Erasmus School of Social and Behavioural Sciences
Erasmus School of Social and Behavioural Sciences

Digital education opportunities and implications

Researchers
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  • prof. dr. Marcus Specht

    Learning Analytics, Technology Enhanced Learning, Artificial Intelligence for Education, Augmented and Virtual Reality

    Background in cognitive psychology and technology enhanced learning. Doing research on TEL since 25 years.

    Marcus Specht

  • prof. dr. Fred Paas

    Learning, cognition, cognitive load, physical learning environment, mental effort, physical activity, fitness

    Prof.dr. Fred Paas examines the role of the physical environment on cognition and learning, he examines the evolutionary approach to cognitive load and learning and the effects of physical activities (e.g. gestures and exercise) on cognition and learning.

  • dr. Martine Baars

    Self-regulated learning; motivation; learning analytics; technology enhanced learning

    Background in educational psychology and educational science. Research experience with survey and experimental studies in primary, secondary and higher education.

    Martine Baars

  • dr. Bjorn de Koning

    Online learning; Instructional design; Multimedia Learning; Learning and instruction; Video-based learning; Generative artificial intelligence.

    Combining insights about educational psychology and cognitive science to investigate how learning in online (higher) education can be optimized. Research focuses on the design and application of online instructions and materials (such as videos, video lectures) and the combination -or comparison- of online and offline (e.g., on campus) teaching and learning, as well as opportunities of generative artificial intelligence (AI), like ChatGPT, for supporting learning and instruction.

  • Gabrielle van Jaarsveld, MSc.

    Learning analytics and Goal Setting

    PhD researcher with a background in cognitive psychology. Research experience in the domain of goal setting in higher education.

    Gabrielle van Jaarsveld

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