Fien Depaepe
Biographic Data
| ID | 2822877 |
|---|---|
| NAME | Fien Depaepe |
| GIVEN NAMES | Fien |
| FAMILY NAME | Depaepe |
| SIGNATURE | DEPAEPE F |
| AFFILIATIONS | IMEC |
| ORCID | 0000-0001-5440-1318 |
| VERIFIED | Yes |
| TOTAL WORKS | 39 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
A domain-specific perspective on adaptivity
From replication to extension
Primary School Teachers' Competence With Learning Analytics Dashboards
Numerical precision or inhibitory control? Exploring latent profiles in preschoolers' numerosity judgments
The Relationship Between Personality and Flow
OBJECTIVE: This meta-analysis explores the relationship between Big Five personality traits and flow. It also examines the moderating roles of demographic factors (i.e., gender and age), cultural differences, contextual variations, flow dimensions, and the instruments used to assess personality and flow. METHOD: A systematic search was conducted across ProQuest, Scopus, and Web of Science, identifying 24 eligible studies reporting associations be…
The effect of specialized content knowledge in reciprocal peer learning in a university content class
Background Teaching strategies using peers to influence student-learning outcomes are commonly used in physical education. Reciprocal peer learning is a teaching strategy where students work in pairs as tutor and tutee. Effective peer tutoring requires knowledge about the critical elements for correct performance (i.e. common content knowledge, CCK) and knowing how to detect and address common errors (i.e. specialized content knowledge, SCK). Res…
Education and technology
Adaptive Feedback in Digital Educational Games
Personality differences in flow experience during collaborative problem solving in work teams
Towards tailored cognitive support in augmented reality assembly work instructions
Assessing verbal interaction of adult learners in computer‐supported collaborative problem solving
The objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal (ie, speech) and non‐verbal (ie, pitch) aspect…
Toward a Framework of Integrating Ability
The awareness that many problems in our society are interdisciplinary in nature and require the integration of multiple STEM (Science, Technology, Engineering, Mathematics) concepts to solve them has given rise to a new instructional approach, called “integrated STEM education”. Integrated STEM education aims to remove the barriers from the STEM fields and has the potential to increase students’ interest and motivation for learning, as well as to…
Tinkering the Teacher–Technology Nexus
Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools in the classroom. This study explores two research questions: (RQ1) what personalisation …
Children’s Picture Books
Research Findings: Shared-picture book reading can stimulate children’s mathematical development. Evidence of learning-supportive characteristics in picture books is limited in this domain. A first step is systematically analyzing the occurrence of domain-specific features in publicly available picture books. We analyzed the occurrence of general book features, features of numbers and quantitative language, and features of sets in 100 mathematica…
Future preschool teachers’ mathematical questions during shared book reading
Fostering students’ motivation towards learning research skills
The role of specialised content knowledge in teaching basic life support
Objective: To investigate the role of specialised content knowledge in instructor training on the teaching and learning of basic life support (BLS) in secondary schools. Design: Cluster randomised controlled trial. Setting: Data were collected in three Flemish secondary schools during physical education classes. Method: Three secondary schools were randomly assigned to a 60-minute BLS instructor training without (one school, three teachers) or wi…
The effectiveness of Tier 1 digital interventions for early reading
Reading is a fundamental skill to acquire during children's school career. The present meta‐analysis examined research on the effectiveness of digital technologies to foster early reading skills during Tier‐1 interventions (ie, high‐quality core reading instruction which is intended to promote learning for all children). Unlike previous meta‐analyses, this meta‐analysis investigated the effectiveness in a broad way, taking into account cognitive …
A teacher's choice
The Charm or Chasm of Digital Personalized Learning in Education
The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading
The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of…
The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes
Adaptive educational games provide new opportunities to train early numerical skills. However, empirical evidence for the effectiveness of adaptive educational games is scarce. This study investigated the effectiveness of an adaptive game compared to a nonadaptive game in terms of cognitive, noncognitive and efficiency outcomes. In total, 84 children were randomly assigned to a condition in which children trained early numerical skills with an ad…
An overview of 25 years of research on digital personalised learning in primary and secondary education
The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game
During the last decade, many governments and ed‐tech companies have demonstrated an increased interest in digital personalised learning, which resulted in a variety of often game‐like adaptive learning environments. However, there has been limited attention for the impact of these personalised learning technologies on children's learning efficiency. Does digital personalised learning, like popular claims insist, foster learning in young children?…
A systematic literature review on synchronous hybrid learning
General pedagogical knowledge, self-efficacy and instructional practice
Developing Pedagogical Content Knowledge
Pedagogical content knowledge (PCK) is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective) teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science), a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1) How are the studies designed? (2) How are t…
The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education
Teachers' content and pedagogical content knowledge on rational numbers
Teachers' approaches towards word problem solving
Personality differences in flow experience during collaborative problem solving in work teams
The Charm or Chasm of Digital Personalized Learning in Education
Promoting the development of teacher professional knowledge
Teachers' approaches towards word problem solving
Chinese upper elementary school mathematics teachers’ attitudes towards the place and value of problematic word problems in mathematics education
Pedagogical content knowledge
Mathematics Education
Teachers' content and pedagogical content knowledge on rational numbers
Developing Pedagogical Content Knowledge
Pedagogical content knowledge (PCK) is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective) teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science), a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1) How are the studies designed? (2) How are t…
General pedagogical knowledge, self-efficacy and instructional practice
Integrated STEM Education
Promoting the development of teacher professional knowledge
The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education
Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments
This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and …
A systematic literature review on synchronous hybrid learning
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes
Learning and instruction in the hybrid virtual classroom
Multimodal learning analytics to investigate cognitive load during online problem solving
To have insight into cognitive load (CL) during online complex problem solving, this study aimed at measuring CL through physiological data. This study experimentally manipulated intrinsic and extraneous load of exercises in the domain of statistics, resulting in four conditions: high complex with hints, low complex with hints, high complex without hints and low complex without hints. The study had a within‐subject‐design in which 67 students sol…
The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading
The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of…
The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes
Adaptive educational games provide new opportunities to train early numerical skills. However, empirical evidence for the effectiveness of adaptive educational games is scarce. This study investigated the effectiveness of an adaptive game compared to a nonadaptive game in terms of cognitive, noncognitive and efficiency outcomes. In total, 84 children were randomly assigned to a condition in which children trained early numerical skills with an ad…
An overview of 25 years of research on digital personalised learning in primary and secondary education
The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game
During the last decade, many governments and ed‐tech companies have demonstrated an increased interest in digital personalised learning, which resulted in a variety of often game‐like adaptive learning environments. However, there has been limited attention for the impact of these personalised learning technologies on children's learning efficiency. Does digital personalised learning, like popular claims insist, foster learning in young children?…
The Charm or Chasm of Digital Personalized Learning in Education
Toward a Framework of Integrating Ability
The awareness that many problems in our society are interdisciplinary in nature and require the integration of multiple STEM (Science, Technology, Engineering, Mathematics) concepts to solve them has given rise to a new instructional approach, called “integrated STEM education”. Integrated STEM education aims to remove the barriers from the STEM fields and has the potential to increase students’ interest and motivation for learning, as well as to…
Tinkering the Teacher–Technology Nexus
Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools in the classroom. This study explores two research questions: (RQ1) what personalisation …
Children’s Picture Books
Research Findings: Shared-picture book reading can stimulate children’s mathematical development. Evidence of learning-supportive characteristics in picture books is limited in this domain. A first step is systematically analyzing the occurrence of domain-specific features in publicly available picture books. We analyzed the occurrence of general book features, features of numbers and quantitative language, and features of sets in 100 mathematica…
Future preschool teachers’ mathematical questions during shared book reading
Fostering students’ motivation towards learning research skills
Psychology (28 works) · Mathematics education (22 works) · Computer Science (18 works) · Pedagogy (15 works) · Cognitive and developmental aspects of mathematical skills (9 works) · Mathematics (9 works) · Mathematics Education and Teaching Techniques (9 works) · Child Development and Digital Technology (8 works) · Cognition (8 works) · Online Learning and Analytics (8 works)