Johannes W Luyten
Biographic Data
| ID | 10214487 |
|---|---|
| NAME | Johannes W Luyten |
| GIVEN NAMES | Johannes W |
| FAMILY NAME | Luyten |
| SIGNATURE | LUYTEN J W |
| AFFILIATIONS | University of Twente |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Professional learning communities to facilitate professional development for using digital technology in the classroom
This article presents a shift from traditional “technical” professional development (PD) to a PD of “praxis” and reflects on the benefits and barriers that this entails. Often, PD in digital technology is unsustainable because it provides simple tips or a few sample lessons that teachers are happy to deliver until the technology fails or becomes obsolete. PD in which teachers are actively engaged in exploring their own practice and understanding …
Explaining variation in teachers’ use of ICT
Significant attention has been paid to the use of ICT by teachers, especially during the COVID-19 health crisis. This usage has mostly been captured through self-reported survey measurements. Learning analytics can complement such findings, by using log data to document precisely how long teachers use ICT, and what ICT behaviors they perform online. Using log data of 800 teachers, the present study documents their use of ICT in mathematics on a d…
The Design of Incentive Systems in Digital Game-Based Learning
Digital game-based learning builds on the general characteristics of games. The incentive system (points, scores, stars, levels, and performance feedback) integrates design elements to keep a learner engaged. In the work described here, we investigated which elements of the incentive system design—rewards, penalties, or feedback—have the potential to trigger students’ motivation to play the game. We used eye tracking of eight primary school child…
No prominent works on this page.
The Design of Incentive Systems in Digital Game-Based Learning
Digital game-based learning builds on the general characteristics of games. The incentive system (points, scores, stars, levels, and performance feedback) integrates design elements to keep a learner engaged. In the work described here, we investigated which elements of the incentive system design—rewards, penalties, or feedback—have the potential to trigger students’ motivation to play the game. We used eye tracking of eight primary school child…
Explaining variation in teachers’ use of ICT
Significant attention has been paid to the use of ICT by teachers, especially during the COVID-19 health crisis. This usage has mostly been captured through self-reported survey measurements. Learning analytics can complement such findings, by using log data to document precisely how long teachers use ICT, and what ICT behaviors they perform online. Using log data of 800 teachers, the present study documents their use of ICT in mathematics on a d…
Professional learning communities to facilitate professional development for using digital technology in the classroom
This article presents a shift from traditional “technical” professional development (PD) to a PD of “praxis” and reflects on the benefits and barriers that this entails. Often, PD in digital technology is unsustainable because it provides simple tips or a few sample lessons that teachers are happy to deliver until the technology fails or becomes obsolete. PD in which teachers are actively engaged in exploring their own practice and understanding …
Computer Science (2 works) · Educational technology (2 works) · Incentive (2 works) · Mathematics education (2 works) · Psychology (2 works) · Analytics (1 work) · Artificial Intelligence (1 work) · Collaborative learning (1 work) · Community of practice (1 work) · Data science (1 work)