d\u2019\u00e9couter en m\u00eame temps la voix off qui l\u2019accompagne.
\n 
\n\"\"
\n\"\"
\n 
\nPour nuancer ce principe, les chercheurs ont \u00e9tabli un certain nombre de conditions <\/strong>dans lesquelles il apparait plus pertinent :
\n 
\n– Lorsque le mat\u00e9riel est complexe<\/strong> (th\u00e9orie anthropologique du tabouret par exemple).
\n– Lorsque le rythme de pr\u00e9sentation de l\u2019animation est rapide.<\/strong>
\n– Lorsque l\u2019apprenant n\u2019est pas familier<\/strong> avec le mat\u00e9riel.
\n– Lorsque le texte est compos\u00e9 de mots complexes. <\/strong>
\n 
\nA contrario, ce principe est peu pertinent lorsque votre apprenant n\u2019est pas familier avec la langue. Et, bien entendu, il faut \u00e9galement penser aux conditions dans lesquelles votre apprenant va \u00eatre confront\u00e9 avec le mat\u00e9riel<\/strong>. Si votre apprenant n\u2019a pas la possibilit\u00e9 d\u2019\u00e9couter le contenu, alors il passera \u00e0 c\u00f4t\u00e9 de la moiti\u00e9 des informations.
\n 
\nBref, vous l\u2019aurez compris, la prise en compte de son public est primordiale dans la conception d\u2019un outil p\u00e9dagogique.<\/strong> Dans votre quotidien de concepteur, vous devez parfois \u00eatre confront\u00e9 \u00e0 un client qui ne sera pas le premier consommateur de votre e-learning. Le risque serait donc que le client ait des exigences entrant en contradiction avec ce qui devrait \u00eatre fait suivant cette th\u00e9orie en fonction du public cibl\u00e9.
\n 
\nJ\u2019esp\u00e8re que ces articles, et cette th\u00e9orie, pourront vous aider \u00e0 faire des choix pour concevoir des outils p\u00e9dagogiques efficaces<\/strong> !
\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":"Dans ce dossier, nous avons vu, avec le principe de redondance, qu\u2019il \u00e9tait judicieux des pr\u00e9senter des informations compl\u00e9mentaires via diff\u00e9rents canaux (visuel et auditif). Mais nous n\u2019avons pas r\u00e9pondu \u00e0 une seconde question : Est-il plus pertinent de pr\u00e9senter du texte \u00e9crit ou narr\u00e9 ?   Une r\u00e9ponse \u00e0 cette question est le principe… 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":[1926,882,1927,1800],"class_list":["post-11089","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-apprentissage-multimedia","tag-pedagogie","tag-principe-de-modalite","tag-ux-design"],"yoast_head":"\nTh\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 8 \u2013 Le principe de modalit\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\/12\/theorie-cognitive-de-lapprentissage-multimedia-article-8-le-principe-de-modalite\/\" \/>\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 8 \u2013 Le principe de modalit\u00e9 - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Dans ce dossier, nous avons vu, avec le principe de redondance, qu\u2019il \u00e9tait judicieux des pr\u00e9senter des informations compl\u00e9mentaires via diff\u00e9rents canaux (visuel et auditif). 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