dr. (Bjorn) B.B. de Koning
Assistant Professor Erasmus School of Social and Behavioural Sciences Department of Psychology, Education & Child Studies/Educational and Developmental Psychology
- Location
- Burg. Oudlaan 50, Rotterdam
- Room
- T 13-36
- Telephone
- +31 10 4089620
- b.b.dekoning@essb.eur.nl
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Profile
The main goal of my research is to investigate how children and adults construct mental representations during learning and in what ways they can best be supported or stimulated during this process.
The various domains in which I investigate this involve learning from static and dynamic visualizations, reading comprehension, mathematical word problem solving, (cultural differences in) time representation, problem solving, and (collaborative) learning in higher education.
This research is characterized by a multidisciplinary approach mainly integrating cognitive (neuro)science, educational psychology, social science and gesturing research, and covers both fundamental (e.g., unraveling learning processes) and applied (e.g…
The main goal of my research is to investigate how children and adults construct mental representations during learning and in what ways they can best be supported or stimulated during this process.
The various domains in which I investigate this involve learning from static and dynamic visualizations, reading comprehension, mathematical word problem solving, (cultural differences in) time representation, problem solving, and (collaborative) learning in higher education.
This research is characterized by a multidisciplinary approach mainly integrating cognitive (neuro)science, educational psychology, social science and gesturing research, and covers both fundamental (e.g., unraveling learning processes) and applied (e.g., interventions for improving comprehension) work.
- 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
- 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
- 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
- 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). 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 (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 (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
- 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, S.I. Wassenburg, B.B. de Koning & M. van der Schoot (2017). Visualiseer wat je leest. Veerkracht, 14 (1), 4-7.
- 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.
- 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
- 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
- B.B. de Koning Animaties met meerwaarde. Didaktief (nr.3, maart 2010), pp. 32.
- 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
- 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).
- 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.
Onderwijswetenschappen
- Title
- Onderwijswetenschappen
- Year
- 2018
- Year level
- (Bachelor 2) (Pre-master) (Pre-master)
Ontwerpvaardigheden I
- Title
- Ontwerpvaardigheden I
- Year
- 2018
- Year level
- (Bachelor 2) (Pre-master)
Educational Psychology in Practice
- Title
- Educational Psychology in Practice
- Year
- 2018
- Year level
- (Bachelor 3) (Bachelor 3)
Engines for Learning
- Title
- Engines for Learning
- Year
- 2018
- Year level
- (Bachelor 3) (Bachelor 3)
Diversity in Education and Training
- Title
- Diversity in Education and Training
- Year
- 2018
- Year level
- (Master)
Pedagogische Studiën
- Role
- Occasional Reviewer
Learning and Individual Differences
- Role
- Occasional Reviewer
Applied Cognitive Psychology
- Role
- Occasional Reviewer
Learning and Instruction
- Role
- Occasional Reviewer
Assistant 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
- Nederland
- Telephone
- +31 10 4089620