Adaptation française du Learning Styles Questionnaire de Honey et Mumford

Fortin, Gilles; Chevrier, Jacques; Amyot, Élise

doi:10.7202/1091396ar

Cited by 8 publications

(3 citation statements)

References 30 publications

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“…The total score for each learning style ranges between 12 and 84, with a higher score indicating a higher preference for the learning style. The internal consistency of this scale ranges between 0.86 and 0.95 (Fortin et al, 1997) and in the present study the internal consistency found is 0.85. Active style items include "I like to be the one who talks a lot, " reflector style items include "I am careful not to jump to conclusions too quickly, " theorist style items include "I like to be able to relate my actions to a general principle" and pragmatist style items include "In discussions, I like to get straight to the point."…”

Section: Lsq-fasupporting

confidence: 60%

“…To measure participants' learning styles we used the abridged French version of the Learning Style Questionnaire (LSQ; Honey and Mumford, 1982;Fortin et al, 1997). This 48-item questionnaire is designed to assess preference for learning methods.…”

Section: Lsq-famentioning

confidence: 99%

“…Active style items include "I like to be the one who talks a lot, " reflector style items include "I am careful not to jump to conclusions too quickly, " theorist style items include "I like to be able to relate my actions to a general principle" and pragmatist style items include "In discussions, I like to get straight to the point." The French version of the LSQ has been validated with 205 university students in education (Fortin et al, 1997).…”

Section: Lsq-famentioning

confidence: 99%

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Factors influencing acceptance and trust of chatbots in juvenile offenders’ risk assessment training

Raiche,

Dauphinais,

Duval

et al. 2023

Front. Psychol.

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IntroductionResearch has identified simulation-based training with chatbots and virtual avatars as an effective educational strategy in some domains, such as medicine and mental health disciplines. Several studies on interactive systems have also suggested that user experience is decisive for adoption. As interest increases, it becomes important to examine the factors influencing user acceptance and trust in simulation-based training systems, and to validate applicability to specific learning tasks. The aim of this research is twofold: (1) to examine the perceived acceptance and trust in a risk assessment training chatbot developed to help students assess risk and needs of juvenile offenders, and (2) to examine the factors influencing students’ perceptions of acceptance and trust.MethodsParticipants were 112 criminology students in an undergraduate course in a Canadian university. Participants were directed to use a custom-designed chatbot with a virtual 3D avatar for juvenile offenders’ risk assessment training, to complete online questionnaires and a risk assessment exercise.ResultsResults show satisfactory levels of acceptance and trust in the chatbot. Concerning acceptance, more than half appeared to be satisfied or very satisfied with the chatbot, while most participants appeared to be neutral or satisfied with the benevolence and credibility of the chatbot.DiscussionResults suggest that acceptance and trust do not only depend on the design of the chatbot software, but also on the characteristics of the user, and most prominently on self-efficacy, state anxiety, learning styles and neuroticism personality traits. As trust and acceptance play a vital role in determining technology success, these results are encouraging.

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Section: Lsq-fasupporting

confidence: 60%

Section: Lsq-famentioning

confidence: 99%

Section: Lsq-famentioning

confidence: 99%

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Factors influencing acceptance and trust of chatbots in juvenile offenders’ risk assessment training

Raiche,

Dauphinais,

Duval

et al. 2023

Front. Psychol.

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Le savoir-apprendre expérientiel dans le contexte du modèle de David Kolb

Chevrier

Charbonneau

2002

rse

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RésuméCet article traite de l'analyse du fonctionnement cognitif dans la réussite ou l'échec d'un apprentissage en contexte d'autoformation au traitement de texte. Les auteurs prennent pour cadre de référence le modèle d'apprentissage expérientiel de Kolb (1984). Cinq modes de fonctionnement cognitif (exploratoire, réfléchi, abstractif, vérificatoire et gestionnel) spécifiés chacun selon trois dimensions (attitudes, conduites cognitives, conduites de gestion) définissent le savoir-apprendre expérientiel. L'analyse des protocoles comportementaux des deux cas d'apprentissage, l'un réussi, l'autre échoué, met en lumière la possibilité et la pertinence de distinguer les cinq modes de fonctionnement, leur importance relative dans la réussite de l'apprentissage et de savoir quand et comment les mettre en oeuvre.

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Conception d’un système hypermédia d’enseignement adaptatif centré sur les styles d’apprentissage : modèle et expérience

Dahbi

Kamoun

Berraissoul

2009

Revue internationale des technologies en pédagogie universitair

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Cet article traite de style d’apprentissage en tant que critère d’adaptation d’un cours en ligne. Une première étape consiste à choisir le modèle des styles d’apprentissage. La sélection de ces styles est réalisée par un questionnaire dédié. D’autre part, les activités d’apprentissage sont conçues afin de refléter les dimensions liées aux styles d’apprentissage. Enfin, la présentation de ces activités est gérée par un module d’adaptation probabiliste. En nous appuyant sur les méthodes et les techniques proposées pour la modélisation et l’adaptation, nous avons conçu un système hypermédia d’enseignement adaptatif centré sur les styles d’apprentissage. L’approche a été validée expérimentalement et les résultats obtenus sont encourageants.This article discusses learning styles as a criterion of adaptation of a course online. A first step is to choose the model of learning styles. The identification of these styles is performed by a dedicated questionnaire. On the other hand, learning activities are designed to reflect the dimensions related to learning styles. Finally, the presentation of these activities is managed by a probabilistic adaptation module. Based on the methods and techniques proposed for modeling and adaptation, we designed an adaptive hypermedia system that focuses on learning styles. The approach was validated experimentally and the results are encouraging

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Adaptation française du Learning Styles Questionnaire de Honey et Mumford

Cited by 8 publications

References 30 publications

Factors influencing acceptance and trust of chatbots in juvenile offenders’ risk assessment training

Factors influencing acceptance and trust of chatbots in juvenile offenders’ risk assessment training

Le savoir-apprendre expérientiel dans le contexte du modèle de David Kolb

Conception d’un système hypermédia d’enseignement adaptatif centré sur les styles d’apprentissage : modèle et expérience

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