Bjorn de Koning is Associate Professor of Educational Psychology at the Department of Psychology, Education, and Child Studies (DPECS) at Erasmus University Rotterdam. He coordinates the master program Human Learning and Performance, teaches courses about educational psychology and online learning, and is member of the Examination Board of ESSB. His main area of expertise is in learning and instruction, and he is dedicated to study, stimulate and support learning processes and -outcomes in education and training.
His research focuses on (1) optimizing the design of (online/digital) educational materials (e.g., video, animation, text), (2) self-regulation of learning behavior, with a focus on changing the learning environment itself (e.g., by nudging) and teaching strategies to support self-regulation (e.g., self-management of cognitive load), and (3) teaching cognitive strategies to support higher-order thinking processes (e.g., reading comprehension strategies, mathematical word problem solving).
Research in these themes ranges from fundamental studies in the lab (e.g., unraveling learning processes) to practice-oriented research on-site such as interventions in the classroom to support comprehension or supporting parent-child interactions during reading in their home environment. The context of study varies greatly and covers different levels of education (primary, secondary, tertiary education, and the pre-school period), disciplines (e.g., reading, mathematics, science, problem solving), and contexts (e.g., online, computer-based, at school, lab, home situation). His research is characterized by a multidisciplinary approach in which theory and findings from among others cognitive science, educational psychology, neuroscience, and gesture and perception research is combined.
De Koning’s research is nationally and internationally recognized. He is recipient of the Erik de Corte award (2015) of the European Association for Research on Learning and Instructions (EARLI), which is bi-annually awarded to young and promising scholars in the field of Learning and Instruction. At the local, national, and international level he has extensive collaborations with prominent researchers and societal partners to create both scientific and societal impact. As of 2018, he is Associate Editor for the journal Computers in Human Behavior (impact factor: 5.003).
AC Loermans, Bjorn 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
Wim Pouw, Gert Jan Rop, Bjorn Koning & Fred Paas (2019) - The cognitive basis for the split-attention effect - Journal of Experimental Psychology-General, 148, 2058-2075 - doi: 10.1037/xge0000578
Bjorn 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
Jacqueline Wong, M Khalil, Martine Baars, Bjorn Koning & Fred Paas (2019) - Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course - Computers & Education, 140, 1-14 - doi: 10.1016/j.compedu.2019.103595
Bjorn 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, 141 - doi: 10.1016/j.compedu.2019.103636
Bjorn Koning, SI Wassenburg, LT Bos & M van der Schoot (2016) - Size does matter: Implied object size is mentally simulated during language comprehension - Discourse Processes, 54 (7), 493-503 - doi: 10.1080/0163853X.2015.1119604
Bjorn Koning, LT Bos, SI Wassenburg & M van der Schoot (2016) - 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
AJH Boonen, Bjorn 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 - doi: 10.3389/fpsyg.2016.00191
LT Bos, Bjorn Koning, SI 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
LT Bos, Bjorn Koning, F van Wesel, AM 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
Bjorn 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
Bjorn 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
Bjorn Koning, Sofie Loyens, Guus Smeets, Remy Rikers & Henk Molen (2012) - Relaties tussen vwo-eindexamencijfers voor kernvakken en studieprestaties in een bachelorprogramma psychologie - Tijdschrift voor Hoger Onderwijs, 30 (3), 150-160
Bjorn Koning & Sofie Loyens (2011) - Generation Psy, studentfactoren en studiesucces. In: Studiesucces in de bachelor. Drie onderzoeken naar factoren die studiesucces in de bachelor verklaren. - Ministerie van Onderwijs, Cultuur en Wetenschap
Gert Jan Rop, W Pouw, Bjorn Koning, Fred Paas & Huib Tabbers (2018) - The effects of spatial distance on the split-attention effect in multimedia learning - EARLI SIG2 Meeting on Comprehension of Text and Graphics