Gaëlle Molinari
Gaëlle Molinari
University of Geneva & Distance Learning University Switzerland
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Facilitating peer knowledge modeling: Effects of a knowledge awareness tool on collaborative learning outcomes and processes
M Sangin, G Molinari, MA Nüssli, P Dillenbourg
Computers in human behavior 27 (3), 1059-1067, 2011
How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models
S Berney, M Bétrancourt, G Molinari, N Hoyek
Anatomical sciences education 8 (5), 452-462, 2015
How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?
K Lund, G Molinari, A Séjourné, M Baker
International Journal of Computer-Supported Collaborative Learning 2 (2 …, 2007
Emotion feedback during computer-mediated collaboration: Effects on self-reported emotions and perceived interaction
G Molinari, G Chanel, M Betrancourt, T Pun, C Bozelle Giroud
To see the world and a grain of sand: Learning across levels of space, time …, 2013
Reflection-in-action markers for reflection-on-action in Computer-Supported Collaborative Learning settings
É Lavoué, G Molinari, Y Prié, S Khezami
Computers & Education 88, 129-142, 2015
The underwhelming effects of automatic location-awareness on collaboration in a pervasive game
N Nova, F Girardin, G Molinari, P Dillenbourg
Cooperative Systems Design: Seamless Integration of Artifacts and …, 2006
L’engagement et la persistance dans les dispositifs de formation en ligne: regards croisés
G Molinari, B Poellhuber, J Heutte, E Lavoué, DS Widmer, PA Caron
Distances et médiations des savoirs. Distance and Mediation of Knowledge, 2016
Assessment of computer-supported collaborative processes using interpersonal physiological and eye-movement coupling
G Chanel, M Bétrancourt, T Pun, D Cereghetti, G Molinari
2013 Humaine Association Conference on Affective Computing and Intelligent …, 2013
Knowledge interdependence with the partner, accuracy of mutual knowledge model and computer-supported collaborative learning
G Molinari, M Sangin, P Dillenbourg, MA Nüssli
European journal of psychology of education 24 (2), 129-144, 2009
Schématisation argumentative et co-élaboration de connaissances: le cas des interactions médiatisées par ordinateur
A Séjourné, M Baker, K Lund, G Molinari
Faut-il parler pour apprendre?, 1-14, 2004
The symmetry of partner modelling
P Dillenbourg, S Lemaignan, M Sangin, N Nova, G Molinari
International Journal of Computer-Supported Collaborative Learning 11 (2 …, 2016
Effects of knowledge interdependence with the partner on visual and action transactivity in collaborative concept mapping
G Molinari, M Sangin, MA Nüssli, P Dillenbourg
International Society of the Learning Sciences, Inc., 2008
The effects of animations on verbal interaction in computer supported collaborative learning
M Sangin, P Dillenbourg, C Rebetez, M Bétrancourt, G Molinari
Journal of computer assisted learning 24 (5), 394-406, 2008
How learners use awareness cues about their peer’s knowledge? Insights from synchronized eye-tracking data
M Sangin, G Molinari, MA Nüssli, P Dillenbourg
International Society of the Learning Sciences, Inc., 2008
Collaborative learning with animated pictures: The role of verbalizations
M Sangin, G Molinari, P Dillenbourg, C Rebete, M Bétrancourt
International Society of the Learning Sciences, 2006
Achievement appraisals, emotions and socio-cognitive processes: how they interplay in collaborative problem-solving?
S Avry, G Chanel, M Bétrancourt, G Molinari
Computers in Human Behavior 107, 106267, 2020
From learners’ concept maps of their similar or complementary prior knowledge to collaborative concept map: Dual eye-tracking and concept map analyses
G Molinari
Psychologie française 62 (3), 293-311, 2017
Knowing what the peer knows: The differential effect of knowledge awareness on collaborative learning performance of asymmetric pairs
M Sangin, G Molinari, MA Nüssli, P Dillenbourg
European Conference on Technology Enhanced Learning, 384-394, 2008
Integration of new domain-related states and events from texts and illustrations by subjects with high and low prior knowledge
G Molinari, I Tapiero
Learning and Instruction 17 (3), 304-321, 2007
Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts
E Lavoué, M Kazemitabar, T Doleck, SP Lajoie, R Carrillo, G Molinari
Educational Technology Research and Development 68 (1), 269-292, 2020
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