
- Membre du LP3C (Laboratoire de Psychologie : Cognition, Comportement, Communication)
- Co-responsable du programme 3 "Performances, socio-performances et apprentissages" du LP3C
- Co-responsable du parcours de M2 « Ergonomie et psychologie des facteurs humains »
Mes travaux s’inscrivent en psychologie cognitive et ergonomique. Ils portent sur les traitements cognitifs réalisés pendant l'apprentissage à partir de documents pédagogiques ou techniques ainsi que sur les difficultés d’utilisation de systèmes complexes d’interaction homme - machine. Il s'agit globalement d'étudier les traitements cognitifs réalisés pendant ces interactions en fonction du type de présentation de l’information utilisé et d’évaluer l’efficacité de ces différentes versions des documents.
- Apprentissage multimédia
Effet de guidage de l'attention
Apprentissage à partir de vidéos et animations
Effet des quiz et feedbacks sur les apprentissages
Méthodes d'apprentissage actif
Compréhension des textes illustrés
- Utilisabilité, expérience- utilisateur et acceptabilité des technologies
Articles dans des revues scientifiques (2000-2021)
Tordet, C., Erhel, S., Wodey, E., Jamet, E., Nardi, N., & Gonthier, C. (2021). The Flow Observational Grid: an Observation-Based Solution to Assess Flow States. Journal of Happiness Studies. doi: 10.1007/s10902-021-00356-7
Colliot, T., & Jamet, É. (2021). Improving students’ learning by providing a graphic organizer after a multimedia document. British Journal of Educational Technology, 52(1), 252-265. doi: https://doi.org/10.1111/bjet.12980
Colliot, T., & Jamet, É. (2020). Effects of self-generated graphic organizers on learning depend on in-task guidance. Journal of Computer Assisted Learning, 36(5), 646-655. doi: 10.1111/jcal.12434
Bonneton-Botté, N., Fleury, S., Girard, N., Le Magadou, M., Cherbonnier, A., Renault, M., Anquetil, E. & Jamet, E. (2020). Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom. Computers & Education, 103831. doi: https://doi.org/10.1016/j.compedu.2020.103831
Jamet, E., Gonthier, C., Cojean, S., Colliot, T., & Erhel, S. (2020). Does multitasking in the classroom affect learning outcomes? A naturalistic study. Computers in Human Behavior. doi: https://doi.org/10.1016/j.chb.2020.106264
Merck, C., Noël, A., Jamet, E., Robert, M., Salmon, A., Belliard, S., & Kalénine, S. (2020). Overreliance on thematic knowledge in semantic dementia: Evidence from an eye-tracking paradigm. Neuropsychology, doi: 10.1037/neu0000616
Merck, C., Noël, A., Jamet, E., Robert, M., Hou, C., Salmon, A., Belliard, S. & Kalénine, S. (2019). Identification of taxonomic and thematic relationships: Do the two semantic systems have the same status in semantic dementia? Journal of Clinical and Experimental Neuropsychology, 41(9), 946-964. doi: 10.1080/13803395.2019.1641186
Colliot, T., & Jamet, É. (2019). Asking students to be active learners: the effects of totally or partially self-generating a graphic organizer on students’ learning performances. Instructional Science, 47(4), 463-480. doi: 10.1007/s11251-019-09488-z
Erhel, S., & Jamet, E. (2019). Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes. Computers in Human Behavior, 91, 106-114. doi: https://doi.org/10.1016/j.chb.2018.09.020
Cojean, S., & Jamet, E. (2018). The role of scaffolding in improving information seeking in videos. Journal of Computer Assisted Learning, 34(6), 960-969. doi: 10.1111/jcal.12303
Colliot, T., & Jamet, É. (2018). Does self-generating a graphic organizer improve students’ learning? Computers & Education, 126, 13-22. doi: 10.1016/j.compedu.2018.06.02.8
Colliot, T., & Jamet, E. (2018) Understanding the Effects of a Teacher Video on Learning from a Multimedia Document: An Eye-Tracking Study, Educational Technology Research and Development.
Fleury, S., Jamet, É., Michinov, E., Michinov, N., & Erhel, S. (2018). A priori acceptability of various types of digital display feedback on electricity consumption. Le travail humain, 81(3), 247-267. doi: 10.3917/th.813.0247
Jamet, É. & Erhel, S. (2019). Apprendre à partir d’illustrations, de vidéos ou de jeux vidéo : une mise en perspective de quelques travaux d’Alain Lieury. Bulletin de psychologie, numéro 563(5), 401-414. doi:10.3917/bupsy.563.0401.
Biard, N., Cojean, S. & Jamet, E. (2018) Effects of segmentation and pacing on procedural learning by video. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2017.12.002
Colliot, T., & Jamet, E. (2018). How does adding versus self-generating a hierarchical outline while learning from a multimedia document influence students' performances? Computers in Human Behavior, 80, 354-361. doi: https://doi.org/10.1016/j.chb.2017.11.037
Cojean, S., & Jamet, E. (2017). Facilitating information-seeking activity in instructional videos: The combined effects of micro- and macroscaffolding. Computers in Human Behavior, 74, 294-302. doi: https://doi.org/10.1016/j.chb.2017.04.052
Jamet, E. (2017). Impact of verbal redundancy and pacing of presentation in multimedia learning. Psychologie Francaise, 62(3), 223-231 . doi: http://dx.doi.org/10.1016/j.psfr.2015.03.002
Fleury, S., Tom, A., Jamet, E., & Colas-Maheux, E. (2017). What drives corporate carsharing acceptance? A French case study. Transportation Research Part F: Traffic Psychology and Behaviour, 45, 218-227. doi: https://doi.org/10.1016/j.trf.2016.12.004
Loup-Escande, E., Jamet, E., Ragot, M., Erhel, S., & Michinov, N. (2017). Effects of Stereoscopic Display on Learning and User Experience in an Educational Virtual Environment. International Journal of Human–Computer Interaction, 33(2), 115-122. doi: 10.1080/10447318.2016.1220105
Fleury, S., Jamet, É., Roussarie, V., Bosc, L., & Chamard, J.-C. (2016). Effect of additional warning sounds on pedestrians’ detection of electric vehicles: An ecological approach. Accident Analysis & Prevention, 97, 176-185. doi: http://dx.doi.org/10.1016/j.aap.2016.09.002
Fernandez, J., & Jamet, E. (2016). Extending the testing effect to self-regulated learning. Metacognition and Learning, 1-26. doi: 10.1007/s11409-016-9163-9
Erhel, S., & Jamet, E. (2016). The effects of goal-oriented instructions in digital game-based learning. Interactive Learning Environments, 1-14. doi: 10.1080/10494820.2015.1041409
Jamet, E., & Fernandez, J. (2016). Enhancing interactive tutorial effectiveness through visual cueing. Educational Technology Research and Development, 64(4), 631-641. doi: 10.1007/s11423-016-9437-6
Loup-Escande, E., Jamet, E., Ragot, M., Erhel, S., Michinov, N., Peltier, C. & Lopez, T. (2015). Concevoir des environnements virtuels éducatifs avec les utilisateurs finaux : exemple du projet VirtualiTeach, Terminal
Fleury, S., & Jamet, E. (2015) Supervised Automatic Interpretation of Technical Documents: When Interruption is a Time Saver. Perceptual and Motor Skills, 120(1), 67-83.
Michinov, N., Jamet, E., Métayer, N., & Le Hénaff, B. (2015). The eyes of creativity: Impact of social comparison and individual creativity on performance and attention to others’ idea during electronic brainstorming. Computers in Human Behavior, 42 , 57-67.
Fleury, S., Jamet, E., Ghorbel, A., Lemaître, A. & Anquetil, E. (2015). Application of the Resources Model to the Supervision of an Automated Process. Human– Computer Interaction, 30:2, 103-121.
Michinov, E., Jamet, E., Dodeler, V., Haegelen, C., & Jannin, P. (2014). Assessing neurosurgical non-technical skills: an exploratory study of a new behavioural marker system. Journal of Evaluation in Clinical Practice, 20(5), 582-588. doi: 10.1111/jep.12152
Fleury, S., & Jamet, E. (2014). Facilitating the comparison of multiple visual items on screen: The example of electronic architectural plan correction. Applied ergonomics, 45(3), 601-607.
Jamet, E. (2014). An eye-tracking study of cueing effects in multimedia learning. Computers in Human Behavior, 32(0), 47-53.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67(0), 156-167.
Fleury, S., Jamet, E., Loup-Escande, E., Ghorbel, A., Lemaître, A., Anquetil, E. (2013). "Towards Specifications for Automatic Recognition Software: An Example of a User-Centred Design," Journal of Software Engineering and Applications, Vol. 6 No. 10A, pp. 1-4. doi: 10.4236/jsea.2013.610A001.
Droulers O., Lajante M., Jamet E. Et Lacoste-Badie S. (2013), Effet de la complexité visuelle du packaging sur l’attention portée à la marque, La Revue des Sciences de Gestion.
Erhel, S. & Jamet, E. (2011). How Can Positive Effects of Pop-up Windows on Multimedia Learning be Explained ? Journal of Educational Multimedia and Hypermedia, 20(2), 135-156.
Février, F., Gauducheau, N., Jamet, E., Rouxel, G., et Salembier, P. (2011). La prise en compte des affects dans le domaine des interactions homme-machine: quels modèles, quelles méthodes, quels bénéfices? Le Travail Humain, 74, 183-201.
Le Bigot, L., Terrier, P., Jamet, E., Botherel, V., & Rouet, J.-F. (2010). Does written feedback hinder spoken interaction in natural language? Ergonomics.53 (1), 43-55.
Arguel, A., & Jamet, E. (2009). Using video and static pictures to improve learning of procedural contents. Computers in Human Behavior, 25(2), 354-359.
Gyselinck, V., Jamet, E., & Dubois, V. (2008). The role of working memory components in multimedia comprehension. Applied Cognitive Psychology, 22(3), 353-374.
Jamet, E. (2008) Peut-on concevoir des documents électroniques plus efficaces? L’exemple des diaporamas. European Review of Applied Psychology. 58, 185-198.
Jamet, E., & Arguel, A. (2008) La compréhension d’un document technique multimédia peut-elle être améliorée par une présentation séquentielle de son contenu? Le travail Humain. 3, 253-270.
Jamet E., Gavota, M., & Quaireau, C. (2008) Attention guiding in multimedia learning. Learning and instruction, 18(2), 135-145.
Jamet, E., & Le Bohec, O. (2007) The effect of redundant text on multimedia instruction. Contemporary Educational Psychology, 32(4), 588-598.
Le Bigot, L., Rouet, J.-F., & Jamet, E. (2007). Effects of speech and text-based interaction modes in natural language human-computer dialogue. Human Factors, 9, 1045-1053.
Le Bigot, L., Terrier, P., Amiel, V., Poulain, G., Jamet, E., & Rouet, J.-F. (2007). Effect of modality on collaboration with a dialogue system. International Journal of Human-Computer Studies. 65, 983-991.
Le Bigot, L., Jamet, E., Rouet, J.-F., & Amiel, V., (2006). Mode and modal transfer effects on performance and discourse organization with an information retrieval dialogue system in natural language. Computers in Human Behavior, 22 (3) 467-500
Jamet, E. (2006) Une présentation de quelques méthodes d’évaluation des EIAH en psychologie cognitive. Sciences et Technologies de l´Information et de la Communication pour l´Éducation et la Formation (STICEF). 13, 129-146. Disponible en téléchargement sur www.sticef.org.
Jamet, E., & Erhel, S. (2006). Les effets de l’intégration spatiale de fenêtres ponctuelles sur la compréhension de documents pédagogiques illustrés. Psychologie Française, Vol 51(1), 73-86.
Erhel, S., & Jamet, E. (2006). Using pop-up windows to improve multimedia learning. Journal of Computer Assisted Learning. 22, 137-147.
Le Bohec, O., & Jamet, E. (2005). Les effets de redondance dans l'apprentissage à partir de documents multimédia. Le travail Humain, 68(2), 97-124.
Le Bigot, L., Jamet, E., & Rouet, J.-F. (2004). Searching information with a natural language dialogue system: a comparison of spoken vs. written modalities. Applied Ergonomics, 35(6), 557-564.
Jamet, E., Le Bohec O., & Hidrio, C. (2003) Comment présenter l’information dans les documents numériques éducatifs ? Une approche de psychologie cognitive. Documents numériques, 1, 25-38.
Hidrio, C., & Jamet, E. (2002). Compréhension d'un dispositif technique: Apports d'une illustration dynamique et de traitements multiples. Psychologie Française, 47(1), 61-67.
Jamet, E. (2002). L'apport des nouvelles technologies de l'information et de la communication dans la conception des documents techniques. Psychologie Française, 47(1), 33-40.
Jamet, E. (2000). L'intégration spatiale d'éléments textuels et illustratifs améliore-t-elle la performance? Revue d'intelligence artificielle, 14, 167-188