Teaching Syntaxe in the Age of AI
Mind Maps and Microlearning for Just-in-Time Pedagogy
Résumé
This research examines the effectiveness of a hybrid pedagogical framework combining Microlearning and AI-Generated Mind Mapping (Mapify) in teaching syntax. Conducted at the Ecole Normale Supérieure (ENS) of Ouargla with 35 third-year students, the study employs a mixed methodology (participant observation, questionnaires and interviews). The results demonstrate that the synoptic distribution of knowledge via Google Classroom significantly reduces student’s cognitive load. By transitioning from linear reading to spatial visualization of syntactic structures, students gain autonomy and improve comprehension speed. AI does not replace intellectual effort but acts as a cognitive architect, facilitating the encoding of complex concepts into long-term memory
Références
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GIURGIU, L. (2017). Microlearning an evolving elearning trend. Scientific Bulletin-Nicolae Balcescu Land Forces Academy, Vol. 22, N° 1, p. 18‑23.
KIRSCHNER, P. A. (2002). Cognitive load theory : Implications of cognitive load theory on the design of learning. Learning and Instruction, Vol. 12, N° 1, p. 1‑10. Elsevier. https://www.sciencedirect.com/science/article/pii/S0959475201000147
MAYER, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, Vol. 36, N° 1, 8. https://doi.org/10.1007/s10648-023-09842-1
MAYER, R. E., HEISER, J., & LONN, S. (2001). Cognitive constraints on multimedia learning : When presenting more material results in less understanding. Journal of Educational Psychology, Vol. 93, N° 1, 187.
McCRINDLE, M. (1970). The ABC of XYZ : Understanding the global generations. World War II, 39, 45.https://www.researchgate.net/profile/Mark-Mccrindle/publication/328347222_The_ABC_of_XYZ_Understanding_the_Global_Generations/links/5bc7c9d692851cae21ad1d6d/The-ABC-of-XYZ-Understanding-the-Global-Generations.pdf
MILLER, G. A. (1956). The magical number seven, plus or minus two : Some limits on our capacity for processing information. Psychological Review, Vol. 63, N° 2, 81.
MONGIN, P., BERTOLINI, M., & LEVIOUS, F. (2018). Former avec le Microlearning : Créer des modules courts et efficaces. Dunod.
NEISSER, U. (2014). Cognitive Psychology. Psychology PressClassic Edition. https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9781315736174&type=googlepdf
OTHMAN, A. A. E., & HEBA, E. (2018). Adaptive reuse : An innovative approach for generating sustainable values for historic buildings in developing countries. Organization, technology & management in construction: an international journal, Vol. 10, N° 1, p. 1704‑1718.
PAIVIO, A. (1991). Dual coding theory : Retrospect and current status. Canadian Journal of Psychology/Revue canadienne de psychologie, vol. 45, n° 3, 255.
— (2013). Imagery and verbal processes. Psychology Press.https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9781315798868&type=googlepdf
SIMON, H. A. (1996). Designing organizations for an information-rich world. International Library of Critical Writings in Economics, 70, p. 187‑202.
SWELLER, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, Vol. 4, N° 4, p. 295‑312. https://doi.org/10.1016/0959-4752(94)90003-5
Publiée
2026-05-18
Rubrique
Dossier thématique
