B.B. (Björn) de Koning

Erasmus School of Social and Behavioural Sciences (ESSB)
Erasmus University Rotterdam

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.

  • 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
  • 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]
  • 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.
  • 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.
  • 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 KoningAnimaties met meerwaarde. Didaktief (nr.3, maart 2010), pp. 32.
  • 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.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 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, 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). 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, 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).
  • S.I. Wassenburg (2016, april 26). Children's Reading for Meaning: A Situation Model Perspective on Deep Text Comprehension. VU Amsterdam (170 pag.) (Amsterdam: Ipskamp Printing B.V.) Prom./coprom.: J. Jolles, M. van der Schoot & dr. B.B. de Koning.
  • L.T. Bos (2016, juni 15). Moving beyond words. Supporting Text Processing Using a Situation Model Approach. VU/EUR Prom./coprom.: dr. B.B. de Koning, M. van der Schoot & L Krabbendam.

Editorial positions

  • Pedagogische Studiën

    Occasional Reviewer

  • Learning and Individual Differences

    Occasional Reviewer

  • Applied Cognitive Psychology

    Occasional Reviewer

  • Learning and Instruction

    Occasional Reviewer


Address

Visiting address

Office: T13-36
Burg. Oudlaan 50
3062 PA Rotterdam

Postal address

Postbus 1738
3000 DR Rotterdam
Netherlands

Want to update your profile?

Download this manual (PDF).