 Co-modality in adult learning: Contribution of satisfaction concept in enabling environments evaluation 
The context of the health crisis has changed the landscape of educational modalities. In this article, we propose to explore the hybridization of these modalities and more precisely the way in which co-modality can be thought of as an enabling environment for learning, through the prism of the satisfaction concept. After defining pedagogical co-modality and the concept of satisfaction in training, this article describes an exploratory study carried out on a simultaneous remote/present co-modality device. The results show that the remote versus present modality in the co-modal device had no impact on the perception of multimodal satisfaction. However, significant differences are observed on measures of technical satisfaction and quality of interactions. The implications are discussed to shed light on the enabling design of this type of training device.