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Biography

Bjorn de Koning is Associate Professor of ÌÇÐÄÖ±²¥al Psychology at the Department of Psychology, ÌÇÐÄÖ±²¥, and Child Studies (DPECS) at ÌÇÐÄÖ±²¥. He is heading the team "ÌÇÐÄÖ±²¥al Sciences" as team leader. Also, he serves as the academic lead of the Community of Practice Personalized and online learning ot the Community for Learning and Innovation (CLI). 

His main area of expertise is in technology-enhanced 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) the effective use of digital technologies such as AI and videos to support learning, (2) optimizing the design of (online/digital) educational materials (e.g., 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: 9.0).