Carolien A N Knoop-van Campen
Biographic Data
| ID | 9328496 |
|---|---|
| NAME | Carolien A N Knoop-van Campen |
| GIVEN NAMES | Carolien A N Knoop |
| FAMILY NAME | van Campen |
| SIGNATURE | VAN CAMPEN C A N K |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-3666-8577 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teacher dashboard design for self-regulated learning: A participatory approach
Developing self-regulated learning (SRL) is essential for students to ensure lifelong learning in a changing world. As students often do not develop SRL skills independently, teachers play a crucial role in nurturing these skills through metacognitive feedback. To provide this type of feedback, teachers need an accurate assessment of students’ metacognition. Teachers gain valuable insights from dashboards, but these dashboards often lack students…
Feedback practices with teacher dashboards in primary education: Exploring dashboard-prompted feedback across lesson phases
In primary education, adaptive learning technologies (ALTs) personalise tasks and provide teacher dashboards that visualise real-time student performance and progress. These dashboards can help teachers to provide targeted, real-time feedback based on the dashboard data, a practice known as dashboard-prompted feedback (DP-feedback). This study examined how teachers give different types of DP-feedback (task, process, metacognitive, social, and per…
How does co-regulation with Adaptive Learning Technologies affect primary school students' goal-setting, regulation of practice behavior and learning outcomes
Introduction Monitoring and controlling learning is often difficult for primary school students. This issue is partially resolved when Adaptive Learning Technologies (ALTs) take over part of these self-regulated learning (SRL) processes. Trace data in ALTs provides elaborate information on students' learning process, which can be translated into monitoring support. However, this data does not provide insight into students' goal-setting behavior, …
Enacting control with student dashboards: The role of motivation
The equalizing effect of teacher dashboards on feedback in K-12 classrooms
Teacher dashboards provide real-time information about students’ performance and progress, which help K-12 teachers to adjust feedback to student’ specific needs during learning. Prior research indicated two problems with respect to how teachers provide feedback: (i) teachers do not always select the most effective feedback to support student’ learning and (ii) feedback is not allocated equally to students with different abilities. Specifically, …
Impact of audio on navigation strategies in children and adults with dyslexia
Children and adults with dyslexia are often provided with audio-support, which reads the written text for the learner. The present study examined to what extent audio-support as a form of external regulation impacts navigation patterns in children and adults with and without dyslexia. We compared navigation patterns in multimedia lessons of learners with (36 children, 41 adults), and without dyslexia (46 children, 44 adults) in a text-condition v…
The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia
The use of adequate reading comprehension strategies is important to read efficiently. Students with dyslexia not only read slower and less accurately, they also use fewer reading comprehension strategies. To compensate for their decoding problems, they often receive audio-support (narration written text). However, audio-support linearly guides readers from beginning to end through texts, possibly hindering the use of reading comprehension strate…
Effects of audio support on multimedia learning processes and outcomes in students with dyslexia
Adding audio to written text may cause redundancy effects, but could be beneficial for students with dyslexia for whom it supports their reading. Studying both learning process and learning outcomes in students with and without dyslexia can shed light on this issue and helps to find out whether there are constraints to the redundancy effect as proposed in the Cognitive Theory of Multimedia Learning. We examined to what extent adding -redundant- a…
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Effects of audio support on multimedia learning processes and outcomes in students with dyslexia
Adding audio to written text may cause redundancy effects, but could be beneficial for students with dyslexia for whom it supports their reading. Studying both learning process and learning outcomes in students with and without dyslexia can shed light on this issue and helps to find out whether there are constraints to the redundancy effect as proposed in the Cognitive Theory of Multimedia Learning. We examined to what extent adding -redundant- a…
The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia
The use of adequate reading comprehension strategies is important to read efficiently. Students with dyslexia not only read slower and less accurately, they also use fewer reading comprehension strategies. To compensate for their decoding problems, they often receive audio-support (narration written text). However, audio-support linearly guides readers from beginning to end through texts, possibly hindering the use of reading comprehension strate…
The equalizing effect of teacher dashboards on feedback in K-12 classrooms
Teacher dashboards provide real-time information about students’ performance and progress, which help K-12 teachers to adjust feedback to student’ specific needs during learning. Prior research indicated two problems with respect to how teachers provide feedback: (i) teachers do not always select the most effective feedback to support student’ learning and (ii) feedback is not allocated equally to students with different abilities. Specifically, …
Impact of audio on navigation strategies in children and adults with dyslexia
Children and adults with dyslexia are often provided with audio-support, which reads the written text for the learner. The present study examined to what extent audio-support as a form of external regulation impacts navigation patterns in children and adults with and without dyslexia. We compared navigation patterns in multimedia lessons of learners with (36 children, 41 adults), and without dyslexia (46 children, 44 adults) in a text-condition v…
How does co-regulation with Adaptive Learning Technologies affect primary school students' goal-setting, regulation of practice behavior and learning outcomes
Introduction Monitoring and controlling learning is often difficult for primary school students. This issue is partially resolved when Adaptive Learning Technologies (ALTs) take over part of these self-regulated learning (SRL) processes. Trace data in ALTs provides elaborate information on students' learning process, which can be translated into monitoring support. However, this data does not provide insight into students' goal-setting behavior, …
Enacting control with student dashboards: The role of motivation
Teacher dashboard design for self-regulated learning: A participatory approach
Developing self-regulated learning (SRL) is essential for students to ensure lifelong learning in a changing world. As students often do not develop SRL skills independently, teachers play a crucial role in nurturing these skills through metacognitive feedback. To provide this type of feedback, teachers need an accurate assessment of students’ metacognition. Teachers gain valuable insights from dashboards, but these dashboards often lack students…
Feedback practices with teacher dashboards in primary education: Exploring dashboard-prompted feedback across lesson phases
In primary education, adaptive learning technologies (ALTs) personalise tasks and provide teacher dashboards that visualise real-time student performance and progress. These dashboards can help teachers to provide targeted, real-time feedback based on the dashboard data, a practice known as dashboard-prompted feedback (DP-feedback). This study examined how teachers give different types of DP-feedback (task, process, metacognitive, social, and per…
Psychology (6 works) · Computer Science (5 works) · Innovative Teaching and Learning Methods (4 works) · Artificial Intelligence (3 works) · Cognition (3 works) · Cognitive psychology (3 works) · Dashboard (3 works) · Dyslexia (3 works) · Educational and Psychological Assessments (3 works) · Linguistics (3 works)