Number of co-authors:10
Number of publications with 3 favourite co-authors:Éric Jamet:3Ludovic Le Bigot:3Gérard Poulain:2
Jean-Francois Rouet's 3 most productive colleagues in number of publications:Andrew Dillon:43Éric Jamet:6Patrice Terrier:5
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Publications by Jean-Francois Rouet (bibliography)
Bigot, Ludovic Le, Terrier, Patrice, Amiel, Virginie, Poulain, Gérard, Jamet, Éric and Rouet, Jean-Francois (2007): Effect of modality on collaboration with a dialogue system. In International Journal of Human-Computer Studies, 65 (12) pp. 983-991.
The aim of this study was to investigate the influence of modality on collaboration processes between human and computer. Spoken and written interactions with a natural language dialogue system were compared using two real information-retrieval systems. In order to look for a restaurant (Experiment 1) or plan a trip (Experiment 2), participants performed several task-oriented dialogue scenarios. Although the spoken interaction mode was less efficient, it promoted collaboration, the use of personal pronouns and the literal form of the system's command utterances. Overall, in the written mode, the emphasis was on the task and its performance, rather than on dialogue. These findings are discussed with respect to the effect of communication mode on collaboration in human-computer dialogue.
© All rights reserved Bigot et al. and/or Academic Press
Bigot, Ludovic Le, Jamet, Éric, Rouet, Jean-Francois and Poulain, Gérard (2006): Ordre des informations et effet de modalité pour une recherche de restaurants. In: Proceedings of the 2006 Conference of the Association Francophone dInteraction Homme-Machine 2006. pp. 83-89.
This study investigates the influence of interaction mode on the information order in a human-computer natural dialogue. Spoken and written interactions were compared using a real natural language information retrieval system. In two experiments, participants performed several task-oriented dialogue scenarios either with a phone or a Web interface. The goal was to locate restaurants with specific characteristics among these present in a database. A typical information order emerged for restaurant search (food type, location, and price) whatever the dialogue mode. However, the amount of information was higher in the written than in the spoken mode. The structure of utterances in service dialogue appears to follow canonical ordering. This order can be used for optimize the system feedback.
© All rights reserved Bigot et al. and/or ACM Press
Bigot, Ludovic Le, Botherel, Valerie, Jamet, Éric and Rouet, Jean-Francois (2005): Asymétrie du transfert modal lors d'un dialogue personne-machine. In: Proceedings of the 2005 Conference of the Association Francophone dInteraction Homme-Machine 2005. pp. 51-57.
The aim of this study was to explore modal transfer effect with the use of retrieval information system. Forty-eight participants took part in a series of twelve tasks with a dialogue system presented either in the written or the spoken mode during the first six dialogues. The next six dialogues were then presented either in the same interaction mode or in another mode. The analysis of the results showed a changing of interaction mode reduced efficiency. Moreover, beginning by oral mode had a positive effect on the next interactions with both oral and written modes. The implications of the results are briefly discussed depending modality effects on natural language dialogue interaction.
© All rights reserved Bigot et al. and/or ACM Press
Potelle, Herve and Rouet, Jean-Francois (2003): Effects of content representation and readers' prior knowledge on the comprehension of hypertext. In International Journal of Human-Computer Studies, 58 (3) pp. 327-345.
This study investigated the role of various types of content representation
devices on the comprehension of an expository hypertext. We hypothesized that
hierarchical representations, but not network representations, may help low
prior knowledge students organize their representation of the text contents.
Forty-seven students with low or high prior knowledge in Social Psychology were
asked to read a hypertext using one of three content representations: a
hierarchical map, a network map and an alphabetic list. Then, the participants
performed a multiple choice comprehension task, a summary task and a concept
map drawing task. The hierarchical map improved comprehension for the low
knowledge participants at the global, but not at the local level. There was no
effect of content representation on the comprehension of high prior knowledge
students. We discuss the implications of these results for a theory of the
comprehension processes involved in reading hypertext.
© All rights reserved Potelle and Rouet and/or Academic Press
Rouet, Jean-Francois (2003): What was I looking for? The influence of task specificity and prior knowledge on students' search strategies in hypertext. In Interacting with Computers, 15 (3) pp. 409-428.
This study investigated the influence of task specificity and prior knowledge on university students' search strategies and incidental learning of a hypertext structure. Psychology and geography students were asked to search a hierarchical hypertext from each domain in order to answer four content-related questions. Question specificity (single vs. multiple target questions) was manipulated. Search time and search patterns showed a limited influence of discipline expertise on students' search strategies. However, strategies were consistent within question types and participants. Moreover, participants had a better incidental memory for the structure of the document in their specialty. The results support a model of document search as a generalized process with a limited influence of domain-related knowledge.
© All rights reserved Rouet and/or Elsevier Science
Rouet, Jean-Francois (2000): Guest editorial: hypermedia and learning - cognitive perspectives. In J. Comp. Assisted Learning, 16 (2) pp. 97-101.
Rouet, Jean-Francois, Levonen, Jarmo J., Dillon, Andrew and Spiro, Rand J. (eds.) (1996): Hypertext and Cognition. Mahwah, New Jersey, Lawrence Erlbaum Associates
Rouet, Jean-Francois (1992): Cognitive Processing of Hyperdocuments: When Does Nonlinearity Help?. In: Lucarella, D., Nanard, Jocelyne, Nanard, Marc and Paolini, P. (eds.) Proceedings of ECHT 92 the Fourth ACM Conference on Hypertext November 30 - December 04, 1992, Milano, Italy. pp. 131-140.
This paper presents a review of empirical research on the cognitive processing of nonlinear documents, with the purpose of understanding when and how hypertext presentation might facilitate text comprehension and learning activities. Empirical studies conducted so far have used various methods, and focused on a wide range of populations, types of documents, and reading or learning tasks. Although hypertext is generally associated with information networks, a few interesting studies address the issues of computer assistance to linear text comprehension. A second group of studies investigate the use of nonlinear documents for general learning purposes. Although these studies are mainly concerned with linear-nonlinear comparisons, some of them address the effects of different design options. Finally, a third group of studies compare information retrieval in linear versus nonlinear documents. Overall, there is no consistent evidence for the advantage of hypertext over linear presentation formats. Instead, the efficiency of nonlinear documents varies according to (a) subjects' expertise (b) interface features and (c) task requirements. In an attempt to provide an interpretative framework for these empirical findings, the notion of cognitive monitoring is briefly outlined. I conclude with a few implications for future hypertext research.
© All rights reserved Rouet and/or ACM Press
Rouet, Jean-Francois (1990): Interactive Text Processing by Inexperienced (Hyper-) Readers. In: Rizk, Antoine, Streitz, Norbert A. and Andre, Jacques (eds.) ECHT 90 - European Conference on Hypertext November 27-30, 1990, Versailles, France. pp. 250-360.
This paper focuses on the development of cognitive strategies in secondary school students, when learning to use electronic nonlinear documents. We study the costs and benefits of learning through nonlinear texts, from a psycholinguistic point of view. In the course of two experimental sessions, 148 11-12 and 13-14 year-old secondary school students were trained to use an interactive text-presentation software. Parameters such as the expression of relationships, selection marking, and pagination influenced both local and global aspects of nonlinear reading. Training improved orientation strategies at both academic levels. Implications of these results for the design of instructional nonlinear documents are discussed.
© All rights reserved Rouet and/or Cambridge University Press
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