Delphine Sasanguie
Datos Biográficos
| ID | 6605615 |
|---|---|
| NOMBRE | Delphine Sasanguie |
| NOMBRES | Delphine |
| APELLIDO | Sasanguie |
| FIRMA | SASANGUIE D |
| AFILIACIONES | KU Leuven |
| ORCID | 0000-0002-3356-5097 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
Adaptive Feedback in Digital Educational Games
Obstacle course-based versus traditional physical education
Physical education (PE) offers an optimal setting for promoting higher moderate-to-vigorous physical activity (MVPA) and reducing sedentary behaviour (SB). This study examines the MVPA and SB among elementary schoolchildren during an obstacle course-based PE lesson and compares it to a traditional PE lesson, with the same students participating in both conditions. Moreover, it explores how gender, age and intrinsic motivation for PE relate to tim…
Math anxiety relates positively to metacognitive insight into mathematical decision making
Numerals do not need numerosities
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…
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes
Judging the order of numbers relies on familiarity rather than activating the mental number line
Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives
The impact of the examiner on students' perspectives on learning and assessment is investigated. A disentangling of support and evaluation roles was implemented for two courses. The lecturer did not have the responsibility for the summative evaluation. Instead, this was the task of an examiner. Students' conceptions of the disentangling were investigated by means of focus groups (N = 21) before and open-ended questionnaires (N = 50 and N = 18) af…
Disentangling instructional roles
While in some higher education contexts a separation of teaching and summative assessment is assumed to be self-evident, in other contexts the opposite is regarded to be obvious. In this article the different arguments supporting either position are analyzed. Based on a systematic literature review, arguments for and against are classified at the micro-, meso- and macro-level. Articles specifically discuss the way in which making use of an extern…
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Disentangling instructional roles
While in some higher education contexts a separation of teaching and summative assessment is assumed to be self-evident, in other contexts the opposite is regarded to be obvious. In this article the different arguments supporting either position are analyzed. Based on a systematic literature review, arguments for and against are classified at the micro-, meso- and macro-level. Articles specifically discuss the way in which making use of an extern…
Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives
The impact of the examiner on students' perspectives on learning and assessment is investigated. A disentangling of support and evaluation roles was implemented for two courses. The lecturer did not have the responsibility for the summative evaluation. Instead, this was the task of an examiner. Students' conceptions of the disentangling were investigated by means of focus groups (N = 21) before and open-ended questionnaires (N = 50 and N = 18) af…
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes
Judging the order of numbers relies on familiarity rather than activating the mental number line
Numerals do not need numerosities
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…
Math anxiety relates positively to metacognitive insight into mathematical decision making
Adaptive Feedback in Digital Educational Games
Obstacle course-based versus traditional physical education
Physical education (PE) offers an optimal setting for promoting higher moderate-to-vigorous physical activity (MVPA) and reducing sedentary behaviour (SB). This study examines the MVPA and SB among elementary schoolchildren during an obstacle course-based PE lesson and compares it to a traditional PE lesson, with the same students participating in both conditions. Moreover, it explores how gender, age and intrinsic motivation for PE relate to tim…
Psychology (9 obras) · Mathematics education (7 obras) · Cognition (5 obras) · Computer Science (5 obras) · Cognitive and developmental aspects of mathematical skills (4 obras) · Mathematics (4 obras) · Anxiety (3 obras) · Educational Games and Gamification (3 obras) · Pedagogy (3 obras) · Arithmetic (2 obras)