CNRS-INSB UCA
CNRS-INSHS
lapsco
LAboratoire de Psychologie
Sociale et COgnitive

UMR 6024 UCA-CNRS
L'étude de la cognition depuis ses bases cérébrales jusqu'à sa régulation sous l'influence de l'environnement social

DERNIÈRES PUBLICATIONS
Lüders, A., Urbanska, K., Wollast, R., Nugier, A., & Guimond, S. (2021). Bottom-up Populism : How relative deprivation and populist attitudes mobilize leaderless anti-government protest. Journal of Social and Political Psychology, 2021, Vol. 9(2), 506–519, doi : 10.5964/jspp.7349
Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A., & Darnon, C. (2021). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature Human Behaviour. doi : 10.1038/s41562-021-01212-7
Darnon, C., Sommet, N., Normand, A., Stanczak, A., & Désert, M. (in press) Orientation Politique et Soutien à l’Innovation Pédagogique : Qui Sont les Plus Réfractaires ? / Political Orientation and Support for Pedagogical Innovation : Who Resist the Most ? L’Année Psychologique / Topics in Cognitive Psychology.
SÉMINAIRES
27/01/2022 – Vincent PICHOT

Analyse de la variabilité RR : Méthodes et applications. (Amphi Collomp, 10h30-12h00)

03/02/2022 – Marco ALTINI

Heart rate variability analysis : Technology and applications. (Teams, 10h30-12h00)

ÉVÉNEMENTS
Soutenance de thèse de Joffrey Derouet : Perception du temps en mémoire à long terme : Jugement du temps et actualisation de la durée en mémoire

Lundi 13 décembre 2021. Soutenance de thèse de Joffrey Derouet (LAPSCO, CNRS, UCA) à 13h30, en salle 307.

Soutenance de thèse de Dounia Lakhzoum : Semantic organisation and generalisation mechanisms of abstract concepts

Jeudi 16 décembre 2021. Soutenance de thèse de Dounia Lakhzoum (LAPSCO, CNRS, UCA) à 14h30, en salle 404.

Soutenance HDR d’Alice Normand : Des contextes socio-évaluatifs aux contextes socio-économiques inégalitaires : approche socialement intégrée du comportement et du fonctionnement attentionnel

Mercredi 19 janvier 2022. Soutenance d’Habilitation à Diriger des Recherches par Alice Normand (LAPSCO, CNRS, UCA). A 14h00 à la Maison des Sciences de l’Homme, amphi 220.

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The LAPSCO in the Journal of Computer-Assisted Learning

par Ludovic FERRAND, Mickaël BERTHON, Pascal HUGUET - publié le , mis à jour le

 
October 2021. The LAPSCO ‘e.P3C’ study beyond the issue of distant learning. This study offers direct evidence that equally accessible computer-assisted instruction (CAI) can lead the lower socio-economic status (disadvantaged) students to perform as well as their highly privileged counterparts receiving conventional teacher-led instruction. This indicates how digital education may help compensate the difficulties of students with a disadvantaged background.

 
This study offers direct evidence that equally accessible computer-assisted instruction (CAI) can improve learning both in the higher and lower socio-economic status students. More importantly, disadvantaged students who received CAI performed as well as their highly privileged counterparts receiving conventional teacher-led instruction. This indicates how digital education may help compensate the difficulties of students with a disadvantaged background.

 
Chevalère, J., Cazenave, L., Berthon, M., Martinez, R., Mazenod, V., Borion, M.C., Pailler, D., Rocher, N., Cadet, R., Lenne, C., Maïonchi-Pino, N., & Huguet, P. (in press). Compensating the socioeconomic achievement gap with computer-assisted instruction. Journal of Computer-Assisted Learning.

 
The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital technologies for distant learning, resulting in increased inequalities between the high and low socio-economic status students (due to unequal access to these technologies as well as unequal teaching resources at home). However, this leaves open the question of digital education efficiency per se (not limited to the issue of distant learning), especially when equal access to teaching tutorials is guaranteed. The LAPSCO e.P3C project addressed this critical issue by comparing computer-assisted instructions (CAI) to conventional teacher-led classroom instruction with more than 800 students from disadvantaged and highly privileged socioeconomic backgrounds. Both groups of students who received CAI outperformed those receiving conventional instruction, thus maintaining the socioeconomic achievement gap constant. Above all, disadvantaged students who received CAI performed as well as their highly privileged counterparts receiving conventional teacher-led instruction. Digital education through CAI may therefore help compensate the difficulties of students with a disadvantaged background, a still neglected possibility.