[en] The need for a change in the university educational model promoted by the establishment of the European Higher Education Area (EHEA) has promoted the implementation of numerous proposals for innovation in university teaching. These innovative practices that are based on a process of reflection and analysis of past teaching experience, are helping to improve qualitatively the teaching practice and, consequently, the learning process and outcomes of students, from a process of reflection and analysis of the teaching experience. In this context, this paper focuses on analyzing a specific teaching tool for innovation, the video tutorial, in order to assess its influence on the processes of assimilation of contents and self-learning. In particular, we attempt to show if the video tutorial allows reinforcing the understanding of practical contents that have been previously given by the classical method of masterly exposition. From the analysis of data obtained through a survey directed to a sample of students after experimenting with the teaching tool, it is shown that the video tutorial is considered a very suitable tool to improve the assimilation capacity of the contents taught previously and to acquire higher learning. After performing a regression analysis, the research also shows that students? attitudes toward multimedia tools and the perceived utility of video tutorial positively influence these capacities. On the contrary, we find that the attitude towards individual learning and the attention paid by the student to the contents of the video tutorial do not affect the level of learning obtained from this tool.

[fr] La n?cessit? d?un changement dans le mod?le de l?universit? d??ducation promue par la mise en place de l?Espace Europ?en d?Enseignement Sup?rieur (EEES) a favoris? la mise en ?uvre de nombreuses propositions pour l?innovation dans l?enseignement universitaire. Ces pratiques innovantes qui sont bas?es sur un processus de r?flexion et d?analyse de l?exp?rience d?enseignement pass?, contribuent ? am?liorer la qualit? des pratiques d?enseignement et, par cons?quent, le processus et les r?sultats de l?apprentissage des ?l?ves. Dans ce contexte, le pr?sent document se concentre sur l?analyse d?un outil p?dagogique sp?cifique pour l?innovation, le didacticiel vid?o, afin d??valuer son influence sur les processus d?assimilation et d?autoapprentissage du contenu. En particulier, nous voulons d?montrer que le didacticiel vid?o permet d?am?liorer la compr?hension des contenus pratiques qui ont d?j? ?t? donn?s par la m?thode classique de l?exposition magistrale. De l?analyse des donn?es obtenues par sondageau pr?s d?un ?chantillon d??l?ves apr?s l?exp?rimentation de l?outil d?enseignement, il est d?montr? que le didacticiel vid?o est consid?r? comme un outil tr?s appropri? pour am?liorer la capacit? d?absortion de la mati?re enseign?e et d?acqu?rir un meilleur apprentissage. Apr?s avoir effectu? une analyse de r?gression, on montre ?galement que l?attitude des ?tudiants en vers les outils multim?dias et l?utilit? qu?ils per?oivent du didacticiel vid?o, offrent une influence positive sur ces habilet?s. Au contraire, il semble que l?attitude en vers l?apprentissage autonome et l?attention accord?e par l??tudiant au contenu du didacticiel vid?o n?a pas d?incidence sur le niveau d?apprentissage obtenu ? partir de cet outil.