Cyril Rebetez

Cyril Rebetez

London, England, United Kingdom
1K followers 500+ connections

About

PhD with 14 years’ experience in the industry as a UX research practitioner and…

Activity

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Education

  • University of Geneva Graphic

    University of Geneva

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    Dissertation: Learning from animations: control, collaboration and learners' exploration

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    DEA de psychologie cognitive expérimentale

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    Activities and Societies: Volée Iris

    Dess STAF (aka master maltt)

  • -

Publications

  • Emotion Assessment From Physiological Signals for Adaptation of Game Difficulty.

    IEEE Trans. Systems, Man, and Cybernetics, Part A 41(6): 1052-1063

    Guillaume Chanel, Cyril Rebetez, Mireille Bétrancourt, Thierry Pun:
    Emotion Assessment From Physiological Signals for Adaptation of Game Difficulty. IEEE Trans. Systems, Man, and Cybernetics, Part A 41(6): 1052-1063 (2011)

    See publication
  • Learning from animation enabled by collaboration.

    Instructional Science, 38(5), 471-485

    Rebetez, C., Bétrancourt, M., Sangin, M., & Dillenbourg, P. (2010). Learning from animation enabled by collaboration. Instructional Science, 38(5), 471-485. Retrieved from http://www.jstor.org/stable/23372468

    See publication
  • Simultaneous static or animated graphics in the construction of a dynamic mental model.

    Proceedings of the 13th Earli biennal conference, Amsterdam (the Netherlands),

    Rebetez, C., & Bétrancourt, M. (2009). Simultaneous static or animated graphics in the construction of a dynamic mental model. In Proceedings of the 13th Earli biennal conference, Amsterdam (the Netherlands), August 25-29.

  • Apprendre collaborativement à partir d'animations simples ou multiples.

    XVe Journée d'étude sur le traitement cognitive des systèmes d'information complexes JETCSIC

    Morand, L., Rebetez, C., & Bétrancourt, M. (2009). Apprendre collaborativement à partir d'animations simples ou multiples. XVe Journée d'étude sur le traitement cognitive des systèmes d'information complexes JETCSIC, 8 juillet 2009, Dijon.

  • Learning from animations: control, collaboration and learners' exploration.

    University of Geneva

    Rebetez, C. (2009). Learning from animations: control, collaboration and learners' exploration. Thèse de doctorat en psychologie. Université de Genève.

    See publication
  • Boredom, engagement and anxiety as indicators for adaptation to difficulty in games.

    In proceedings of the 12th international conference on entertainment and media in the ubiquitous era, Mindtrek, Tampere (Finland

    Chanel, G., Rebetez, C., Bétrancourt, M. & Pun, T (2008). Boredom, engagement and anxiety as indicators for adaptation to difficulty in games. In proceedings of the 12th international conference on entertainment and media in the ubiquitous era, Mindtrek, Tampere (Finland), October 8-9, ACM Press.

    See publication
  • Using snapshots with animation to facilitate understanding dynamic systems.

    In proceedings of the 29th international congress of psychology, Berlin (Germany), July 20-25.

    Rebetez. C, & Bétrancourt, M. (2008). Using snapshots with animation to facilitate understanding dynamic systems. In proceedings of the 29th international congress of psychology, Berlin (Germany), July 20-25.

  • The effects of animations on verbal interaction in computer supported collaborative learning.

    J. Comp. Assisted Learning 24(5): 394-406

    Mirweis Sangin, Pierre Dillenbourg, Cyril Rebetez, Mireille Bétrancourt, Gaëlle Molinari:
    The effects of animations on verbal interaction in computer supported collaborative learning. J. Comp. Assisted Learning 24(5): 394-406 (2008)

    See publication
  • Control and interactivity when learning collaboratively from animation.

    In Proceedings of the 12th EARLI biennal conference, Budapest (Hungary), August 28 - September 1.

    Rebetez, C., & Bétrancourt, M. (2007). Control and interactivity when learning collaboratively from animation. In Proceedings of the 12th EARLI biennal conference, Budapest (Hungary), August 28 - September 1.

  • Faut-il vraiment prôner l’interactivité dans les environnements multimédias d’apprentissage?

    Rebetez, C., & Bétrancourt, M. (2007). Faut-il vraiment prôner l’interactivité dans les environnements multimédias d’apprentissage? Actes de la conférence EIAH 2007, pp. 323-328, Lausanne (Suisse), 27-29 Juin.

  • Apprendre d’une animation dynamique: regard sur l’exploration du matériel.

    Rebetez, C., Bétrancourt, M., Sangin, M., Dillenbourg, P., & Molinari G. (2007). Apprendre d’une animation dynamique: regard sur l’exploration du matériel. 13e Journée d’étude sur le traitement cognitif des systèmes d’information complexes JETCSIC, 6 Juillet 2007, Metz.

  • Building dynamic mental models from animation: effect of user control on exploration behaviours.

    Bétrancourt, M., & Rebetez, C. (2007). Building dynamic mental models from animation: effect of user control on exploration behaviours. In Proceedings of the 12th EARLI biennal conference, Budapest (Hungary), August 28 - September 1.

  • Video game research in cognitive and educational sciences.

    Cognitie, Creier, Comportament / Cognition, Brain, Behavior, 11(1), 131-142.

    Rebetez, C. & Bétrancourt, M. (2007). Video game research in cognitive and educational sciences. Cognitie, Creier, Comportament / Cognition, Brain, Behavior, 11(1), 131-142.

    See publication
  • Du contrôle de l’animation à la manipulation du contenu.

    Ossipow, B., Wipfli, R., Rebetez, C., & Bétrancourt, M. (2006). Du contrôle de l’animation à la manipulation du contenu. 12e Journée d’étude sur le traitement cognitif des systèmes d’information complexes JETCSIC, 30 juin 2006, Paris.

  • Collaborative learning with animated pictures: The role of verbalizations.

    Sangin, M., Molinari, G., Rebetez, C., Dillenbourg, P., & Bétrancourt, M. (2006). Collaborative learning with animated pictures: The role of verbalizations. In proceedings of the 7th conference of the learning sciences (ICLS), 27 June - 1 July 2

  • Handling complexity in multimedia learning: effects of control and collaboration when studying animation.

    Rotterdam: Sense publishers.

    Rebetez, C., Bétrancourt, M., Sangin, M., Dillenbourg, P., & Molinari, G. (2006). Handling complexity in multimedia learning: effects of control and collaboration when studying animation. In G. Clarebout & J. Ellen (eds.). Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer based) learning environments. (pp. 265-274). Rotterdam: Sense publishers.

  • Learning from dynamic visualizations: Decreasing cognitive load and promoting learning?

    Rebetez, C., Bétrancourt, M., Sangin, M., Dillenbourg, P., & Molinari, G. (2006). Learning from dynamic visualizations: Decreasing cognitive load and promoting learning?. EARLI SIG 2 Conference: text and pictures integration, 30 august - 1 september 2006, Nottingham (UK).

  • Collaborer pour mieux apprendre d’une animation.

    Rebetez, C., Bétrancout, M., Sangin, M., & Dillenbourg, P. (2005). Collaborer pour mieux apprendre d’une animation. In proceedings of IHM 2005 (pp. 171-176), International conference proceedings series, Toulouse (France), ACM Press.

  • Effect of verbalization and self-explanation on learning from multimedia instruction.

    Berney, S., Bétrancourt, M., & Rebetez, C. (2005). Effect of verbalization and self-explanation on learning from multimedia instruction. In proceedings of Interlearn conference 2005 (pp 71-72), 1-2 Dec 2005, Helsinki (Finland).

  • Why did learners in collaborative situation benefit more from animations than individual learners?

    Bétrancourt, M., Dillenbourg, P., Rebetez, C., & Sangin, M. (2005). Why did learners in collaborative situation benefit more from animations than individual learners? In proceedings of the 11th EARLI biennal conference (p.90), Nicosia (Cyprus), 23-27 August.

  • Effects of collaboration in the context of learning from animations.

    Rebetez, C., Sangin, M., Bétrancourt, M., & Dillenbourg, P. (2004). Effects of collaboration in the context of learning from animations. In proceedings of the EARLI SIG: comprehension of texts and graphics (pp. 187-192), Valencia (Spain).

Languages

  • French

    Native or bilingual proficiency

  • English

    Full professional proficiency

  • German

    Elementary proficiency

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