Joep van der Graaf
Biographic Data
| ID | 9493470 |
|---|---|
| NAME | Joep van der Graaf |
| GIVEN NAMES | Joep |
| FAMILY NAME | van der Graaf |
| SIGNATURE | VAN DER GRAAF J |
| AFFILIATIONS | Behavioural Science Institute Radboud University Nijmegen The Netherlands |
| ORCID | 0000-0003-1205-2193 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Enacting control with student dashboards: The role of motivation
Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach
Self‐regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self‐regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real‐time or indiv…
How do students learn with real‐time personalized scaffolds
Scaffolds that support self‐regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning needs. The present study investigated finer‐…
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Self-Regulated Learning (SRL) is related to increased learning performance. Scaffolding learners in their SRL activities in a computer-based learning environment can help to improve learning outcomes, because students do not always regulate their learning spontaneously. Based on theoretical assumptions, scaffolds should be continuously adaptive and personalized to students' ongoing learning progress in order to promote SRL. The present study aime…
Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data
Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi‐text writing task
Developing a morphological awareness intervention through inquiry‐based learning
Secondary school students are increasingly exposed to texts containing morphologically complex words. Morphological knowledge may help with understanding those words. Appropriate educational materials to teach morphological awareness (MA) are scarce. A design‐based approach was used to develop an MA‐intervention for Dutch secondary school students. We (1) analysed the aforementioned problem through semi‐structured discussions with teachers and a …
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Developing a morphological awareness intervention through inquiry‐based learning
Secondary school students are increasingly exposed to texts containing morphologically complex words. Morphological knowledge may help with understanding those words. Appropriate educational materials to teach morphological awareness (MA) are scarce. A design‐based approach was used to develop an MA‐intervention for Dutch secondary school students. We (1) analysed the aforementioned problem through semi‐structured discussions with teachers and a …
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Self-Regulated Learning (SRL) is related to increased learning performance. Scaffolding learners in their SRL activities in a computer-based learning environment can help to improve learning outcomes, because students do not always regulate their learning spontaneously. Based on theoretical assumptions, scaffolds should be continuously adaptive and personalized to students' ongoing learning progress in order to promote SRL. The present study aime…
Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data
Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi‐text writing task
Enacting control with student dashboards: The role of motivation
Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach
Self‐regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self‐regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real‐time or indiv…
How do students learn with real‐time personalized scaffolds
Scaffolds that support self‐regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning needs. The present study investigated finer‐…
Mathematics education (7 works) · Psychology (7 works) · Computer Science (6 works) · Innovative Teaching and Learning Methods (6 works) · Online Learning and Analytics (5 works) · Self-regulated learning (4 works) · Artificial Intelligence (3 works) · Human–computer interaction (3 works) · Data science (2 works) · Engineering (2 works)