• Illustrated texts comprehension
• Conception of pedagogical documents
• Note-taking
• Graphic organizers
• Generative learning
• Guiding effects
• Congnitive load
• Multitasking

• Cognitive Psychology, Educational Psychology

• Member of the executive committee of the IPHD MA (INSPE Niort).

Colliot, T., & Jamet, É. (2020). Improving students’ learning by providing a graphic organizer after a multimedia document. British Journal of Educational Technology. 1-14. doi: 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

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, 106264, 1-8. doi: 10.1016/j.chb.2020.106264

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. 1-18. doi: 10.1007/s11251-019-09488-z

Colliot, T., & Jamet, É. (2018). Does self-generating a graphic organizer improve students’ learning? Computers & Education, 126, 13-22. doi: 10.1016/j.compedu.2018.06.028

Colliot, T., & Jamet, É. (2018). Understanding the Effects of a Teacher Video on Learning From a Multimedia Document: An Eye-Tracking Study. Educational Technology Research and Development. 1-19. doi: 10.1007/s11423-018-9594-x

Colliot, T., & Jamet, É. (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: 10.1016/j.chb.2017.11.037