Does self-generating a graphic organizer while reading improve students' learning? - Tiphaine Colliot; Éric Jamet (Comput. Educ., 2018)

How does adding versus self-generating a hierarchical outline while learning from a multimedia document influence students' performances? - Tiphaine Colliot; Éric Jamet (Comput. Hum. Behav., 2018)

Does multitasking in the classroom affect learning outcomes? A naturalistic study. - Eric Jamet; Corentin Gonthier; Salomé Cojean; Tiphaine Colliot; Séverine Erhel (Comput. Hum. Behav., 2020)

Effects of self-generated graphic organizers on learning depend on in-task guidance. - Tiphaine Colliot; Éric Jamet (J. Comput. Assist. Learn., 2020)

Improving students' learning by providing a graphic organizer after a multimedia document. - Tiphaine Colliot; Éric Jamet (Br. J. Educ. Technol., 2021)

The effects of graphic organizer completeness and note-taking medium on computer-based learning. - Tiphaine Colliot; Kenneth A. Kiewra; Linlin Luo; Abraham E. Flanigan; Junrong Lu; Carrie Kennedy; Sheldon Black (Educ. Inf. Technol., 2022)

Exploring the effects of seductive details and illustration dynamics on young children's performance in an origami task. - Tiphaine Colliot; Jean-Michel Boucheix (J. Comput. Assist. Learn., 2024)

Impact of reading messages on student learning and note-taking during a video lecture. - Tiphaine Colliot; Abraham E. Flanigan (J. Comput. Assist. Learn., 2024)

What makes tablet-based learning effective? A study of the role of real-time adaptive feedback. - Tiphaine Colliot; Omar Krichen; Nathalie Girard; Éric Anquetil; Éric Jamet (Br. J. Educ. Technol., 2024)