Éric Jamet
Affiliations: | University of Rennes 2 |
Area:
Eye-tracking, Multimedia learning, User-centred design, Human-computer interaction, Automatic interpretation, Supervision, Elderly people, Congregate housing, AcceptabilityGoogle:
"Éric Jamet"Parents
Sign in to add mentor| Alain Lieury | grad student | 1995 | University of Rennes 2 | |
| (L'organisation des étapes de traitement de l'information pendant la dénomination : apports de l'amorçage phonologique) | ||||
Children
Sign in to add trainee| Olivier le Bohec | grad student | 2003 | University of Rennes 2 |
| Cédric Hidrio | grad student | 2004 | University of Rennes 2 |
| Ludovic le Bigot | grad student | 2004 | Université de Poitiers. UFR de sciences humaines et arts |
| Séverine Erhel | grad student | 2006 | University of Rennes 2 |
| Amaël Arguel | grad student | 2009 | University of Rennes 2 |
| Guillaume Deconde | grad student | 2009 | University of Rennes 2 |
| Dominique Fréard | grad student | 2009 | University of Rennes 2 |
| Dorothée Fillet | grad student | 2010 | University of Rennes 2 |
| Florence Février | grad student | 2011 | University of Rennes 2 |
| Juliette Reerink-Boulanger | grad student | 2012 | University of Rennes 2 |
| Sylvain Fleury | grad student | 2014 | University of Rennes 2 |
| Natacha Métayer | grad student | 2016 | University of Rennes 2 |
BETA: Related publications
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Publications
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| Tordet C, Erhel S, Dodeler V, et al. (2023) The benefits of experiencing flow through distracting activities: flow reduces preoperative anxiety in children before surgery, but not postoperative difficulties. Psychology & Health. 1-20 |
| Peter L, Michinov N, Besançon M, et al. (2021) Revisiting the Effects of Gender Diversity in Small Groups on Divergent Thinking: A Large-Scale Study Using Synchronous Electronic Brainstorming. Frontiers in Psychology. 12: 723235 |
| Colliot T, Jamet É. (2020) Effects of self‐generated graphic organizers on learning depend on in‐task guidance Journal of Computer Assisted Learning |
| Colliot T, Jamet É. (2020) Improving students’ learning by providing a graphic organizer after a multimedia document British Journal of Educational Technology |
| Bonneton-Botté N, Fleury S, Girard N, et al. (2020) Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom Computers & Education. 151: 103831 |
| Jamet E, Gonthier C, Cojean S, et al. (2020) Does multitasking in the classroom affect learning outcomes? A naturalistic study Computers in Human Behavior. 106: 106264 |
| Merck C, Noël A, Jamet E, et al. (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. 1-19 |
| 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 |
| 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: 463-480 |
| Colliot T, Jamet É. (2018) Does self-generating a graphic organizer while reading improve students' learning? Computers in Education. 126: 13-22 |