Ton de Jong studied cognitive psychology at the University of Amsterdam and received a PhD in technological science from the Eindhoven University of Technology on the topic ‘problem solving and knowledge representation in physics for novice students.
Currently he is full professor of the section Instructional Technology at the University of Twente, Faculty of Behavioral Sciences where he acts as head of the section Instructional Technology. In 2001/2002 he has also been (part-time) full professor at the Institute for Knowledge Media at the University of Tübingen (Germany). He has also worked for the Eindhoven University of Technology, Delft University of Technology, and the University of Amsterdam. He has coordinated eight EU-funded projects including the Go-Lab project.
He is (co-)author of over 100 journal papers and over 90 book chapters and was the (co-) editor of a number of books. He has three publications in Science.
He is former associate editor for Instructional Science and the Journal of Engineering Education. He is on the Editorial Boards for the International Journal of Artificial Intelligence in Education, International Journal of Science Education, Journal of Computers in Education, and Smart Learning Environments. He has been on the Editorial Boards of the International Journal of Educational Research, Educational Technology Research & Development (ETR&D), Journal of Research in Science Teaching, Educational Psychologist, Learning & Instruction, the Journal of Computer Assisted Learning, , Contemporary Educational Psychology, and Educational Research Review.
For more information see his personal webpage.
For more info about Ton de Jong on the 'Featured Scientists' page, click below:
- Netherlands Educational Research Association (VOR)
- Inter-university Centre for Educational Research (ICO)
- The EU Network of Excellence Kaleidoscope
- American Educational Research Association (AERA)
- European Association for Research on Learning and Instruction (EARLI)
- The International Society of the Learning Sciences (ISLS)
Chair of the Program Committee (PROWO) of NRO
- problem solving in science
- inquiry (computer-simulation based) learning environments
- learners’ cognitive processes
- instructional design
- man-machine interfaces
SELECTED (ONLY RECENT) PUBLICATIONS
Kuang, X., Eysink, T., & de Jong, T. (in press). Presenting domain information or self-exploration to foster hypothesis generation in simulation-based inquiry learning. Journal of Research in Science Teaching
Steinrücke, J., Veldkamp, B.P.M., & de Jong, T. (2023). The effect of self-reflection on information usage and information literacy in a digital serious game. Computers & Education Open, 4, 100133.
Siantuba, J., Nkhata, L.. & de Jong, T. (2023). The impact of an online inquiry-based learning environment addressing misconceptions on students' performance in the topic of circular motion. Smart Learning Environments, 10, 22.
de Araujo, A., Papadopoulos, P, McKenney, S., & de Jong, T. (2023). Automated coding of student chats, a trans-topic and language approach. Computers & Education: Artificial Intelligence, 4, 100123.
Maureen, I., van der Meij, H., & de Jong, T. (2022). Evaluating storytelling activities for early literacy development. International Journal of Early Years Education, 30(4), 679-696.
Eshuis, E., ter Vrugte, J., & de Jong, T. (2022). Supporting reflection to improve learning from self-generated concept maps. Metacognition & Learning, 17 , 691-713.
Kuang, X., Eysink, T., & de Jong, T. (2022). Effects of providing domain information on facilitating hypothesis generation in inquiry learning. The Journal of Educational Research,115, 285–297.
Dmoshinkaia, N., Gijlers, H., & de Jong, T. (2022). Giving feedback on peers’ concept maps as a learning experience: does the quality of the reviewed concept maps matter? Learning Environments Research, 25, 823-840.
Hovardas, T., Zacharia, Z.C., Xenofontos, N., de Jong, T., de Jong (2022). How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry oriented contexts? Instructional Science, 50, 361-390
Dmoshinkaia, N., Gijlers, H., & de Jong, T. (2022). Does learning from giving feedback depend on the product being reviewed: concept maps or answers to test questions? Journal of Science Education and Technology, 31, 166-176.
Eshuis, E., ter Vrugte, J., Anjewierden, & de Jong, T. (2022). Expert examples and prompted reflection in learning with self-generated concept maps. Journal of Computer Assisted Learning, 38, 350-365.
van Riesen, S.A.N., Gijlers, H, Anjewierden, A., & de Jong, T. (2022). The influence of prior knowledge on the effectiveness of guided experiment design. Interactive learning Environments, 30, 17-33.
Rodríguez-Triana, M.J., Prieto, L.P., Ley, T., Gillet, D., & de Jong, T. (2021). ADA for IBL: Lessons learned in aligning learning design and analytics for inquiry-based learning orchestration. Journal of Learning Analytics, 8, 22-50.
Kroeze, K., Van den Berg, S., Veldkamp, B., & de Jong, T. (2021). Automated assessment of and feedback on concept maps during inquiry learning. IEEE Transactions on Learning Technologies, 14, 460-473.
Dmoshinkaia, N., Gijlers, H., & de Jong, T. (2021). Giving feedback on peers’ concept maps in an inquiry learning context: the effect of providing assessment criteria. Journal of Science Education and Technology, 30, 420-430.
Dmoshinkaia, N., Gijlers, H., & de Jong, T. (2021). Learning from reviewing peers’ concept maps in an inquiry context: commenting or grading, which is better? Studies in Educational Evaluation, 68, 100959.
de Jong, T., Gillet, D., Rodríguez-Triana, M. J., Hovardas, T., Dikke, D., Doran, R., Dziabenko, O., Koslowsky, J., Korventausta, M., Law, E., Pedaste, M., Tasiopoulou, E., Vidal, G. Zacharia, Z.C. (2021). Understanding teacher design practices for digital inquiry-based science learning: the case of Go-Lab, Educational Technology Research & Development, 69, 417-444.
Rodríguez-Triana, M. J., Prieto, L.P., Ley, T., de Jong, T., & Gillet, D. (2020). Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning. International Journal of Computer Supported Collaborative Learning, 15, 445-467.
Rodríguez-Triana, M.J., Prieto, L.P., Ley, T., Gillet, D., & de Jong, T. (2020) Combining the Knowledge Appropriation Model and epistemic networks to understand co-creation and adoption of learning designs using log data. Revista Electrónica de Tecnología Educativa, 74, 190-205.
Vilarta Rodriguez, L., van der Veen, J.T., Anjewierden, A., van der Berg, E., & de Jong, T. (2020). Designing inquiry-based learning environments for introductory quantum physics education. Physics Education, 55.
Xenofontis, N. Hovardas, T., Zacharias, Z., & de Jong, T. (2020). Inquiry-based learning and retrospective action: Problematizing student work in a computer-supported learning environment. Journal of Computer Assisted Learning, 36, 12-28.
van der Graaf, J., Segers, E. & de Jong, T. (2020). The effect of integration and signaling on inquiry learning and knowledge acquisition. Contemporary Educational Psychology, 62, 101890
Eysink, T.H.S., Van Dijk, A., & de Jong, T. (2020). BE COOL!: A digital learning environment to challenge and socially include gifted learners. Educational Technology Research & Development, 68, 2373-2393.
Ozgur Kapici, H., Akcay, H., & de Jong, T. (2020). How do different laboratory environments influence students’ attitudes towards science courses and laboratories? Journal of Research on Technology in Education, 52, 534-549.
Steinrücke, J., Veldkamp, B.P.M., & de Jong, T. (2020). Information literacy skills assessment in digital crisis management training. Frontiers in Education, 5.
Kuang, X., Eysink, T., & de Jong, T. (2020). Effects of providing partial hypotheses as a support for simulation-based inquiry learning. Journal of Computer Assisted Learning, 36, 487-501.
Maureen, I., van der Meij, H., & de Jong, T. (2020). Enhancing storytelling activities to support early (digital) literacy development in early childhood education. International Journal of Early Childhood, 52, 55-76.
Van Dijk, A., Eysink, T.H.S., & de Jong, T. (2020). Supporting cooperative dialogue in heterogeneous groups in elementary education. Small Group Research, 51, 464-491
Steinrücke, J., Veldkamp, B.P.M., & de Jong, T. (2019). Determining the effect of stress on analytical skills performance in digital decision games: Towards an unobtrusive measure of experienced stress in gameplay scenarios. Computers in Human Behavior, 99, 144-155.
Kroeze, K., van den Berg, S.M., Lazonder, A.W., Veldkamp, B., & de Jong, T. (2019). Automated feedback can improve hypothesis quality. Frontiers in Education, 3(116)
Eshuis, E., ter Vrugte, J., Anjewierden, A., Bollen, L., Sikken, J., & de Jong, T. (2019). Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection. International Journal of Computer Supported Collaborative Learning, 14, 53-76.
Ozgur Kapici, H., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together―which works better for acquiring knowledge and skills? Journal of Science Education and Technology, 28, 231-250.
de Jong, T. (2019). Moving towards engaged learning in STEM domains; there is no simple answer but clearly a road ahead. Journal of Computer Assisted Learning, 35, 153-167.
Sergis, S., Sampson, D.G., Pelliccione, L., Rodríguez-Triana, M.J., Gillet, D., de Jong, T. (2019). Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education. Computers in Human Behavior, 92, 724-738.