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Erica de Vries

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International Cognitive Visualization

EARLI SIG 2 Meeting
Grenoble 2012


Journal articles

Galilée, M., Dépret, C. & de Vries, E. (2015). A Math Textbook Time Machine for teacher training. Romanian Journal of Human-Computer Interaction, 8(4), 261-279.

Fernex, A., Lima, L., & de Vries, E. (2014). Exploring time allocation for academic activities by university students in France. Higher Education. 1-22. doi: 10.1007/s10734-014-9782-5.

De Vries, E. & Masclet, C. (2013). A framework for the study of external representations in collaborative design settings. International Journal of Human-Computer Studies, 71, 46–58. DOI: 10.1016/j.ijhcs.2012.07.005

Marzin, P & De Vries, E. (2013). Students' design of a biometric procedure in upper secondary school. International Journal of Technology and Design Education, 23, 361-376. DOI: 10.1007/s10798-011-9183-3

Maitre, J.-P., Dépret, C., de Vries, E. & Baillé, J. (2011). Tacitation and Implicitation: The construction of semiotic tools for representing mathematics teaching. ZDM – The International Journal of Mathematics Education, 43, 29-39. DOI: 10.1007/s11858-010-0295-0

De Vries, E. (2010). Quelle caractérisation de la variété des produits d’une activité de conception ? Recherches en Didactiques des Sciences et des Techniques, 2, 215-234.

De Vries, E. (2006). Students' construction of external representations in design-based learning situations. Learning and Instruction, 16, 213-227. DOI : 10.1016/j.learninstruc.2006.03.006

Geronimi, A., De Vries, E., Prudhomme, G., et Baillé, J. (2005). «Objets intermédiaires» dans une situation de conception en technologie avec CAO au collège. ASTER, 41, 115-137.

d'Ham, C., De Vries, E., Girault, I., & Marzin, P. (2004). Exploiting distance technology to foster experimental design as a neglected learning objective in labwork in chemistry. Journal of Science Education and Technology, 13, 425-434. DOI: 10.1007/s10956-004-1464-0 (dHam_etal_JSET.pdf)

De Vries, E., Lund, K. & Baker, M. (2002). Computer-mediated epistemic dialogue: Explanation and argumentation as vehicles for understanding scientific notions. Journal of the Learning Sciences, 11, 63-103. (deVries_etal_JLS.pdf)

De Vries, E. (2001). Les logiciels d'apprentissage : panoplie ou éventail ? Revue Française de Pédagogie, 137, 105-116.(deVries_RFP.pdf)

Baker, M., De Vries, E., Lund, K., & Quignard, M. (2001). Interactions épistémiques médiatisées par ordinateur pour l'apprentissage des sciences : bilan de recherches. Sciences et Techniques Educatives - EIAO'01, 8, 21-32. (Baker_etal_EIAO.pdf)

De Vries, E. (2000). Hypermédias et apprentissage de la physique : une familiarisation avec les termes d'une modélisation ? Sciences et Techniques Educatives, 7, 313-332.

De Vries, E., & de Jong, T. (1999). The design and evaluation of hypertext structures for supporting design problem solving. Instructional Science, 3-4, 285-302.(deVries_IS99.pdf)

De Vries, E., & Tricot, A. (1998). Évaluer l'utilisation d'hypermédias : intérêts et limites des variables de performance. In A. Tricot & J.-F. Rouet (Eds.), Les hypermédias : approches cognitives et ergonomiques (pp. 175-190). Paris : Hermès, n° Hors Série de la revue Hypertextes et Hypermédias.

De Vries, E., & de Jong, T. (1997). Using information systems while performing complex tasks: an example from architectural design. International Journal of Human-Computer Studies, 46, 31-54.

Tiberghien, A., & De Vries, E. (1997). Relating characteristics of learning situations to learner activities. Journal of Computer Assisted Learning, 13, 163-174.(Tib_deVries_JCAL.pdf)

Chapters in edited books

De Vries, E. (2015). Rentrer la figure. Dans J. Baillé (Ed.), Du mot au concept : Figure. Grenoble : PUG.

De Vries E. & Ashraf, M. (2014). Teachers’ thoughts on visualisations in culturally diverse settings: The case of France and Pakistan. In B. Eilam & J. K. Gilbert (Eds.) Science teachersuse of visual representations. Models and Modeling in Science Education, Vol. 8 (pp. 149-169). Heidelberg: Springer.

De Vries, E. (2012). Learning with external representations. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 2016-2019). Heidelberg: Springer.

De Vries, E. (2010). Convention, ou le partage de l’arbitraire. Dans J. Baillé (Ed.), Du mot au concept : Convention. (pp. 113-134). Grenoble : PUG.

De Vries, E., Demetriadis, S, & Ainsworth, S. (2009). Learning with external representations: Headed towards a digital culture. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.) Technology Enhanced Learning – Principles and Products (pp. 137-153). Heidelberg: Springer.

De Vries, E. & Ainsworth, S. (2007). Conversions dans les environnements interactifs d’apprentissage. Dans J. Baillé (Ed.), Du mot au concept : Conversion (pp. 165-187). Grenoble : PUG.

De Vries, E., Baillé, J. & Geronimi, A. (2006). Quelles situations pour l’introduction de la conception assistée par ordinateur (CAO) en technologie au collège ? Dans P. Dessus & E. Gentaz (Eds.), Apprentissages et enseignement : Sciences cognitives et éducation (143-160). Paris : Dunod.

De Vries, E. & Baillé, J. (2006). Apprentissage : Référents théoriques pour les EIAH. In M. Grandbastien & J.-M. Labat (Eds.), Environnements Informatiques et Apprentissages Humains (pp. 27-45). Paris : Hermès, collection IC2.

Baker, M., De Vries, E., Lund, K., & Quiqnard, M. (2003). Interactions épistémiques médiatisées par ordinateur : la coélaboration des notions scientifiques. In C. Deaudelin & Th. Nault (Eds.), Collaborer pour apprendre et faire apprendre : la place des outils technologiques (pp. 121-134). Québec : Presses de l'université du Québec.

De Vries, E. (2003). Educational technology and multimedia from a cognitive perspective: Knowledge from inside the computer, onto the screen, and into our heads? In H. van Oostendorp (Ed.), Cognition in a digital world (pp. 155-174). Mahwah, NJ: Lawrence Erlbaum Associates.

De Vries, E., (2000). Hypermedia for physics learning: the case of the energy concept. In J.-F. Rouet, J. J. Levonen, & A. Biardeau (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 141-154). London: Elsevier Science Publishers.

Articles in conference proceedings

Ah-Tchine, E., de Vries, E., Schwartz, N. H., Ludewig, U. & Bartel, A. (2016). Visualizations of cultural symbols and values in a reward allocation task. Paper accepted for presentation at the EARLI SIG 2 Comprehension of text and graphics Meeting, Geneva, Switzerland.

Désiron, J., Bétrancourt, M. & de Vries, E. (2016). The role of comprehension ability in multimedia learning. Paper accepted for presentation at the EARLI SIG 2 Comprehension of text and graphics Meeting, Geneva, Switzerland.

Fox, A. R., de Vries, E., Lima, L., Loker, S. (2016). Exploring Representations of Student Time-Use. Paper accepted for presentation at the 9th International Conference on the Theory and Application of Diagrams. Philadelphia.

Galilée, M., de Vries, E., Schwartz, N. H. (2016). Mental comparisons of magnitudes: Numerical vs. graphical format. Paper accepted for presentation at the EARLI SIG 2 Comprehension of text and graphics Meeting, Geneva, Switzerland.

Loker, S., de Vries, E. & Fox, A. R. (2016). Dynamic vs. static visualizations for learning procedural and declarative information. Paper accepted for presentation at the EARLI SIG 2 Comprehension of text and graphics Meeting, Geneva, Switzerland.

Kasatkina, O., de Vries, E., Masclet, C., Boujut, J.-F. (2015). Modulation of ambiguity, a cognitive function of representations during idea generation. In C. Weber, S. Husung, G. Cascini, M. Cantamessa, D. Marjanovic & F. Montagna (Eds.), DS 80-8 Proceedings of the 20th International Conference on Engineering Design (ICED 15) Vol 8: Innovation and Creativity, (pp. 339-348). Glasgow, Scotland : The Design Society.

Ashraf, M. & de Vries, E. (2014). Playing with cards; constructing graphical genres. In H. Tabbers & E. de Vries (Eds.) Proceedings of the EARLI SIG 2 Comprehension of text and graphics Meeting. Rotterdam, The Netherlands.

Galilée, M., Schwartz, N. H. & de Vries, E. (2014). Grounding Website Navigation: the Effects of Visuospatial Cues on Search Behaviour. In H. Tabbers & E. de Vries (Eds.) Proceedings of the EARLI SIG 2 Comprehension of text and graphics Meeting. Rotterdam, The Netherlands.

Kasatkina, O., de Vries, E., Masclet, C. & Boujut, J.-F. (2014). Identifying dimensions of socio-technical tools for innovative design and engineering education. In H. Tabbers & E. de Vries (Eds.) Proceedings of the EARLI SIG 2 Comprehension of text and graphics Meeting. Rotterdam, The Netherlands.

Betrancourt, M. Ainsworth, S.,  de Vries, E., Boucheix, J.-M. & Lowe, R. (2012). Graphicacy: Do Readers of Science Textbooks Need It? In E. de Vries & K. Scheiter (Eds.) Proceedings of the EARLI SIG 2 Comprehension of text and graphics Meeting (pp. 37-39). Grenoble, France: LSE.

Boucheix, J.-M., Lowe, R., Ainsworth, S., Bétrancourt, M. & de Vries, E. (2012). Paired Graphics: An Exploratory Study of Graphicacy. In E. de Vries & K. Scheiter (Eds.) Proceedings of the EARLI SIG 2 Comprehension of text and graphics Meeting (pp. 43-45). Grenoble, France: LSE.

De Vries, E. (2011). On the existence of Verbal Necker Cubes. In J.-F. Rouet (Ed.), Proceedings of the Society for Text and Discourse. Poitiers, France: LACO.

De Vries, E. & Lowe, R. (2010). Graphicacy: What does the Learner bring to a Graphic? Paper presented at the EARLI SIG2 meeting, Tübingen, Germany, August 2010.

De Vries, E. & Masclet, C. (2010). Shared representations: dyadic and triadic perspectives in work and training. In J.-F. Boujut, F. Roulland, S. Castellani, J. Willamowski, & D. Martin (Eds.), COOP'10 workshop: The mediation role of shared representations in cooperative activities: new challenges (pp. 16-26). Aix-en-Provence.

De Vries, E. (2009). Formaliser la représentation : controverses et perspectives. In N. Chaignaud, M. Holzem, J.-P. Kotowicz, J. Labiche, D. Mellier, & K. Rovira (Eds.), Cognitica ARCo’09 Interprétation et problématiques du sens (pp. 19-27). Rouen : ARC.

Depret, C. & De Vries, E. (2008). How to designate objects of learning: the case of the vector. In F. Maes & S. Ainsworth (Eds.), Proceedings of EARLI SIG 2 bi-annual Conference: Exploiting the opportunities: Learning with textual, graphical and multimodal representations (pp. 46 – 49). Tilburg: Tilburg University.

De Vries, E., Geronimi, A. & Baillé, J. (2008). Introducing a representational tool of the trade in middle school. In G. Kanselaar, J. van Merriënboer, P. Kirschner, & T. de Jong (Eds.), Proceedings of the International Conference of the Learning Sciences, Utrecht, The Netherlands.

Marzin, P. & De Vries, E. (2008). How can we take into account students’ conceptions of the facial angle in a palaeontology laboratory work? In G. Kanselaar, J. van Merriënboer, P. Kirschner, & T. de Jong (Eds.), Proceedings of the International Conference of the Learning Sciences, Utrecht, The Netherlands.

De Vries, E. (2006). Semiotic highways and the problem of abduction in ILEs. In S. Ainsworth (Ed.), Proceedings of the EARLI SIG 2 Bi-annual meeting Text and Picture Comprehension (pp. 43-45). Nottingham: University of Nottingham, LSRI.

De Vries, E. (2005). What's in a rectangle? An issue for AIED in the design of semiotic learning tools. In C.-K Looi, G. McCalla, B. Bredeweg, J. Breuker (Eds.), Artificial Intelligence in Education. Supporting learning through intelligent and socially informed technology (pp. 938-940). Amsterdam: IOS Press.

Dessus, P., & De Vries, E. (2004). Do students apply constructivist principles in designing Computer-Supported Learning Environments? Special Interest Meeting of EARLI SIG 6 & SIG 7 Instructional design for effective and enjoyable computer- supported learning. Tübingen : Knowledge Media Research Center, 7-9 juillet.

Baker, M., De Vries, E., Lund, K., & Quignard, M. (2001). Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning : proceedings of the first European conference on computer-supported collaborative learning (89-96). Maastricht : Unigraphic.

Baker, M., De Vries, E., & Lund, K. (1999). Designing computer-mediated epistemic interactions. In S. P. Lajoie & M. Vivet (Eds.), Artificial Intelligence in Education. Open Learning Environments: New technologies to support learning, exploration and collaboration (pp. 139-146). Amsterdam: IOS Press.

De Vries, E., (1996). Educational multimedia for learning and problem solving. In P. Brna, A. Paiva, & J. Self (Eds.), Proceedings of the European Conference on Artificial Intelligence in Education (pp. 157-163). Lisbon, Portugal: Edições Colibri.

Tricot, A., Bétrancourt, M., Dufresne, A., Merlet, S., Rouet, J.-F., & De Vries, E. (1996). Des hypermédias pour quoi faire ? L'apport des modèles de tâches à la conception d'hypermédias pour l'apprentissage. In E. Bruillard, J.-M. Baldner, & G.-L. Baron (Eds.), Hypermédias et Apprentissages 3 (pp. 257-272). Paris, France: INRP, EPI.

De Vries, E., Tiberghien, A., & Petitot, G. (1995). Learning Processes and Knowledge Representation in the Design of Educational Hypermedia. In S. Fraisse, F. Garzotto, T. Isakowitz, J. Nanard, & M. Nanard (Eds.), Hypermedia Design, Montpellier 1995 (pp. 32-33). Paris, France: Springer-Verlag.

De Vries, E. (1993). The role of case-based reasoning in architectural design: Stretching the design problem space. In W. Visser (Ed.), Re-use of designs: An interdisciplinary cognitive approach. Proceedings of Workshop 15 of the 13th International Joint Conference on Artificial Intelligence (pp. 28-40). Chambéry, France.

Edited books and proceedings

Tabbers, H. & de Vries, E. (Eds.) (2014). Building bridges: Improving our understanding of learning from text and graphics by making the connection. Proceedings of the EARLI SIG 2 Comprehension of text and graphics Meeting, August 25-27. Rotterdam, The Netherlands: Erasmus University.

De Vries, E. & Scheiter, K. (Eds.). (2012). Staging knowledge and experience: How to take advantage of representational technologies in education and training? Proceedings of the EARLI SIG 2 Comprehension of text and graphics Meeting, August 28-31. Grenoble: LSE.

De Vries, E., Pernin, J.-P., & Peyrin, J.-P. (2001). Actes du Cinquième Colloque Hypermédias et Apprentissages. Paris : INRP, EPI.

Presented papers and posters

Kasatkina, O., de Vries, E., Masclet, C., Boujut, J.-F. (2015). Fonctions cognitives des représentations mobilisées en séance de créativité. Paper presented at the 14ème Colloque National AIP-PRIMECA, La Plagne, France.

Ludewig, U., de Vries, E., Schwartz, N. H., Jacobson, N., Fox, A. R. & Loker, S. (2016). Constructing knowledge from interactive visualizations: How conceptual understanding influences representational choice. Paper accepted for presentation at the American Educational Research Association, Washington DC, USA.

Bwana, C., Schwartz, N. H., & de Vries, E. (2015). The effect of movie trailers’ rhetorical structures on shared meaning and affinity. Poster presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Limassol, Cyprus.

Preuss, S., Nurra, C., de Vries, E., Schwartz, N. H. (2015). Impact of need for cognition and design of infographics on attitude change: a study on homophobia. Poster presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Limassol, Cyprus.

Désiron, J. Schwartz, N. H., de Vries, E. (2015). Comprehending text-graphic combinations:  text coherence and level of graphical detail. . Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Limassol, Cyprus.

Désiron, J. Schwartz, N. H., de Vries, E. (2015). The influence of text coherence and text-graphic correspondence on children’s comprehension. Paper presented at the American Educational Research Association (AERA), Chicago, USA.

Sarmento, D., Wolff, M., Glogger, I, Lippmann, M., de Vries, E. (2013). Animating the relationship between text and diagrams: effects on understanding and assigning guilt. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Munich, Germany.

Evans, L., Becker, S., Galilée, M., de Vries, E., Lippmann, M. (2013). Effects of visualization mode and context on comprehension and decision making in litigation law. . Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Munich, Germany.

Simpson, S., Galilée, M. Tarbeeva, N., de Vries, E., Lippmann, M. (2013). The influence of presentation rate and sequence of visualizations on recall and decision-making. . Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Munich, Germany.

Jacobson, N., Becker, S., Galilée, M. de Vries, E., Lippmann, M. (2013). Color in context: the influence of color and attribute framing on perceptions of guilt in litigation. . Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Munich, Germany.

De Vries, E. (2013). Rentrer la figure. Communication lors du séminaire Du mot au concept : Figure, Grenoble, 4-5 juillet 2013.

De Vries, E. & Muhammad, A (2011, August). Unpacking Visualisations: A Study of Teacher Conceptions. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Exeter, United Kingdom.

Danielson, R. W., Schwartz, N. H., Stanley, J., Gonen, S. & de Vries, E. (2011). Relative Judgment of Graphics in the Interpretation of Meaning. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Exeter, United Kingdom.

Vadcard, L., de Vries, E. & Baillé, J. (2009, December). Authenticité et sémioticité : deux paradoxes (de l’expérience) dans les technologies informatiques pour la formation. Communication lors de L'expérience, le premier Colloque international de l’association Recherches et Pratiques de Didactique Professionnelle, Dijon, France

De Vries, E. (2009, August). Four obstacles to effective learning with static and animated graphics. Poster presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Amsterdam, The Netherlands.

De Vries, E. & Baillé, J. (2007, August). Dyadic versus triadic views on representation, how does semiotics fit in? Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Budapest, Hungary.

De Vries, E. (2007, August). Multiple contemporaneous graphical formalisms in inquiry learning environments: a blessing in disguise? Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Budapest, Hungary.

De Vries, E. (2007, July). De la non-convention dans la technologie éducative. Communication lors du séminaire Du mot au concept : Convention, Grenoble, 5-6 juillet 2007.

De Vries, E. (2007, March). Représentations externes en technologie : une lecture affordance-vicariance d’une triple diversité dans les productions d’élèves pour une tâche de conception. Communication lors du colloque Recherches sur et pour l’éducation et les enseignements technologiques : enjeux éducatifs et scientifiques. UMR-STEF-INRP, UMR-ADEF-INRP et LSE-UPMF, Lyon, France.

De Vries, E. (2005, August). Analysing design problem solving products as external representations. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Nicosia, Cyprus.

De Vries, E. & Ainsworth, S. (2005, July). Représentations multiples et technologie en éducation : Conversions réelles et virtuelles. Communication lors du séminaire Du mot au concept : Conversion, Grenoble, 7-8 juillet 2005.

De Vries, E. (2004, September). On the need for "unorthodox" ways of studying learning with technology. Poster presented at the EARLI SIG 2 Meeting, Comprehension of text and graphics: basic and applied issues. Valencia, Spain.

De Vries, E. (2004, April). L'authenticité dans l'éducation technologique au collège : cadre théorique et étude d'une situation de conception assistée par ordinateur. Septième Biennale de l'Éducation et de la Formation. Lyon, France.

De Vries, E. (2003, August). Studying student dialogues to uncover representational and communicational aspects of the instructional use of computer-assisted design programs. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Padova, Italy.

De Vries, E. (2002, January). Quelle approche pour juger de la pertinence de l'apprentissage avec l'ordinateur à l'école ? Colloque sur l'Apprentissage avec l'Ordinateur à l'Ecole, Bordeaux, France.

De Vries, E. (2001, August). Theoretical and functional aspects of computer-supported learning environments. Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Fribourg, Switzerland.

De Vries, E., Lund, K., & Baker, M. (1999, August). Explaining and arguing about science concepts in a computer-based environment for the Confrontation, Negotiation, and Construction of Text (ConNeCT). Paper presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Goteborg, Sweden.

Lund, K., Baker, M., & De Vries, E., (1997, December). Teachers' analysis of and support for students' collaborative problem-solving activity: a study in a CSCL environment for understanding sound in physics. Poster presented at the CSCL conference, Toronto, Canada.

De Vries, E., & Tricot, A. (1997, August). Local goals in multimedia use and the study of learner activities through interaction variables. Poster presented at the biannual Conference of the European Association of Research on Learning and Instruction (EARLI), Athens, Greece.

De Vries, E. (1996, May). La sélection d'informations en fonction de la structure de l'hypermédia et de la nature de la tâche : une étude exploratoire dans le domaine complexe de la physique [Summary]. In E. Bruillard, J.-M. Baldner, & G.-L. Baron (Eds.), Préactes de Hypermédias et Apprentissages 3, (pp. 177). Châtenay-Malabry, France.

De Vries, E. (1995, August). The use of task-adapted abstraction hierarchies in design phases. In C. Aarnoutse, F. de Jong, H. Lodewijks, R.J. Simons, D. van der Aalsvoort (Eds.), Abstracts of the 6th European Conference for Research on Learning and Instruction (p. 325). Tilburg, The Netherlands: Mesoconsult.

De Vries, E., van Andel, J., de Jong, T. (1992, July). Computer-aided transfer of information on environment and behavior. Paper presented at the International Conference on Design and Decision Support Systems in Architecture, Mierlo, The Netherlands.

De Vries, E., van Andel, J., de Jong, T. (1992, April). Computer-aided transfer of information on environment and behavior: Network versus hierarchical structures [Summary]. In E. G. Arias & M. D. Gross (Eds.), Proceedings of the 23rd Conference of the Environmental Design Research Association (p. 293). Oklahoma City: Oklahoma.

Theses

De Vries, E. (2006). Représentation et Technologie en Education. Habilitation à Diriger les Recherches. Université Pièrre-Mendès-France, Grenoble II, France. (Document pdf)

De Vries, E. (1994). Structuring information for design problem solving. Doctoral Dissertation. Eindhoven University of Technology, Eindhoven, The Netherlands.

De Vries, E. (1989). Images and propositions: A race model. Masters Thesis, Institute for Experimental Psychology, University of Groningen, The Netherlands.