Salomé Cojean

-          Peer-reviewed articles:

1. Pinelli, M., & Cojean, S. (2025). A working memory reversal effect on design principles? Evidence on pauses in video among children. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13545-1 [hal]

2. Cojean, S., & Grand, M. (2024). Note-taking by university students on paper or a computer: Strategies during initial note-taking and revision. British Journal of Educational Psychology, bjep.12663. http://doi.org/10.1111/bjep.12663 [hal]

3. Cojean, S., & Jamet, E. (2022). Effects of outlines and information seeking on learning outcomes in video-based environments. Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2022.2028854 [hal]

4. Cojean, S., & Martin, N. (2021). Reducing the split-attention effect of subtitles during video learning: Might the use of occasional keywords be an effective solution?: L’Année psychologique, Vol. 121(4), 417‑442. https://doi.org/10.3917/anpsy1.214.0417 [hal]

5. Cojean, S., & Jamet, E. (2021). Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes. British Journal of Educational Technology, bjet.13164. https://doi.org/10.1111/bjet.13164 [hal]

6. 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, 106. https://doi.org/10.1016/j.chb.2020.106264 [hal]

7. Baverel, C., & Cojean, S. (2019). Une conception alternative de l’évaluation dans l’enseignement supérieur: Une expérimentation en Licence LLCER Anglais. Etudes en didactique des langues, 33, 7–27 [hal]

8. Cojean, S., & Jamet, E. (2018). The role of scaffolding in improving information seeking in videos. Journal of Computer Assisted Learning, 34(6), 960–969. https://doi.org/10.1111/jcal.12303 [hal]

9. Biard, N., Cojean, S., & Jamet, E. (2018). Effects of segmentation and pacing on procedural learning by video. Computers in Human Behavior, 89, 411–417. https://doi.org/10.1016/j.chb.2017.12.002 [hal]

10. 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. https://doi.org/10.1016/j.chb.2017.04.052 [hal]

-          Communications with proceedings:

1. Pinelli, M., & Cojean, S. (2024). Do learners make more pauses in instructional videos when taking notes?, Proceedings of the Annual Conference of the Cognitive Science Society, 46, pp. 2233-2239. https://escholarship.org/uc/item/70s0949g [hal]

2. Cojean, S., Brun, L., Amadieu, F., & Dessus, P. (2023). Teachers’ attitudes towards AI: what is the difference with non-AI technologies?. Proceedings of the Annual Conference of the Cognitive Science Society, 45, pp. 2069-2076. https://escholarship.org/uc/item/0r55s1jb [hal]

3. Cojean, S., & Martin. N. (2022). Acceptability of technology involving artificial intelligence among future teachers. Proceedings of the Annual Meeting of the Cognitive Science Society, 44, pp. 2292-2296. https://escholarship.org/uc/item/4vp429tp [hal]

4. Ragot, M., Martin, N., & Cojean, S. (2020). AI-generated vs. Human Artworks. A Perception Bias Towards Artificial Intelligence? Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1–10. https://doi.org/10.1145/3334480.3382892 

5. Cojean, S., & Jamet, E. (2017). The impact of scaffolding on characteristics of mental models during information-seeking activity. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 292–296. https://www.learntechlib.org/p/181199/ 

-          Professionnal articles:

1. Cojean, S., & Martin, N. (2025). Outils intégrant de l’intelligence artificielle pour l’éducation : quelles opportunités pour quelles limites ? La Revue de Santé Scolaire et Universitaire, 16 (42). https://10.1016/j.revssu.2025.03.006 

2. Cojean, S. (2022). Vidéo et environnement numérique : de nouveaux processus d’apprentissage ? . Maths en pleines formes Express, pp 71-76. [pdf]

3. Baverel, C., Michel, L, & Cojean, S. (2022). Systematic disadvantages of marking schemes infringing the Guilford and Fruchter penalty when assessing MCQ tests. L'enseignement à distance et en ligne au Supérieur / Online distance learning in higher education.

-          Oral communications:

1. Cojean, S., & Pinelli, M. (2025) Pause and Note-Taking Behaviors during Video Learning. In Tino Endres et al. (chair). Learning With, Not Just Learning From, Videos – Interactivity as Key Element in Video-based Learning. [Symposium]. EARLI 2025, August 25, Graz, Austria

2. Huret, A., Dessus, P., Cojean, S., & Lardy, L. (2025). Déterminants de l’engagement tridimensionnel des étudiants en contexte de classe à l’université. In J. Jacquemart et al. (chair), Mieux comprendre les dynamiques de réussite dans l’enseignement supérieur : pratiques partagées et perspectives croisées. [Symposium]. Congrès de l'AREF, Liège, Belgique

3. Cojean, S., & Pinelli, M. (2025). Concevoir une vidéo pédagogique : Doit-on imposer des pauses pour tous les apprenant.es ? 12ème colloque international en éducation du CRIFPE, May 1, Montréal, Québec, Canada

4. Cojean, S., & Jamet, E. (2021). Traitement actif de l’aide disponible en vidéo : le rôle de la recherche d’informations sur les performances d’apprentissage. 8ème colloque international en éducation du CRIFPE, April 29, Montréal, Québec, Canada. https://colloque2021.crifpe.ca/fr/papers/details/1102 

5. Jamet, E., Cojean, S., Colliot, T., Erhel, S., & Gonthier, C. (2018). Les pratiques de multitasking des étudiants ont-elles une influence sur la qualité de leurs apprentissages ? 16ème séminaire MARSOUIN, June 1, Le Bono, Auray, France.

6. Cojean, S., & Jamet, E. (2016). Facilitating the information seeking activity in instructional video: the effects of micro- and macro-scaffolding. Meeting of EARLI SIG 6&7 "Instructional Design" and "Learning and Instruction with Computers", August 24, Dijon, France. http://leadserv.u-bourgogne.fr/earlisig6-7/program.html 

7. Colliot, T., Cojean, S., Jamet, E., & Fleury, S. (2016). Effet de la présence de la vidéo de l’enseignant sur l’apprentissage à partir d’un cours en ligne : apports de l’eye tracking. 14ème séminaire MARSOUIN, May 26, Douarnenez, France.

-          Visual communications:

1. Huret, A., Lardy, L., Dessus, P., & Cojean, S.(2025). Factors influencing students’ cognitive, behavioral, and emotional engagement. EARLI 2025, Graz, Austria

2. Zeng, X., Pansu, P., Cojean, S. (2025). Impact of elaborated feedback on vocational students' learning in digital environments. EARLI 2025, Graz, Austria

3. Cojean, S., Martin, N., & Galuscakova, P. (2025) Beyond Interpolation: Enhancing Large Language Models (LLMs) with Mental Models. COGSCI 2025, San Francisco, USA, https://escholarship.org/uc/item/5k8295z6#main [poster]

4. Zeng, X., Cojean, S., & Pansu, P. (2024). The impact of computer-based feedback strategies on students' learning: A network meta-analysis, The 27th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD 2024), Lisbon, Portugal

5. Cojean, S., Grand, M., & Martin, N. (2023). Note-taking during and after class: which strategies for which method? COGSCI 2023, Sydney, Australia, https://escholarship.org/uc/item/7qx546qm 

6. Cojean, S., & Martin. N. (2022). Adaptive Learning Technology based on Working Memory Capacity. COGSCI 2022, Toronto, Canada, https://escholarship.org/uc/item/68953429 [hal]

7. Cojean, S., Martin, N., & Ragot, M. (2020). What is the influence of the type of scale on score? A study on Likert and Visual Analogue Scale. COGSCI 2020, Toronto, Canada.

8. Martin, N., Cojean, S., & Ragot, M. (2020). The Acceptability of AI at Work: Predicting the Intention to Use relying on UTAUT. COGSCI 2020, Toronto, Canada.

9. Cojean, S., & Jamet, E. (2018). Comment faciliter les activités de recherche d'informations et d'apprentissage en vidéo ? Technologies éducatives et formation, Journée d’étude du Loustic, Rennes, France. [hal]

10. Cojean, S., & Jamet, E. (2017). Quels outils pour favoriser la recherche d’information dans les vidéos ? Effets sur les performances et les représentations mentales. Savoir, apprentissage, éducation aujourd’hui : Regards croisés en sciences humaines et sociales, Journées transversales de l’UFR Sciences Humaines de Rennes 2, Rennes, France. [hal]

11.  Linkmedia, IRISA, CNRS ; TALN, LINA, CNRS ; CRPCC (ex LP3C), Univ. Rennes 2 ; PREFics, Univ. Rennes2 ; IODE, Telecom Bretagne (2016). Linking Media in Acceptable Hypergraphs. Journées CominLabs à L’INRIA, Rennes, France.

-          Deliverables:

1. Dessus, P, Cojean, S., Michel, C., Hanner, C., Laurent, R., Gimeno, L., & Le Bideau, C. (2025). Acceptance Assessment of CACs in Educational Context. Grenoble : Univ. Grenoble Alpes, Deliverable DA.2, ANR TALISMAN project. [hal]

2. Michel, C., Lardy, L., El Kechai, H., Dessus, P., Cojean, S., & Vaufreydaz, D. (2024). Guidelines for experiment design and conduction. Grenoble : Univ. Grenoble Alpes, Deliverable D1.1, ANR TALISMAN project. [hal]

3. Dessus, P., Petelin, T., Laurent, R., El-Kechaï, H., & Cojean, S. (2024). Context-Aware Classrooms: legal and ethical issues. Grenoble : Univ. Grenoble Alpes, Deliverable DA.1, ANR TALISMAN project. [hal]

4. Dessus, P., & Cojean, S. (2022). Enseignement à distance ou hybride : des recommandations. Grenoble : Univ. Grenoble Alpes, INSPE. [lien]

-          PhD thesis:

Cojean, S. (2018). Étayage des activités de recherche d’information et d’apprentissage en environnement vidéo: Apports de la segmentation et de la structuration [PhD Thesis]. Université Rennes 2. [hal]