Franck Amadieu

Franck Amadieu is a full professor of psychology at the University of Toulouse (CLLE, CNRS, UT2J), France. His work mainly focuses on learning with digital tools. His research examines the cognitive processing of digital documents (hypertext, multimedia and animations) for information retrieval, comprehension and learning tasks, but also the acceptance of technologies by users. Finally, his research also focuses on issues of critical thinking education for young people in relation to video sources of information. His research activity is in the field of cognitive psychology and cognitive ergonomics.

 

Relevant publications:

  • Mulet, Julie, Van de Leemput, Cécile, & Amadieu, Franck (2019a). A critical literature review of perceptions of tablets for learning in primary and secondary schools. Educational psychology review 31(3), 631–662. DOI: 10.1007/s10648-019-09478-0.
  • Sanchiz, Mylene, Lemarié, Julie, Chevalier, Aline, Cegarra, Julien, Paubel, Pierre-Vincent, Salmerón, Ladislao & Amadieu, Franck (2019b). Investigating multimedia effects on concept map building: Impact on map quality, information processing and learning outcome. Education and Information Technologies 24(6), 3645-3667. DOI: doi.org/10.1007/s10639-019-09943-x.
  • Sanchiz, Mylene, Amadieu, Franck, Fu, Wai-Tat & Chevalier, Aline (2019c). Does pre-activating domain knowledge foster elaborated online information search strategies? Comparisons between young and older web users. Applied Ergonomics 75, 201-213.
  • Van Der Linden, Jan, Amadieu, Franck, Vayre, Emilie & Van De Leemput, Cécile (2019d). User Experience and Social Influence: A New Perspective for UX Theory. In: A. Marcus & W. Wang (Eds.), Design, User Experience, and Usability. Design Philosophy and Theory (pp. 98-112). Cham: Springer International Publishing.
  • Amadieu, Franck, Salmerón, Ladislao, Cegarra, Julien, Paubel, Pierre-Vincent, Lemarié, Julie, & Chevalier, Aline (2015). Learning from concept-mapping and hypertext: An eye tracking study. Journal of Educational Technology & Society 18, 100-112.