References of "Martin, Romain 50002316"
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See detailUnderstanding students' performance in a computer-based assessment of complex problem solving. An analysis of behavioral data from computer-generated log files.
Greiff, Samuel UL; Niepel, Christoph UL; Scherer, Ronny et al

in Computers in Human Behavior (2016), 61

Computer-based assessments of complex problem solving (CPS) that have been used in international large-scale surveys require students to engage in an in-depth interaction with the problem environment. In ... [more ▼]

Computer-based assessments of complex problem solving (CPS) that have been used in international large-scale surveys require students to engage in an in-depth interaction with the problem environment. In this, they evoke manifest sequences of overt behavior that are stored in computer-generated logfiles. In the present study, we explored the relation between several overt behaviors, which N=1476 Finnish ninth-grade students (mean age=15.23,SD=.47 years) exhibited when exploring a CPS environment, and their CPS performance. We used the MicroDYN approach to measure CPS and inspected students' behaviors through log-file analyses. Results indicated that students who occasionally observed the problem environment in a noninterfering way in addition to actively exploring it (noninterfering observation) showed better CPS performance, whereas students who showed a high frequency of (potentially unplanned) interventions (intervention frequency) exhibited worse CPS performance. Additionally, both too much and too little time spent on a CPS task (time on task) was associated with poor CPS performance. The observed effects held after controlling for students' use of an exploration strategy that required a sequence of multiple interventions (VOTAT strategy) indicating that these behaviors exhibited incremental effects on CPS performance beyond the use of VOTAT. [less ▲]

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See detailBilanz nach zwei vollen Erhebungszyklen
Fischbach, Antoine UL; Ugen, Sonja UL; Martin, Romain UL

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

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See detailShort-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables
Klapproth, Florian; Schaltz, Paule UL; Brunner, Martin et al

in Learning & Individual Differences (2016), 50

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See detailLes inégalités dans les parcours scolaires au Luxembourg
Martin, Romain UL; Ugen, Sonja UL; Fischbach, Antoine UL

in Caritas (Ed.) Sozialalmanach 2016. Schwerpunkt: Inegalitéiten (2016)

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See detailUn bilan au terme de deux cycles complets d'évaluation
Fischbach, Antoine UL; Ugen, Sonja UL; Martin, Romain UL

in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)

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See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in Language, Education and Diversity Conference (2015, November)

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

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See detailLänderbericht Luxemburg: 1 Jahr LUCET
Fischbach, Antoine UL; Martin, Romain UL

Presentation (2015, October)

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See detailChanging Mobility Behaviour through Recommendations
McCall, Rod; Koenig, Vincent UL; Martin, Romain UL et al

in Proceedings of the ACM Recsys CrowdRec Workshop 2015 (2015, September 19)

In this paper, we describe a road traffic behaviour and mobility case study that was implemented in June 2015 in the congested city of Luxembourg. We explain the development and deployment of the Gamified ... [more ▼]

In this paper, we describe a road traffic behaviour and mobility case study that was implemented in June 2015 in the congested city of Luxembourg. We explain the development and deployment of the Gamified mobile application Commutastic that offers users incentives to undertake after work activities. With Commutastic we try to persuade users to change their commuting time so as to avoid the evening peak. Furthermore we investigate the behaviour change with focus groups and questionnaires. The preliminary data indicates that behaviour change is possible and that traffic reduction can happen on a bigger scale. [less ▲]

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See detailCréation et validation d’une version française du questionnaire AttrakDiff pour l’évaluation de l’expérience utilisateur des systèmes interactifs
Lallemand, Carine UL; Koenig, Vincent UL; Gronier, Guillaume et al

in European Review of Applied Psychology = Revue Européenne de Psychologie Appliquée (2015)

Introduction While user experience (UX) evaluation is a core concern within the field of human–computer interaction (HCI), there is currently no valid self-administered UX evaluation tool in French. The ... [more ▼]

Introduction While user experience (UX) evaluation is a core concern within the field of human–computer interaction (HCI), there is currently no valid self-administered UX evaluation tool in French. The AttrakDiff 2 scale (Hassenzahl, Burmester, & Koller, 2003) is a UX evaluation tool, which relies on a theoretical model distinguishing pragmatic and hedonic qualities of interactive systems. Objective This paper describes the translation and validation of the French version of the AttrakDiff 2 scale in order to ease UX assessment in French-speaking users. Method Following the cross-cultural methodology developed by Vallerand (1989), the questionnaire was translated by trilingual researchers before being back-translated and validated by a panel of experts. A pre-test was conducted on 26 participants. The characteristics of the French version of the AttrakDiff 2 scale were then evaluated through a quantitative online study involving a sample of 381 users. Results The results confirm the expected 3 factors structure and a good internal consistency of each subscale. The links between factors are consistent with Hassenzahl's theoretical model (2003) where pragmatic and hedonic perceived attributes combine to form a judgment of attractiveness. Conclusion The current French version of the AttrakDiff 2 scale is globally reliable with regards to the initial German version and presents satisfactory levels of validity and reliability. [less ▲]

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See detailComplex Problem Solving Provides a Fairer Picture of Multilingual Students’ Cognitive Potential
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2015, August)

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See detailMultilingual education in Luxembourg: challenges and perspectives
Martin, Romain UL

Speeches/Talks (2015)

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See detailThe Importance of home language for academic achievement of language minority children
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in 10th International Symposium on Bilingualism (2015, May)

Academic achievement and later chances in the labour market largely depend on the difficulties in understanding the language of school instruction in the country in which language minority children live ... [more ▼]

Academic achievement and later chances in the labour market largely depend on the difficulties in understanding the language of school instruction in the country in which language minority children live. This may also increase the dropout rate, which will then increase the cost of education for language minority children. International studies have consistently showed that bilingual programs in which language minorities are instructed in both their home language and school language are effective for their academic achievement when compared to the programs in which they are instructed only in the school language. This has also been supported extensively by meta-analyses from the United States and Europe. Two studies examined the predictive value of a range of variables associated with young children on their later literacy. Study 1 involved children age 5 to 7 from Serbia (N = 159); Study 2 engaged children age 4 to 6 from Luxembourg (N = 174). Children in Study 1 were assessed on entry to school, aged 5, and again at age 7. There were 16% of Roma children, 8% of Hungarians and 7% of other minorities. Twenty eight percent were not tested in their home language. Children in Study 2 were assessed once, in preschool. There were 28% of Portuguese children and 24% of other minorities. Fifty one percent were not tested in their home language. In Study 1, multilevel models indicated that a baseline assessment in early reading and mathematics (Performance Indicators in Primary Schools Test) administrated in school language at the age of 5, in particular with respect to their competence in mathematics, were the most significant predictors of children’s emergent literacy at the age of 7 after controlling for age, gender, vocabulary, and phonological awareness. In Study 2, gender, vocabulary, phonological awareness, and competence in mathematics at the age of 5 were significant predictors of emergent literacy at the same age, after controlling for age, test administered in school language, and behavior. Multivariate analysis of variance showed that Portuguese children performed significantly lower than Luxembourgish and other minority children in both reading and mathematics. Moreover, Luxembourgish children outperformed language minority children, both Portuguese and other minorities in vocabulary with the large effect size (ES = 0.67), indicating that the impact of language was a substantive finding (explaining 67% of the total variance). The effect size in vocabulary between Luxembourgers and Portuguese was very large (ES = 0.76; explaining 76% of the total variance). This is an alarming finding since vocabulary is the most pertinent predictor of literacy and literacy and numeracy are the base for the academic achievement of children. Both studies have important educational implications, suggesting that practitioners should assess language minority children at the start of school in their home language and act upon the outcomes of those assessments to avoid later literacy problems. There is an urgent call for the intervention studies designed particularly at the preschool level since studies showed that good progress in reading in the early years predicts later outcomes even at the age of 11. A bilingual program is recommended. [less ▲]

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See detailLes Épreuves Standardisées: Élément-clé du pilotage du système éducatif luxembourgeois
Dierendonck, Christophe UL; Kafaï, Amina; Fischbach, Antoine UL et al

in Éducation & Formations (2015), 86-87

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See detailDomain-general problem solving skills and its role in education in the 21st century.
Greiff, Samuel UL; Wüstenberg, Sascha UL; Csapo, B. et al

Presentation (2015, April)

Detailed reference viewed: 111 (3 UL)