dr.

(Bjorn) BB de Koning

Profile

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).

• Featured publications (3)

  • 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, 141. doi: 10.1016/j.compedu.2019.103636
  • 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

• All publications (77)

  • Key publication (3)

    • 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, 141. doi: 10.1016/j.compedu.2019.103636
    • 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

  • Article (50)

    • Scholarly Publication (42)

      • L.Y.J. Wong, M.A. Baars, B.B. de Koning & F. Paas (2020). Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses. Computers in Human Behavior, 115:106596.
      • B.B. de Koning, S.I. Wassenburg, A.Y. Ganushchak, A.E. Krijnen & R.C.M. van Steensel (2020). Inferencing questions embedded in a children’s book help children make more inferences. First Language, 40 (2), 172-191. doi: 10.1177/0142723719894770
      • S. Chen, B.B. de Koning & R.A. Zwaan (2020). Does Object Size Matter With Regard to the Mental Simulation of Object Orientation? Experimental Psychology, 67, 56-72. doi: 10.1027/1618-3169/a000468
      • J.C. Castro-Alonso & B.B. de Koning (2020). Latest trends to optimize computer-based learning: Guidelines from cognitive load theory. Computers in Human Behavior, 112:106458.
      • B.B. de Koning, G.J. Rop & F. Paas (2020). Effects of spatial distance on the effectiveness of mental and physical integration strategies in learning from split-attention examples. Computers in Human Behavior, 110:106379. doi: 10.1016/j.chb.2020.106379
      • R.J. Weijers & B.B. de Koning (2020). Nudging to Increase Hand Hygiene During the COVID-19 Pandemic: A Field Experiment. Canadian Journal of Behavioural Science. doi: 10.1037/cbs0000245
      • 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. doi: 10.1080/01443410.2019.1645306
      • 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, 105:106203. doi: 10.1016/j.chb.2019.106203
      • 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, 141. doi: 10.1016/j.compedu.2019.103636
      • 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, 1-14. doi: 10.1016/j.compedu.2019.103595
      • 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
      • 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, 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
      • 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, 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
      • 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
      • 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 affect monitoring accuracy, restudy choice, and comprehension scores of students in primary education? Contemporary Educational Psychology, 51, 1-10. doi: 10.1016/j.cedpsych.2017.05.001
      • B.B. de Koning, A.J.H. Boonen & M. van der Schoot (2017). 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
      • 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, 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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, 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 (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 (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 (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, 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 (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 (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)

      • 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, 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.
      • 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 (3)

    • Scholarly Publication (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 doi: 10.1007/978-3-319-64792-0_1
      • 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

    • Professional Publication (1)

      • M. van der Schoot & B.B. de Koning (2020). Begrijpend leren lezen met je lichaam. In Congresbundel Wetenschappelijk Congres Stichting Lezen (pp. 233-242). Amsterdam: Stichting Lezen

  • 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

  • Lecture (1)

    • G.J. Rop, W. Pouw, B.B. de Koning, F. Paas & H.K. Tabbers (2018, augustus 27). The effects of spatial distance on the split-attention effect in multimedia learning. Freiburg, Germany, EARLI SIG2 Meeting on Comprehension of Text and Graphics.

  • 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 (6)

  4.3C Diversity in Education & Training

  Title

  4.3C Diversity in Education & Training

  Year

  2020

  2.8C Educational Sciences

  Title

  2.8C Educational Sciences

  Year

  2020

  4.3P Learning analytics & the design of

  Title

  4.3P Learning analytics & the design of

  Year

  2020

  4.3C Online learning

  Title

  4.3C Online learning

  Year

  2020

  3.5C Engines for Learning

  Title

  3.5C Engines for Learning

  Year

  2020

  3.5P Educational Psychology in Practice

  Title

  3.5P Educational Psychology in Practice

  Year

  2020

• Editorial positions (1)

  Computers in Human Behavior

  Role

  Associate Editor

• Present position

  Associate Professor

  University

  Erasmus University Rotterdam

  School

  Erasmus School of Social and Behavioural Sciences

  Department

  Department of Psychology, Education & Child Studies/Educational and Developmental Psychology

  Country

  The Netherlands