Gaëlle Molinari's publications

Lund et al., 2007Lund, K., MolinariGaëlle, SéjournéA., & Baker, M. (2007). How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?. International Journal of Computer-Supported Collaborative Learning, 2(2), 273--295. Lund, K., MolinariGaëlle, SéjournéA., & Baker, M. (2007). How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?. International Journal of Computer-Supported Collaborative Learning, 2(2), 273–295.
Jermann, Dillenbourg & Molinari, 2007Jermann, P., Dillenbourg, P., & MolinariGaëlle. (2007). Source memorization in chat interactions. In Proceedings of the 8th iternational conference on Computer supported collaborative learning (519--521). Jermann, P., Dillenbourg, P., & MolinariGaëlle. (2007). Source memorization in chat interactions. In Proceedings of the 8th iternational conference on Computer supported collaborative learning (519–521).
Sangin et al., 2008Sangin, M., Dillenbourg, P., NüssliMarc-Antoine, & MolinariGaëlle. (2008). How learners use awareness cues about their peer's knowledge?: insights from synchronized eye-tracking data. In Proceedings of the 8th international conference on International conference for the learning sciences-Volume 2 (287--294). Sangin, M., Dillenbourg, P., NüssliMarc-Antoine, & MolinariGaëlle. (2008). How learners use awareness cues about their peer's knowledge?: insights from synchronized eye-tracking data. In Proceedings of the 8th international conference on International conference for the learning sciences-Volume 2 (287–294).
Sangin et al., 2008Sangin, M., Dillenbourg, P., NüssliMarc-Antoine, & MolinariGaëlle. (2008). Knowing what the peer knows: The differential effect of knowledge awareness on collaborative learning performance of asymmetric pairs. Times of Convergence. Technologies Across Learning Contexts, 384--394. Sangin, M., Dillenbourg, P., NüssliMarc-Antoine, & MolinariGaëlle. (2008). Knowing what the peer knows: The differential effect of knowledge awareness on collaborative learning performance of asymmetric pairs. Times of Convergence. Technologies Across Learning Contexts, 384–394.
Sangin, Dillenbourg & Molinari, 2008Sangin, M., Dillenbourg, P., & MolinariGaëlle. (2008). When Co-learners Work on Complementary Texts: Effects on Outcome Convergence. Times of Convergence. Technologies Across Learning Contexts, 304--311. Sangin, M., Dillenbourg, P., & MolinariGaëlle. (2008). When Co-learners Work on Complementary Texts: Effects on Outcome Convergence. Times of Convergence. Technologies Across Learning Contexts, 304–311.
Sangin et al., 2009Sangin, M., Dillenbourg, P., NüssliMarc-Antoine, & MolinariGaëlle. (2009). Knowledge interdependence with the partner, accuracy of mutual knowledge model and computer-supported collaborative learning. European journal of psychology of education, 24(2), 129--144. Sangin, M., Dillenbourg, P., NüssliMarc-Antoine, & MolinariGaëlle. (2009). Knowledge interdependence with the partner, accuracy of mutual knowledge model and computer-supported collaborative learning. European journal of psychology of education, 24(2), 129–144.
Sangin et al., 2011Sangin, M., MolinariGaëlle, NüssliMarc-Antoine, & Dillenbourg, P. (2011). Facilitating peer knowledge modeling: Effects of a knowledge awareness tool on collaborative learning outcomes and processes. Computers in Human Behavior, 27(3), 1059 - 1067. doi:DOI: 10.1016/j.chb.2010.05.032 Sangin, M., MolinariGaëlle, NüssliMarc-Antoine, & Dillenbourg, P. (2011). Facilitating peer knowledge modeling: Effects of a knowledge awareness tool on collaborative learning outcomes and processes. Computers in Human Behavior, 27(3), 1059 - 1067. doi:DOI: 10.1016/j.chb.2010.05.032
Toolbox