Bjorn B De Koning
Datos Biográficos
| ID | 160049 |
|---|---|
| NOMBRE | Bjorn B De Koning |
| NOMBRES | Bjorn B |
| APELLIDO | De Koning |
| FIRMA | DE KONING B B |
| AFILIACIONES | Erasmus University Rotterdam |
| ORCID | 0000-0001-5136-2261 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 30 |
| TOTAL DE CITAS | 16 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
It's all a matter of expectancy
Structured Abstract Background The perspective effect in video modeling suggests that learning is enhanced when instructional videos are recorded from a first-person angle (presenter's viewpoint) rather than a third-person angle (external viewpoint). Two explanations have been proposed: the Embodied Resonance Hypothesis, which attributes this advantage to greater mirror neuron activation during first-person observation, and the Expectation Alignm…
The role of spatial dimensionality in arithmetic word problem solving
This study investigated whether spatial alignment between external visual representations and the described problem context facilitates children’s arithmetic word problem solving. Primary school students ( n = 152; Grade 4 and 5; age range: 8.5 – 12.3) solved 72 compare problems varying (within subjects) in object orientation (vertical, horizontal, neutral), bar orientation (vertical, horizontal, no-bar), and consistency (consistent vs. inconsist…
Student engagement profiles in a mobile app
Engaging in independent learning during self-study time is an essential part of learning in higher education. The ubiquity of mobile devices and their applications offer students a flexible, on-the-go learning experience. However, flexible learning environments require students to self-regulate their learning. The current study examined student engagement with a mobile study app intended for students to engage in retrieval practice with feedback …
Children’s comprehension processes and outcomes across different media formats
NWO
The ReSearching Identity Podcast Project
Best of Both Worlds? Combining Physical and Mental Self-Management Strategies to Support Learning from Split-Attention Examples
The self-management principle holds that higher learning performance is obtained when learners actively use instructional strategies to manage the working memory load imposed by a learning task. Self-management studies with spatially separated but mutually referring text and pictures (split-attention examples) demonstrate the learning benefits of physical (e.g., annotation) and mental (imagined drag-and-drop) strategies. We investigated whether c…
“Feel free to ask”
The Effect of a Default Nudge on Experienced and Expected Autonomy
Default nudges—making the desired option the standard option—are often criticized for hampering autonomy. However, laboratory research suggests this expectation of autonomy loss is not reflected in nudgees' experienced autonomy. In this study, we investigated whether this finding translates to a real‐world setting by implementing a default nudge to increase food donations in the supermarket (Experiment 1). Upon entering the supermarket, customers…
Nudging Autonomous Learning Behavior
Autonomous learning behavior is an important skill for students, but they often do not master it sufficiently. We investigated the potential of nudging as a teaching strategy in tertiary education to support three important autonomous learning behaviors: planning, preparing for class, and asking questions. Nudging is a strategy originating from behavioral economics used to influence behavior by changing the environment, and consists of altering t…
Effects of mouse pointing on learning from labeled and unlabeled split-attention materials
Learning from mutually referring but spatially separated text and picture (i.e., split-attention materials) is cognitively demanding. We investigated whether mouse pointing could support learning from split-attention materials in which the related elements between the text and picture were indicated by visual labels or not. One hundred thirty-two university students studied a text and picture about the human nervous system in one cell of a 2 (Mou…
Investigating the role of hand perspective in learning from procedural animations
BackgroundResearch indicates that animations presenting procedural instructions lead to better learning if the animation displays the procedural task from a first-person perspective (over-the-shoulder) compared to a third-person perspective (face-to-face).AimsThis study extends view-perspective research by investigating whether the observation of human hands completing manipulative tasks in an animation are necessary or not.SampleSixty university…
Effects of finger and mouse pointing on learning from online split-attention examples
BackgroundSelf-management of cognitive load is a recent development in cognitive load theory. Finger pointing has been shown to be a potential self-management strategy to support learning from spatially separated, but mutually referring text and pictures (i.e., split-attention examples).AimsThe present study aimed to extend the prior research on the pointing strategy and investigated the effects of finger pointing on learning from online split-at…
The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNirs study
“I’ll Be There”
Class attendance is an important predictor of academic success, but students encounter behavioral barriers preventing them from attending. In this experimental study, we investigated a commitment intervention to improve online attendance among university students (n = 973) during the COVID-19 pandemic. In the experimental condition, we asked students to commit to attending all classes and divided this group into students who made the commitment a…
Facilitating goal setting and planning to enhance online self-regulation of learning
Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII) and prompting SRL using videos, on motivation in the form of task value and self-efficacy, SRL in the fo…
Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
The limited instructional support in Massive Open Online Courses (MOOCs) inherently demands learners to self-regulate their learning. MOOC research shows that learners are more successful when they engage in self-regulated learning (SRL) behaviors such as planning what to study and reviewing study materials. However, many learners struggle with SRL. In this study, we examined the effect of two types of SRL prompts (i.e., questions or a combinatio…
Exploration vs. limitation – An investigation of instructional design techniques for spatial ability training on mobile devices
Nudging in education
Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is neces…
A growth mindset lowers perceived cognitive load and improves learning
Many large-scale, school-based interventions have attempted to improve academic performance through promoting students’ growth mindset, defined as the belief that one’s intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blin…
Do You Approach Positive Events or Do They Approach You? Linking Event Valence and Time Representations in a Dutch Sample
In order to think and talk about time, people often use the ego- or time-moving representation. In the ego-moving representation, the self travels through a temporal landscape, leaving past events behind and approaching future events; in the time-moving representation, the self is stationary and temporal events pass by. Several studies contest to the psychological ramifications of these two representations by, inter alia , demonstrating a link be…
A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement
Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students’ use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students’…
The influence of spatial distance and signaling on the split-attention effect
Effects of spatial distance on the effectiveness of mental and physical integration strategies in learning from split-attention examples
Learning from spatially separated text and pictures is improved when learners are instructed to use a physical or mental integration strategy. This study investigated whether varying the spatial distance between text and pictures affects the effectiveness of physical and mental integration strategies. We hypothesized that a larger spatial distance would increase cognitive load and harm learning. Ninety-two university students studied the function…
Latest trends to optimize computer-based learning
Inferencing questions embedded in a children’s book help children make more inferences
The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted inferencing questions in a story that children (4.3–6.6 years) and parents ( N = 32 parent–child dyads) read to…
A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement
Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students’ use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students’…
Size Does Matter
Embodied theories of language comprehension propose that readers construct a mental simulation of described objects that contains perceptual characteristics of their real-world referents. The present study is the first to investigate directly whether implied object size is mentally simulated during sentence comprehension and to study the potential influence of developmental factors on mental simulation by comparing adults' and children's mental s…
Effects of an Inconsistency-Detection Training Aimed at Improving Comprehension Monitoring in Primary School Children
Grounded within the situation model framework, this study investigated the effectiveness of a reading comprehension strategy training aimed at improving children's comprehension monitoring strategies. Sixty-four third and fourth graders received a 4-week training targeted at situation model updating, evaluative and self-regulatory strategies, and metacognitive awareness. A group (n = 51) following the school's regular reading comprehension curric…
Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program
In the Netherlands, university programs increasingly use the binding study advice (BSA) to select students after the first year. Students with insufficient progress after the first year and who therefore do not conform to pre-defined BSA norms have to quit their program. This study investigated whether the introduction of the BSA is associated with differences in first-year study behaviors and students' pre-university education qualifications whe…
The ReSearching Identity Podcast Project
The Effect of a Default Nudge on Experienced and Expected Autonomy
Default nudges—making the desired option the standard option—are often criticized for hampering autonomy. However, laboratory research suggests this expectation of autonomy loss is not reflected in nudgees' experienced autonomy. In this study, we investigated whether this finding translates to a real‐world setting by implementing a default nudge to increase food donations in the supermarket (Experiment 1). Upon entering the supermarket, customers…
Investigating the role of hand perspective in learning from procedural animations
BackgroundResearch indicates that animations presenting procedural instructions lead to better learning if the animation displays the procedural task from a first-person perspective (over-the-shoulder) compared to a third-person perspective (face-to-face).AimsThis study extends view-perspective research by investigating whether the observation of human hands completing manipulative tasks in an animation are necessary or not.SampleSixty university…
Effects of finger and mouse pointing on learning from online split-attention examples
BackgroundSelf-management of cognitive load is a recent development in cognitive load theory. Finger pointing has been shown to be a potential self-management strategy to support learning from spatially separated, but mutually referring text and pictures (i.e., split-attention examples).AimsThe present study aimed to extend the prior research on the pointing strategy and investigated the effects of finger pointing on learning from online split-at…
Agency and Time Representation in English and Dutch Speakers
Research reveals that the ego- and time-moving representations, two divergent ways to talk and think about time, are psychologically meaningful: They are, for example, linked to agency. This research has, however, mainly been correlational in nature and only been conducted amongst English speakers, even though cross-linguistic differences are readily observed in research on time representation. The present research addresses these limitations. In…
Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program
In the Netherlands, university programs increasingly use the binding study advice (BSA) to select students after the first year. Students with insufficient progress after the first year and who therefore do not conform to pre-defined BSA norms have to quit their program. This study investigated whether the introduction of the BSA is associated with differences in first-year study behaviors and students' pre-university education qualifications whe…
Effects of an Inconsistency-Detection Training Aimed at Improving Comprehension Monitoring in Primary School Children
Grounded within the situation model framework, this study investigated the effectiveness of a reading comprehension strategy training aimed at improving children's comprehension monitoring strategies. Sixty-four third and fourth graders received a 4-week training targeted at situation model updating, evaluative and self-regulatory strategies, and metacognitive awareness. A group (n = 51) following the school's regular reading comprehension curric…
Size Does Matter
Embodied theories of language comprehension propose that readers construct a mental simulation of described objects that contains perceptual characteristics of their real-world referents. The present study is the first to investigate directly whether implied object size is mentally simulated during sentence comprehension and to study the potential influence of developmental factors on mental simulation by comparing adults' and children's mental s…
Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks
It is often assumed that students with a higher potential for excellence are less motivated to collaborate. So far, the question remains whether this is actually the case. This survey study investigated the influence of business students’ (N = 389) potential for excellence on their motivation to collaborate on a business-related task. Different aspects of potential for excellence were taken into account, including intelligence, creativity, first-…
Agency and Time Representation in English and Dutch Speakers
Research reveals that the ego- and time-moving representations, two divergent ways to talk and think about time, are psychologically meaningful: They are, for example, linked to agency. This research has, however, mainly been correlational in nature and only been conducted amongst English speakers, even though cross-linguistic differences are readily observed in research on time representation. The present research addresses these limitations. In…
The influence of spatial distance and signaling on the split-attention effect
Effects of spatial distance on the effectiveness of mental and physical integration strategies in learning from split-attention examples
Learning from spatially separated text and pictures is improved when learners are instructed to use a physical or mental integration strategy. This study investigated whether varying the spatial distance between text and pictures affects the effectiveness of physical and mental integration strategies. We hypothesized that a larger spatial distance would increase cognitive load and harm learning. Ninety-two university students studied the function…
Latest trends to optimize computer-based learning
Inferencing questions embedded in a children’s book help children make more inferences
The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted inferencing questions in a story that children (4.3–6.6 years) and parents ( N = 32 parent–child dyads) read to…
Facilitating goal setting and planning to enhance online self-regulation of learning
Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII) and prompting SRL using videos, on motivation in the form of task value and self-efficacy, SRL in the fo…
Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
The limited instructional support in Massive Open Online Courses (MOOCs) inherently demands learners to self-regulate their learning. MOOC research shows that learners are more successful when they engage in self-regulated learning (SRL) behaviors such as planning what to study and reviewing study materials. However, many learners struggle with SRL. In this study, we examined the effect of two types of SRL prompts (i.e., questions or a combinatio…
Exploration vs. limitation – An investigation of instructional design techniques for spatial ability training on mobile devices
Nudging in education
Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is neces…
A growth mindset lowers perceived cognitive load and improves learning
Many large-scale, school-based interventions have attempted to improve academic performance through promoting students’ growth mindset, defined as the belief that one’s intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blin…
Do You Approach Positive Events or Do They Approach You? Linking Event Valence and Time Representations in a Dutch Sample
In order to think and talk about time, people often use the ego- or time-moving representation. In the ego-moving representation, the self travels through a temporal landscape, leaving past events behind and approaching future events; in the time-moving representation, the self is stationary and temporal events pass by. Several studies contest to the psychological ramifications of these two representations by, inter alia , demonstrating a link be…
A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement
Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students’ use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students’…
The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNirs study
“I’ll Be There”
Class attendance is an important predictor of academic success, but students encounter behavioral barriers preventing them from attending. In this experimental study, we investigated a commitment intervention to improve online attendance among university students (n = 973) during the COVID-19 pandemic. In the experimental condition, we asked students to commit to attending all classes and divided this group into students who made the commitment a…
Nudging Autonomous Learning Behavior
Autonomous learning behavior is an important skill for students, but they often do not master it sufficiently. We investigated the potential of nudging as a teaching strategy in tertiary education to support three important autonomous learning behaviors: planning, preparing for class, and asking questions. Nudging is a strategy originating from behavioral economics used to influence behavior by changing the environment, and consists of altering t…
Effects of mouse pointing on learning from labeled and unlabeled split-attention materials
Learning from mutually referring but spatially separated text and picture (i.e., split-attention materials) is cognitively demanding. We investigated whether mouse pointing could support learning from split-attention materials in which the related elements between the text and picture were indicated by visual labels or not. One hundred thirty-two university students studied a text and picture about the human nervous system in one cell of a 2 (Mou…
Investigating the role of hand perspective in learning from procedural animations
BackgroundResearch indicates that animations presenting procedural instructions lead to better learning if the animation displays the procedural task from a first-person perspective (over-the-shoulder) compared to a third-person perspective (face-to-face).AimsThis study extends view-perspective research by investigating whether the observation of human hands completing manipulative tasks in an animation are necessary or not.SampleSixty university…
Effects of finger and mouse pointing on learning from online split-attention examples
BackgroundSelf-management of cognitive load is a recent development in cognitive load theory. Finger pointing has been shown to be a potential self-management strategy to support learning from spatially separated, but mutually referring text and pictures (i.e., split-attention examples).AimsThe present study aimed to extend the prior research on the pointing strategy and investigated the effects of finger pointing on learning from online split-at…
Best of Both Worlds? Combining Physical and Mental Self-Management Strategies to Support Learning from Split-Attention Examples
The self-management principle holds that higher learning performance is obtained when learners actively use instructional strategies to manage the working memory load imposed by a learning task. Self-management studies with spatially separated but mutually referring text and pictures (split-attention examples) demonstrate the learning benefits of physical (e.g., annotation) and mental (imagined drag-and-drop) strategies. We investigated whether c…
“Feel free to ask”
The Effect of a Default Nudge on Experienced and Expected Autonomy
Default nudges—making the desired option the standard option—are often criticized for hampering autonomy. However, laboratory research suggests this expectation of autonomy loss is not reflected in nudgees' experienced autonomy. In this study, we investigated whether this finding translates to a real‐world setting by implementing a default nudge to increase food donations in the supermarket (Experiment 1). Upon entering the supermarket, customers…
Psychology (27 obras) · Computer Science (20 obras) · Cognitive psychology (15 obras) · Artificial Intelligence (12 obras) · Social Psychology (12 obras) · Cognition (10 obras) · Visual and Cognitive Learning Processes (9 obras) · Innovative Teaching and Learning Methods (7 obras) · Pedagogy (7 obras) · Comprehension (6 obras)