Stefanie Vanbecelaere
Biographic Data
| ID | 6770683 |
|---|---|
| NAME | Stefanie Vanbecelaere |
| GIVEN NAMES | Stefanie |
| FAMILY NAME | Vanbecelaere |
| SIGNATURE | VANBECELAERE S |
| AFFILIATIONS | IMEC |
| ORCID | 0000-0002-5495-2192 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Primary School Teachers' Competence With Learning Analytics Dashboards: Beliefs, Skills and Teaching Behaviour
Symbolic number ordering strategies and math anxiety
Math anxiety results in a drop in performance on various math-related tasks, including the symbolic number ordering task in which participants decide whether a triplet of digits is presented in order (e.g. 3-5-7) or not (e.g. 3-7-5). We investigated whether the strategy repertoire and reaction times during a symbolic ordering task were affected by math anxiety. In study 1, participants performed an untimed symbolic number ordering task and indica…
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis
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 …
The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations
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…
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?…
Technology‐mediated personalised learning for younger learners: Concepts, design, methods and practice
Children differ in various aspects such as prior knowledge, learning pace, socio-economic status, interests etc. It has been argued that when we take these differences into account when we develop learning environments, children will benefit from it in terms of learning outcomes, learning experience, and attitudes towards particular subjects. The emergence of digital technologies has accelerated the movement to create personalised learning enviro…
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes
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…
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?…
Technology‐mediated personalised learning for younger learners: Concepts, design, methods and practice
Children differ in various aspects such as prior knowledge, learning pace, socio-economic status, interests etc. It has been argued that when we take these differences into account when we develop learning environments, children will benefit from it in terms of learning outcomes, learning experience, and attitudes towards particular subjects. The emergence of digital technologies has accelerated the movement to create personalised learning enviro…
The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations
Symbolic number ordering strategies and math anxiety
Math anxiety results in a drop in performance on various math-related tasks, including the symbolic number ordering task in which participants decide whether a triplet of digits is presented in order (e.g. 3-5-7) or not (e.g. 3-7-5). We investigated whether the strategy repertoire and reaction times during a symbolic ordering task were affected by math anxiety. In study 1, participants performed an untimed symbolic number ordering task and indica…
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis
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 …
Primary School Teachers' Competence With Learning Analytics Dashboards: Beliefs, Skills and Teaching Behaviour
Psychology (8 works) · Child Development and Digital Technology (5 works) · Cognition (5 works) · Mathematics education (5 works) · Anxiety (4 works) · Computer Science (4 works) · Developmental psychology (4 works) · Educational Games and Gamification (4 works) · Online Learning and Analytics (4 works) · Cognitive and developmental aspects of mathematical skills (3 works)