dr. (Bjorn) BB de Koning

All publications (68)

• Article (46)

  • Scholarly Publication (38)

    • S. Cammeraat, G.J. Rop & B.B. de Koning (2020). The influence of spatial distance and signaling on the split-attention effect. Computers in Human Behavior, 106203. doi: 10.1016/j.chb.2019.106203
    • S.I. Wassenburg, B.B. de Koning, L.T. Bos & M. van der Schoot (2020). Inspecting a picture before reading affects attentional processing but not comprehension. Educational Psychology : An International Journal of Experimental Educational Psychology, 4, 4-21.
    • B.B. de Koning & M. van der Schoot (2019). Can “you” make a difference? Investigating whether perspective-taking improves performance on inconsistent mathematical word problems. Applied Cognitive Psychology, 33, 911-917. doi: 10.1002/acp.3555
    • B.B. de Koning, S.I. Wassenburg, A.Y. Ganushchak, A.E. Krijnen & R.C.M. van Steensel (2019). Inferencing questions embedded in a children’s book help children make more inferences. First Language. doi: 10.1177/0142723719894770
    • B.B. de Koning, A.J.H. Boonen & M. van der Schoot (2019). The consistency effect in word problem solving is effectively reduced through verbal instruction. Contemporary Educational Psychology, 49, 121-129. doi: 10.1016/j.cedpsych.2017.01.006
    • W.T.J.L. Pouw, G.J. Rop, B.B. de Koning & F. Paas (2019). The cognitive basis for the split-attention effect. Journal of Experimental Psychology-General, 148, 2058-2075. doi: 10.1037/xge0000578
    • B.B. de Koning, N. Marcus, B. Brucker & P. Ayres (2019). Does observing hand actions in animations and static graphics differentially affect learning of hand-manipulative tasks? Computers & Education, 103636. doi: 10.1016/j.compedu.2019.103636
    • A.C. Loermans, B.B. de Koning & L. Krabbendam (2019). Agency and Time Representation in English and Dutch Speakers. Journal of Language and Social Psychology, 38 (3), 353-375. doi: 10.1177/0261927X18824619
    • W.T.J.L. Pouw, S.I. Wassenburg, A.B. Hostetter, B.B. de Koning & F. Paas (2019). Does gesture strengthen sensorimotor knowledge of objects? The case of the size-weight illusion. Psychological Research-Psychologische Forschung. doi: 10.1007/s00426-018-1128-y [go to publisher's site]
    • L.Y.J. Wong, M. Khalil, M.A. Baars, B.B. de Koning & F. Paas (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140, 103595. doi: 10.1016/j.compedu.2019.103595
    • A. Pullen, D.M.E. Griffioen, J. Schoonenboom, B.B. de Koning & J.J. Beishuizen (2018). Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks. Studies in Higher Education, 43 (11), 2059-2071. doi: 10.1080/03075079.2017.1304376
    • B.B. de Koning, V. Hoogerheide & J. Boucheix (2018). Developments and trends in learning with instructional video. Computers in Human Behavior, 89, 395-398. doi: 10.1016/j.chb.2018.08.055
    • S.I. Wassenburg, B.B. de Koning & M. van der Schoot (2018). In which direction to move? Facilitative and interference effects of gestures on problem solver's thinking. Journal of Cognitive Psychology, 30 (3), 307-313. doi: 10.1080/20445911.2018.1432628
    • B.B. de Koning, L.T. Bos, S.I. Wassenburg & M. van der Schoot (2017). Effects of a reading strategy training aimed at improving mental simulation in primary school children. Educational Psychology Review, 29 (4), 869-889. doi: 10.1007/s10648-016-9380-4
    • B.B. de Koning, C. van Hooijdonk & L. Lagerwerf (2017). Verbal redundancy in a procedural animation: On-screen labels improve retention but not behavioral performance. Computers & Education, 107, 45-53. doi: 10.1016/j.compedu.2016.12.013
    • B.B. de Koning, S.I. Wassenburg, L.T. Bos & M. van der Schoot (2017). Mental simulation of four visual object properties: similarities and differences as assessed by the sentence–picture verification task. Journal of Cognitive Psychology, 29 (4), 420-432. doi: 10.1080/20445911.2017.1281283
    • B.B. de Koning, S.I. Wassenburg, L.T. Bos & M. van der Schoot (2017). Size does matter: Implied object size is mentally simulated during language comprehension. Discourse Processes, 54 (7), 493-503. doi: 10.1080/0163853X.2015.1119604
    • S.I. Wassenburg, B.B. de Koning, M.H. de Vries, A.M. Boonstra & M. van der Schoot (2017). Gender differences in mental simulation during sentence and word processing. Journal of Research in Reading, 40 (3), 274-296. doi: 10.1111/1467-9817.12066
    • D. Kostons & B.B. de Koning (2017). Does visualization training improve text comprehension monitoring and performance of students in primary education? Contemporary Educational Psychology, 51, 1-10. doi: 10.1016/j.cedpsych.2017.05.001
    • L.T. Bos, B.B. de Koning, S.I. Wassenburg & M. van der Schoot (2016). Training inference making skills using a situation model approach improves reading comprehension. Frontiers in Psychology, 7, 1-23. doi: 10.3389/fpsyg.2016.00116
    • S.I. Wassenburg, B.B. de Koning, M.H. De Vries & M. van der Schoot (2016). Does the component processes task assess text-based inferences important for reading comprehension: A path analysis in primary school children. Frontiers in Psychology, 7, 1-8. doi: 10.3389/fpsyg.2016.00895
    • A.J.H. Boonen, B.B. de Koning, J. Jolles & M. van der Schoot (2016). Word problem solving in contemporary math education: A plea for reading comprehension skills training. Frontiers in Psychology, 7, 10. doi: 10.3389/fpsyg.2016.00191
    • L.T. Bos, B.B. de Koning, F. van Wesel, A.M. Boonstra & M. van der Schoot (2015). What can measures of text comprehension tell us about creative text production? Reading and Writing, 28 (6), 829-849. doi: 10.1007/s11145-015-9551-6
    • S.I. Wassenburg, L.T. Bos, B.B. de Koning & M. van der Schoot (2015). Effects of an inconsistency-detection training aimed at improving comprehension monitoring in primary school children. Discourse Processes, 52 (5-6), 463-488. doi: 10.1080/0163853X.2015.1025203
    • B.B. de Koning, S.M.M. Loyens, G. Smeets, R.M.J.P. Rikers & H.T. van der Molen (2014). The impact of Binding Study Advice on Study Behavior- and Preuniversity Education Qualification Factors in a Problembased Psychology Bachelor Program. Studies in Higher Education, 39 (5), 835-847. doi: 10.1080/03075079.2012.754857
    • B.B. de Koning & M. van der Schoot (2014). “Hoe zie jij het voor je?”. Een kritische blik op de hedendaagse onderwijspraktijk van begrijpend lezen. Pedagogische Studiën, 91 (6), 422-430.
    • B.B. de Koning (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educational Psychology Review, 25 (2), 261-287. doi: 10.1007/s10648-013-9222-6
    • B.B. de Koning & H.K. Tabbers (2013). Gestures in instructional animations: A helping hand to understanding non-human movements? Applied Cognitive Psychology, 27 (5), 683-689. doi: 10.1002/acp.2937
    • B.B. de Koning, S.M.M. Loyens, G. Smeets, R.M.J.P. Rikers & H.T. van der Molen (2012). Relaties tussen vwo-eindexamencijfers voor kernvakken en studieprestaties in een bachelorprogramma psychologie. Tijdschrift voor Hoger Onderwijs, 30 (3), 150-160.
    • B.B. de Koning, S.M.M. Loyens, R.M.J.P. Rikers, G. Smeets & H.T. van der Molen (2012). Generation Psy: Student characteristics and academic achievement in a three-year bachelor program. Learning and Individual Differences, 22, 313-323. doi: 10.1016/j.lindif.2012.01.003
    • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2011). Attention cueing in an instructional animation: The role of presentation speed. Computers in Human Behavior, 27, 41-45. doi: 10.1016/j.chb.2010.05.010
    • B.B. de Koning & H.K. Tabbers (2011). Facilitating understanding of movements in dynamic visualizations: An embodied perspective. Educational Psychology Review, 23 (4), 501-521. doi: 10.1007/s10648-011-9173-8
    • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2011). Improved effectiveness of cueing by self-explanations when learning from a complex animation. Applied Cognitive Psychology, 25, 183-194. doi: 10.1002/acp.1661
    • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2010). Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations. Computers & Education, 55, 681-691. doi: 10.1016/j.compedu.2010.02.027
    • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20, 111-122. doi: 10.1016/j.learninstruc.2009.02.010
    • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21 (2), 113-140. doi: 10.1007/s10648-009-9098-7
    • P. Wouters, T. van Gog, J.J.G,. van Merriënboer, B.B. de Koning & P. Kirschner (2007). Impressies van de AERA 2007 in Chicago: ICT en Onderwijs. Pedagogische Studiën, 84 (4), 315-317.
    • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21, 731-746. doi: 10.1002/acp.1346

  • Professional Publication (8)

    • L.T. Bos, S.I. Wassenburg, B.B. de Koning & M. van der Schoot (2017). Visualiseer wat je leest. Veerkracht, 14 (1), 4-7.
    • B.B. de Koning, L.T. Bos, S.I. Wassenburg & M. van der Schoot (2017). Popcorn proeven terwijl je leest. Didactief, 47 (5), 7.
    • M. van der Schoot, L.T. Bos, S.I. Wassenburg & B.B. de Koning (2017). Leren lezen wat er tussen de regels staat. Tijdschrift Taal (SLO), 48-53.
    • S.I. Wassenburg, L.T. Bos, B.B. de Koning & M. van der Schoot (2017). Leesbegrip: wat klopt er niet? Jeugd in School en Wereld, 6, 6-9. [go to publisher's site]
    • L.T. Bos, B.B. de Koning, S.I. Wassenburg & M. van der Schoot (2016). Stel je eens voor…. Didactief, 46, 50-51.
    • L.T. Bos, B.B. de Koning & M. van der Schoot (2014). Lezen op school of thuis. Didactief, 44, 47-47.
    • L.T. Bos, I. Boerma, B.B. de Koning & M. van der Schoot (2013). Maak van lezen een belevenis. Didactief, 43, 52-53.
    • B.B. de Koning, S.M.M. Loyens, G. Smeets & H.T. van der Molen (2010). De student ontcijferd. Hoger Onderwijs Management , 16-18.

• Part of book - Chapter (2)

  • L.Y.J. Wong, M.A. Baars, B.B. de Koning, T. van der Zee, D. Davies, M. Khalil, G.J. Houben & F. Paas (2019). Educational theories and learning analytics: from data to knowledge – The whole is greater than the sum of its parts. In D. Ifenthaler, M. Dana-Kristin & J. Yin-Kim (Eds.), Utilizing learning analytics for study success (pp. 3-25). Cham: Springer
  • B.B. de Koning & H. Jarodzka (2017). Attention guidance strategies for supporting learning from dynamic visualizations. In R. Lowe & R. Ploetzner (Ed.), Learning from dynamic visualizations: Innovations in research and practice (pp. 255-278). Cham: Springer

• Report (2)

  • B.B. de Koning, S.I. Wassenburg, A.Y. Ganushchak & R. van Steensel (2018). Vraag maar raak! Effecten van ingebouwde inferentievragen in voorleesboeken voor kleuters op ouder-kindinteracties en verhaalbegrip. (Extern rapport). : Stichting Lezen
  • B.B. de Koning & S.M.M. Loyens (2011). Generation Psy, studentfactoren en studiesucces. In: Studiesucces in de bachelor. Drie onderzoeken naar factoren die studiesucces in de bachelor verklaren. (Extern rapport). Den Haag: Ministerie van Onderwijs, Cultuur en Wetenschap

• Contribution weekly / daily journal (1)

  • B.B. de Koning Animaties met meerwaarde. Didaktief (nr.3, maart 2010), pp. 32.

• Article in volume (1)

  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention guidance in learning from a complex animation: Seeing is understanding? In S. Ainsworth & F. Maes (Eds.), Proceedings of the EARLI-SIG2 on Comprehension of Text and Graphics (pp. 86-89). Tilburg

• Other output (15)

  • B.B. de Koning & H.K. Tabbers (2011). Hands in the air: Gesturing as a means to foster understanding of an animation about lightning. Meeting of the European Association of Research on Learning and Instruction: Exeter, UK.
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2011). Learning from cued and uncued animations: Effects of generating and receiving explanations. Paper presented at the Annual Meeting of the American Educational Research Association: New Orleans (LA), USA.
  • H.K. Tabbers & B.B. de Koning (2011). Talk or listen, or both? Understanding a dynamic system by producing and/or receiving explanations. Meeting of the European Association of Research on Learning and Instruction (EARLI): Exeter, UK.
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2010). Speak up and listen! Understanding instructional explanations through explanations. Paper presented at the EARLI-SIG2 meeting on `Comprehension of text and graphics¿: Tuebingen, Germany.
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2009). Self-explaining improves learning performance when studying an instructional animation with attention-directing cues. Paper presented at the Meeting of the European Association of Research on Learning and Instruction: Amsterdam, The Netherlands..
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2009). Learning from complex animations: The effects of spotlight-cueing and generating self-explanations. Paper presented at the Annual Meeting of the American Educational Research Association: San Diego, California, USA..
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2009). Generating self-explanations leads to improved effectiveness of attention cueing in complex animations. Paper presented at the 3rd International Cognitive Load Theory Conference: Heerlen, The Netherlands.
  • H.K. Tabbers, B.B. de Koning & R.A. Zwaan (2009). Enhancing learning from dynamic visualizations: An embodied perspective. Paper presented at the Meeting of the European Association of Research on Learning and Instruction, Amsterdam, The Netherlands.: .
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention guidance in learning from a complex animation: Seeing is understanding? EARLI-SIG2 meeting on `Comprehension of text and graphics': Tilburg (2008, augustus 27).
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention guidance in learning from a complex animation: Seeing is understanding? 8th International School on Educational Research: Jyväskylä, Finland (2008, januari 31).
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention guidance in learning from a complex animation: Seeing is understanding? Annual Meeting of the American Educational Research Association: New York City, New York, USA (2008, maart 27).
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention cueing in complex animations: An overview of two years of research. Workshop `Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the natural sciences': Playa d'Aro, Spain (2008, mei 22).
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2007). Online exploration of attention cueing in an animation: Do visual cues capture learners¿ attention? 89th Annual Meeting of the American Educational Research Association (AERA): New York (2007, april 1).
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2007). The Inverted Cueing Effect: Cueing the Uncued. Annual Meeting of the American Educational Research Association: Chicago, Illinois (2007, april 9 - 2007, april 13).
  • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2007). Speeding Up or Slowing Down the Animation: The Effect of Speed on Learning Outcomes and Mental Effort. Bi-Annual Meeting of the European Association of Research on Learning and Instruction: Budapest, Hungary (2007, augustus 28 - 2007, september 1).

• Doctoral thesis (1)

  • B.B. de Koning (2009, december 16). Attention cueing in an instructional animation. EUR (205 pag.) Prom./coprom.: prof.dr. R.M.J.P. Rikers, Prof.Dr. G.W.C. Paas & dr. H.K. Tabbers.

Teaching (5)

Editorial positions (1)

Present position