Knowledge Acquisition for an Integrated Project Management System

Ton De Jong

Information Processing and Management Vol. 24, No. 6 (1988) pp. 681–91

Describes a project aimed at developing a system to support managers of business software projects by incorporating knowledge acquisition and emphasizing the integration of the manager's tasks. The discussion covers the knowledge acquisition...

Learning and Instruction with Computer Simulations

Ton de Jong

Education and Computing Vol. 6, No. 3 (1991) pp. 217–29

Discusses the use of computer simulations in an instructional context and emphasizes the need for learner support. The SIMULATE project (Simulation Authoring Tools Environment) is described, the concept of intelligent simulation learning...

Computer Assisted Learning in Higher Education in The Netherlands: A Review of Findings

Ton de Jong

Computers & Education Vol. 19, No. 4 (1992) pp. 381–86

Presents results of a 1991 national survey conducted in The Netherlands that investigated the use of computer-assisted learning (CAL) in higher education. Topics addressed include academic disciplines using CAL; types of CAL, including drills,...

Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought

Ton de Jong

Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 2 (March 2010) pp. 105–134

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too ...

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Ton Jong de

Journal of Computer Assisted Learning Vol. 35, No. 2 (April 2019) pp. 153–167

What is the best approach to educating students is, evidently, the pivotal question in educational research. In the general debate on this question, clear positions are often taken―for example, whether teacher‐led instruction or more student...

Support for Learning with Computer Simulations: Giving Hints, Supporting Learning Processes, and Providing Hypotheses

Melanie Njoo; Ton de Jong

This paper contains the results of a study on the importance of discovery learning using computer simulations. The purpose of the study was to identify what constitutes discovery learning and to assess the effects of instructional support measures....

Measuring Intuitive Knowledge in Science: The Development of the What-If Test

Janine Swaak; Ton de Jong

Studies in Educational Evaluation Vol. 22, No. 4 (1996) pp. 341–62

A way to assess knowledge acquired through simulation-based learning (intuitive knowledge) is presented. A "WHAT-IF" test item format is developed, and two pilot studies involving 74 college students responding to WHAT-IF items are described. The...

Can Performance Feedback during Instruction Boost Knowledge Acquisition? Contrasting Criterion-Based and Social Comparison Feedback

Bas Kollöffel; Ton de Jong

Interactive Learning Environments Vol. 24, No. 7 (2016) pp. 1428–1438

Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during...

The Design and Evaluation of Hypertext Structure for Supporting Design Problem Solving

Erica De Vries; Ton De Jong

Instructional Science: An International Journal of the Learning Sciences Vol. 27, No. 3 (1999) pp. 285–302

Reports on an empirical study that investigated the use of hypertext information systems during architectural design problem solving. Discusses theoretical notions on design problem solving, changing informational needs, and educational implications ...

Student-Generated Assignments about Electrical Circuits in a Computer Simulation

Cornelise Vreman-de Olde; Ton de Jong

International Journal of Science Education Vol. 26, No. 7 (Jun 04, 2004) pp. 859–873

In this study we investigated the design of assignments by students as a knowledge-generating activity. Students were required to design assignments for 'other students' in a computer simulation environment about electrical circuits. Assignments...

Does Instructional Approach Matter? How Elaboration Plays a Crucial Role in Multimedia Learning

Tessa H. S. Eysink; Ton de Jong

Journal of the Learning Sciences Vol. 21, No. 4 (2012) pp. 583–625

This study compared the affordances of 4 multimedia learning environments for specific learning processes. The environments covered the same domain but used different instructional approaches: (a) hypermedia learning, (b) observational learning, (c) ...

Using Just-in-Time Information to Support Scientific Discovery Learning in a Computer-Based Simulation

Casper D. Hulshof; Ton de Jong

Interactive Learning Environments Vol. 14, No. 1 (April 2006) pp. 79–94

Students encounter many obstacles during scientific discovery learning with computer-based simulations. It is hypothesized that an effective type of support, that does not interfere with the scientific discovery learning process, should be delivered ...

Supporting Hypothesis Generation by Learners Exploring an Interactive Computer Simulation

Wouter R. van Joolingen; Ton de Jong

Instructional Science: An International Journal of the Learning Sciences Vol. 20, No. 5 (1992) pp. 389–404

Discussion of computer simulations used for exploratory learning focuses on the design of a hypothesis scratchpad that students can use for hypothesis generation and testing. An experiment with college chemistry students that compared three versions ...

The Effects of Graphical Overviews on Knowledge Acquisition in Hypertext

Ton de Jong; A van der Hulst

Journal of Computer Assisted Learning Vol. 18, No. 2 (2002) pp. 219–31

Describes a study of undergraduates that enhanced a hypertext environment with a graphical overview that represented the basic domain structure and designed the layout so learners were unobtrusively encouraged to follow a sequence of exploration...

Scientific Discovery Learning with Computer Simulations of Conceptual Domains

Ton de Jong; Wouter R. van Joolingen

Review of Educational Research Vol. 68, No. 2 (1998) pp. 179–201

The observed effectiveness and efficacy of discovery learning in simulated environments is reviewed, along with problems learners may encounter in discovery learning. How simulations can be combined with instructional support is discussed....

The Effects on Students' Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives within a Physical Manipulatives-Oriented Curriculum

Zacharias C. Zacharia; Ton de Jong

Cognition and Instruction Vol. 32, No. 2 (2014) pp. 101–158

This study investigates whether Virtual Manipulatives (VM) within a Physical Manipulatives (PM)-oriented curriculum affect conceptual understanding of electric circuits and related experimentation processes. A pre-post comparison study randomly...

Modelling Domain Knowledge for Intelligent Simulation Learning Environments

Wouter R. van Joolingen; Ton de Jong

Computers & Education Vol. 18, No. 1 (1992) pp. 29–37

Discussion of computer simulations as a form of computer-assisted learning (CAL) focuses on a framework for domain representation for an Intelligent Simulation Learning Environment (ISLE). Topics discussed include knowledge related to computer...

The Planning Illusion: Does Active Planning of a Learning Route Support Learning as Well as Learners Think It Does?

Wilco J. Bonestroo; Ton de Jong

Educational Studies Vol. 38, No. 5 (2012) pp. 559–571

Is actively planning one's learning route through a learning domain beneficial for learning? Moreover, can learners accurately judge the extent to which planning has been beneficial for them? This study examined the effects of active planning on...

Effects of Planning on Task Load, Knowledge, and Tool Preference: A Comparison of Two Tools

Wilco J. Bonestroo; Ton de Jong

Interactive Learning Environments Vol. 20, No. 2 (2012) pp. 141–153

Self-regulated learners are expected to plan their own learning. Because planning is a complex task, it is not self-evident that all learners can perform this task successfully. In this study, we examined the effects of two planning support tools on ...

The ZAP Project: Designing Interactive Computer Tools for Learning Psychology

Casper Hulshof; Tessa Eysink; Ton de Jong

Innovations in Education and Teaching International Vol. 43, No. 4 (November 2006) pp. 337–351

In the ZAP project, a set of interactive computer programs called "ZAPs" was developed. The programs were designed in such a way that first-year students experience psychological phenomena in a vivid and self-explanatory way. Students can either...

An Extended Dual Search Space Model of Scientific Discovery Learning

Wouter R. Van Joolingen; Ton De Jong

Instructional Science: An International Journal of the Learning Sciences Vol. 25, No. 5 (1997) pp. 307–46

This article describes and tests a theory of scientific discovery learning based on the Scientific Discovery as Dual Search (SDDS) model. A study of 22 university chemistry students determined that conditions for performing a search operation in...

Supporting students' learning with multiple representations in a dynamic simulation-based learning environment

Jan van der Meij; Ton de Jong

Learning and Instruction Vol. 16, No. 3 (June 2006) pp. 199–212

In this study, the effects of different types of support for learning from multiple representations in a simulation-based learning environment were examined. The study extends known research by examining the use of dynamic representations instead of ...

Language: English

Modeling and Supporting the Authoring Process of Multimedia Simulation Based Educational Software: A Knowledge Engineering Approach

Michiel Kuyper; Robert de Hoog; Ton de Jong

Instructional Science: An International Journal of the Learning Sciences Vol. 29, No. 4 (2001) pp. 337–59

Discussion of support for authoring educational software focuses on a shift from attention on activities to products, and describes the SIMQUEST authoring system for designing and creating simulation-based multimedia learning environments that...

KM Quest: A Collaborative Internet-Based Simulation Game

Henny Leemkuil; Ton de Jong; Robert de Hoog; Noor Christoph

Simulation & Gaming Vol. 34, No. 1 (2003) pp. 89–111

Describes the development of a collaborative Internet-based simulation game for learning to solve knowledge management problems. The game builds on two starting points: on psychological and pedagogical developments in learning and instruction, and...

Learning by Designing Instruction in the Context of Simulation-Based Inquiry Learning

Cornelise Vreman-de Olde; Ton de Jong; Hannie Gijlers

Educational Technology & Society Vol. 16, No. 4 (2013) pp. 47–58

This study compares learning from designing instruction in the context of simulation-based inquiry learning with learning from expository teaching. The domain of instruction was the electricity domain of high-pass and low-pass filters. Participants ...

Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain

Koen Veermans; Wouter van Joolingen; Ton de Jong

International Journal of Science Education Vol. 28, No. 4 (Mar 18, 2006) pp. 341–361

This article describes a study into the role of heuristic support in facilitating discovery learning through simulation-based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning ...

Supporting Learners' Experiment Design

Siswa van Riesen; Hannie Gijlers; Anjo Anjewierden; Ton de Jong

Educational Technology Research and Development Vol. 66, No. 2 (2018) pp. 475–491

Inquiry learning is an educational approach in which learners actively construct knowledge and in which performing investigations and conducting experiments is central. To support learners in designing informative experiments we created a scaffold,...

Comparing two types of model progression in an inquiry learning environment with modelling facilities

Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong

Learning and Instruction Vol. 21, No. 5 (October 2011) pp. 614–624

The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model progression as means to compensate for these skill...

Language: English

Using heuristic worked examples to promote inquiry-based learning

Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong

Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 56–64

Inquiry learning can be facilitated by having students investigate the domain through a computer simulation and express their acquired understanding in a runnable computer model. This study investigated whether heuristic worked examples can further...

Language: English

Collaborative versus Individual Use of Regulative Software Scaffolds during Scientific Inquiry Learning

Sarah Manlove; Ard W. Lazonder; Ton de Jong

Interactive Learning Environments Vol. 17, No. 2 (June 2009) pp. 105–117

Scaffolds to plan, monitor, and evaluate learning within technology-enhanced inquiry and modeling environments are often little used by students. One reason may be that students frequently work collaboratively in these settings and their group work...

Comparing the Effects of Representational Tools in Collaborative and Individual Inquiry Learning

Bas Kolloffel; Tessa H. S. Eysink; Ton de Jong

International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 2 (June 2011) pp. 223–251

Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one's domain understanding (e.g., concept maps, textual...

Offering and discovering domain information in simulation-based inquiry learning

Ard W. Lazonder; Mieke G. Hagemans; Ton de Jong

Learning and Instruction Vol. 20, No. 6 pp. 511–520

The present study investigated how presenting domain information influences scientific reasoning and knowledge acquisition in low prior knowledge students. Fifty-five college freshmen received an inquiry task in an unfamiliar domain and were...

Language: English

Supporting simulation-based learning; the effects of model progression and assignments on definitional and intuitive knowledge

Janine Swaak; Wouter R van Joolingen; Ton de Jong

Learning and Instruction Vol. 8, No. 3 (1998) pp. 235–252

In this study subjects worked with a computer simulation (on the physics domain of oscillation) in which two supportive measures were used: model progression (gradually increasing the simulation model in complexity) and assignments (small exercises)....

Language: English

Key Characteristics of Successful Science Learning: The Promise of Learning by Modelling

Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong

Journal of Science Education and Technology Vol. 24, No. 2 (April 2015) pp. 168–177

The basic premise underlying this research is that scientific phenomena are best learned by creating an external representation that complies with the complex and dynamic nature of such phenomena. Effective representations are assumed to incorporate ...

Effects of Within-Class Ability Grouping on Social Interaction, Achievement, and Motivation

Mohammad Saleh; Ard W. Lazonder; Ton De Jong

Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 2 (March 2005) pp. 105–119

This study examined how grouping arrangements affect students' achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the...

Using Co-Lab to build System Dynamics models: Students’ actions and on-line tutorial advice

Crescencio Bravo; Wouter R. van Joolingen; Ton de Jong

Computers & Education Vol. 53, No. 2 (September 2009) pp. 243–251

Modeling offers a promising form of constructivist learning for students. By making and executing models of dynamic systems in a computer environment, students are stimulated to learn about the specific domain that is modeled as well as about the...

The Integration of Computer Simulation and Learning Support: An Example from the Physics Domain of Collisions

Ton de Jong; Ernesto Martin; Jose-Miguel Zamarro; Francisco Esquembre; Janine Swaak; Wouter R. van Joolingen

Journal of Research in Science Teaching Vol. 36, No. 5 (1999) pp. 597–615

Discusses a case study on discovery learning with a computer simulation environment in the physics domain of collisions. Finds that providing assignments with the simulation improves students' performance on one aspect of an intuitive-knowledge test....

The effect of surprising events in a serious game on learning mathematics

Pieter Wouters; Herre Oostendorp van; Judith Vrugte ter; Sylke vanderCruysse; Ton Jong de; Jan Elen

British Journal of Educational Technology Vol. 48, No. 3 (May 2017) pp. 860–877

The challenge in serious games is to improve the effectiveness of learning by stimulating relevant cognitive processes. In this paper, we investigate the potential of surprise in two experiments with prevocational students in the domain of...

Learner Performance in Multimedia Learning Arrangements: An Analysis across Instructional Approaches

Tessa H. S. Eysink; Ton de Jong; Kirsten Berthold; Bas Kolloffel; Maria Opfermann; Pieter Wouters

American Educational Research Journal Vol. 46, No. 4 (2009) pp. 1107–1149

In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and ...

The effects of whole-class interactive instruction with Single Display Groupware for Triangles

Daniela Caballero; Siswa A.N. van Riesen; Sergio Álvarez; Miguel Nussbaum; Ton de Jong; Carlos Alario-Hoyos

Computers & Education Vol. 70, No. 1 (January 2014) pp. 203–211

Whole-class interactive instruction is an instructional approach in which all of the students in a class create knowledge together in an interactive way, mediated by the teacher. The current mixed-method study compared the effects of a specific...

Language: English

Physics Learning with a Computer Algebra System: Towards a Learning Environment That Promotes Enhanced Problem Representations

Elwin R. Savelsbergh; Monica G. M. Ferguson-Hessler; Ton de Jong

Annual Meeting of the National Association for Research in Science Teaching 1998 (March 1998)

An approach to teaching problem-solving based on using the computer software Mathematica is applied to the study of electrostatics and is compared with the normal approach to the module. Learning outcomes for both approaches were not significantly...

Multimodal versus Unimodal Instruction in a Complex Learning Context

Mark Gellevij; Hans van der Meij; Ton de Jong; Jules Pieters

Journal of Experimental Education Vol. 70, No. 3 (2002) pp. 215–39

Compared multimodal instruction with text and pictures with unimodal text-only instruction as 44 college students used a visual or textual manual to learn a complex software application. Results initially support dual coding theory and indicate that ...

Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition

Judith ter Vrugte; Ton de Jong; Sylke Vandercruysse; Pieter Wouters; Herre van Oostendorp; Jan Elen

Learning and Instruction Vol. 50, No. 1 (August 2017) pp. 44–53

This study addresses the added value of faded worked examples in a computer game-based learning environment. The faded worked examples were introduced to encourage active selection and processing of domain content in the game. The content of the...

Language: English

The Effects of Representational Format on Learning Combinatorics from an Interactive Computer Simulation

Bas Kolloffel; Tessa H. S. Eysink; Ton de Jong; Pascal Wilhelm

Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 6 (November 2009) pp. 503–517

The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three...

Validating and Optimizing the Effects of Model Progression in Simulation-Based Inquiry Learning

Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong; Anjo Anjewierden; Lars Bollen

Journal of Science Education and Technology Vol. 21, No. 6 (December 2012) pp. 722–729

Model progression denotes the organization of the inquiry learning process in successive phases of increasing complexity. This study investigated the effectiveness of model progression in general, and explored the added value of either broadening or ...

The Importance of an Enhanced Problem Representation: On the Role of Elaborations in Physics Problem Solving

Elwin R. Savelsbergh; Monica G. M. Ferguson-Hessler; Ton de Jong

Annual Meeting of the European Conference on Learning and Instruction 1997 (August 1997)

This study of physics problem-solving identifies reasoning mechanisms that enable the problem-solver to achieve the transformation to a physics structure of the problem situation. Elaboration is explored as a mechanism in fulfilling this...

What Can Be Learned from Computer Modeling? Comparing Expository and Modeling Approaches to Teaching Dynamic Systems Behavior

Sylvia P. van Borkulo; Wouter R. van Joolingen; Elwin R. Savelsbergh; Ton de Jong

Journal of Science Education and Technology Vol. 21, No. 2 (April 2012) pp. 267–275

Computer modeling has been widely promoted as a means to attain higher order learning outcomes. Substantiating these benefits, however, has been problematic due to a lack of proper assessment tools. In this study, we compared computer modeling with...

ZAPs: Using Interactive Programs for Learning Psychology

Casper D. Hulshof; Tessa H. S. Eysink; Sofie Loyens; Ton de Jong

Interactive Learning Environments Vol. 13, No. 1 (2005) pp. 39–53

ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to...

How competition and heterogeneous collaboration interact in prevocational game-based mathematics education

Judith ter Vrugte; Ton de Jong; Sylke Vandercruysse; Pieter Wouters; Herre van Oostendorp; Jan Elen

Computers & Education Vol. 89, No. 1 (November 2015) pp. 42–52

The present study addresses the effectiveness of an educational mathematics game for improving proportional reasoning in students from prevocational education. Though in theory game-based learning is promising, research shows that results are...

Language: English

Development and Validation of the Game Perceptions Scale (GPS)

Sylke Vandercruysse; Mieke Vandewaetere; Marie Maertens; Judith ter Vrugte; Pieter Wouters; Ton de Jong; Herre van Oostendorp; Jan Elen

Journal of Educational Multimedia and Hypermedia Vol. 24, No. 1 (January 2015) pp. 43–74

Despite the pervasiveness of perception and considerable impact of perception on the use of ICT for educational purposes, there is a surprising paucity of perception assessment instruments. The present proposal expands on this through the...