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

Effective and Efficient Learning Environments

Researchers

  • prof. dr. Fred Paas 

    Instructional control of cognitive load; Cognitive load management; Self-management of cognitive load; Measuring cognitive load; Effective learning environments; Complex cognitive tasks; Instructional efficiency; Embodied cognition; Effects of physical activity on cognition.

    Optimizing learning of complex cognitive tasks by transforming contemporary scientific knowledge on the manner in which cognitive structures and processes are organized (i.e., cognitive architecture) into guidelines for instructional design.  

  • dr. Björn de Koning

    Online learning; Physical activity and learning; Instructional design; Multimedia learning; Embodied learning; Cognitive load management; Learning and instruction.

    Using knowledge about how people learn (science of learning) to develop and apply design guidelines for optimizing learning and instruction in online/digital and physical learning environments (science of teaching). Together with societal partners, the research focuses on the optimal design and use of educational materials (e.g., video, animation, text), instructionally supporting learners with cognitive and movement-based strategies to improve (self-regulated) learning, and helping teachers to provide appropriate instructions and guidance to support student learning.

  • dr. Martine Baars

    Educational psychology; Self-regulated learning; Metacognition.

    Using instructional strategies to improve self-regulated learning taking into account motivation, cognitive load, and technology enhanced learning. 

    Martine Baars

  • dr. Lesya Ganushchak

    Educational psychology;  Reading comprehension;  Metacognition.

    Investigating the instructional approaches to optimize reading comprehension instructions. Investigating the underlying mechanisms of judgements of learning (metacognition) taking into account working memory, cognitive load, and attention. 

  • dr. Silvia Mamede Studart Soares

    Reasoning, judgment and decision-making; Professional/medical expertise; learning and instruction.

    Investigating the development of medical expertise, the sources of errors in medical decision-making and developing educational and workplace strategies to minimise them. 

  • dr. Marloes Nederhand

    Educational psychology; Metacognition; Feedback; Curriculum innovation; SET

    Optimising feedback and reflection in instructional materials to improve self-regulation and metacognitive skills in different domains and daily teaching practice.

  • dr. Huib Tabbers

    Instructional psychology; Online learning.

    Developing practically relevant guidelines for the design of instructional materials (online and offline), in collaboration with educational partners.  

  • dr. Peter Verkoeijen

    Applied cognitive psychology: instructional design; self-regulation; motivation; formative action, and critical thinking.

    With my research, I try to apply insights from educational psychology and cognitive psychology in the areas of instructional design, powerful cognitive learning strategies, feedback, motivation, and metacognition to the practice of higher education. Because I am attached to Avans University of Applied Sciences as a lecturer, most of my research is conducted with, in and for higher education practitioners. 

  • dr. Jacqueline Wong

    Educational psychology; Self-regulated learning;  Motivation; Instructional support; Learning analytics;  Online learning.

    Developing instructional supports (e.g., prompting) and using learning analytics to facilitate self-regulation of learning and student success in online learning environments (e.g., Massive Open Online Courses). 

  • dr. Kim Ouwehand

    Cognitive (neuro) psychology; Multimedia learning; Instructional design; Cognitive load theory

    In my research, I look at the influence of instructional design and physical environmental factors on cognitive performances and cognitive load. More specifically, I am interested in the effectiveness of different ways of information presentation and characteristics of the physical environment on cognitive functions such as attention, creativity and working memory.

     

  • dr. Canan Mesutoglu

    Educational sciences; curriculum and instruction; science education; STEM education 

    My research centers on science, technology, engineering, and mathematics (STEM) education, both in K-12 and higher education. I am investigating innovations in education, student and teacher development in engineering design and STEM, multidisciplinary learning, challenge-based learning

     

  • dr. Marjolein Zee

    Educational pedagogy, teacher-student interactions, and relationships.

    In my research, I focus on the question of how teachers, through the establishment and maintenance of affective relationships with individual students, can create effective learning environments for students who vary in background, socio-emotional behavior, and learning needs.

  • dr. Kim van Broekhoven

    The development of creativity in higher education; measurement of creativity; technology enhanced learning

    I investigate the development of students' creative (i.e., idea generation) and innovative (i.e., idea selection) skills via instructional strategies and training (on individual as group level). More research interests involve measurement and interventions via artificial intelligence.

     

  • Maike Liu, MSc. 

    Educational psychology and entrepreneurship psychology; entrepreneurship education; student entrepreneurial outcomes.

    Investigate how entrepreneurial courses/programs increase students’ entrepreneurial outcomes (e.g., competence, entrepreneurial self-efficacy, entrepreneurial intentions), while taking student differences (e.g., gender, needs, prior experience) into consideration. 

  • Gabrielle Martins van Jaarsveld, MSc. 

    Educational psychology; Self-regulated learning; learning analytics; goal-setting.

    Using technology-enhanced learning and learning analytics to support self-regulated learning.

    Gabrielle Martins Van Jaarsveld

  • Robert Weijers, MSc. 

    Educational psychology; Behavioral change & nudging; Self-regulated learning; Autonomous learning behavior.

    Investigate how behavioral change interventions (nudges) can be used as a tool to increase autonomous learning behavior in (VET-) students. 

  • Brechtje van Zeijts, MSc. 

    Educational psychology; Reading comprehension; Reading motivation. 

    Investigating the relation between comprehension of texts and videos in terms of comprehension outcomes and cognitive processes. The goal is to develop instructional methods to improve children’s reading comprehension and reading motivation.   

    Handtekening Erasmus

  • Shirong (Sharon) Zhang, MSc. 

    Instructional design; Multimedia learning;  Cognitive load management; Embodied learning. 

    Optimizing the design of multimedia learning materials; Exploring strategies to support self-management of cognitive load. 

  • Jingshu Xiao, MSc.

    Educational psychology, self-regulated learning, growth mindset, cognitive load theory, motivation, attribution

    Using growth mindset intervention to improve students self-regulated learning. Exploring the relationship between growth mindset, SRL and cognitive load theory.

    Jingshu Xiao

  • Christine van Nooijen, MSc.

    Educational psychology, instructional design, cognitive load theory

    Optimizing learning of visual problem solving, centering on master-apprentice interactions, through perceptual and cognitive measurement methods. 

  • Genmei Zuo, MSc

    Cognitive load theory, Multimedia Learning

    My research focuses on optimizing the design of multimedia instructional materials.

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