dr. H. van der Meij (Hans)

Senior Researcher & Lecturer

About Me

After working for a year in the unit of Margaret Wang at the Learning Research and Development Centre in Pittsburgh, I started my PhD research on the topic of questioning at the University of Leiden. Through various projects I became interested instructional design and technology. This brought me to the University of Twente where I did a range of studies on what is now called e-learning. Recent research revolves around: instructional videos, scaffolding text comprehension, and scaffolding game-based learning



Social Sciences
Engineering & Materials Science
Medicine & Life Sciences



Self-instructional materials, minimalist design approach, instructional video, scaffolding text comprehension (QuikScan), scaffolding game-based learning, pedagogical agents and questioning.


Maureen, I. Y. , 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. Advance online publication. https://doi.org/10.1080/09669760.2021.1933917
van der Meij, H., & Bӧckmann, L. (2021). Effects of embedded questions in recorded lectures. Journal of computing in higher education, 33, 235-254. Advance online publication. https://doi.org/10.1007/s12528-020-09263-x
van der Meij, H., Veldkamp, S. , & Leemkuil, H. (2020). Effects of scripting on dialogues, motivation and learning outcomes in serious games. British journal of educational technology, 51(2), 459-472. Advance online publication. https://doi.org/10.1111/bjet.12851
van der Meij, H., & Dunkel, P. (2020). Effects of a review video and practice in video-based statistics training. Computers & education, 143, Article 103665. Advance online publication. https://doi.org/10.1016/j.compedu.2019.103665
van der Meij, H. (2019). Advance organizers in videos for software training of Chinese students. British journal of educational technology, 50(3), 1368-1380. Advance online publication. https://doi.org/10.1111/bjet.12619
van der Meij, H., Rensink, I. , & van der Meij, J. (2018). Effects of practice with videos for software training. Computers in human behavior, (Special issue), 439-445. Advance online publication. https://doi.org/10.1016/j.chb.2017.11.029
Cattaneo, A. A. P. , van der Meij, H., Aprea, C., Sauli, F., & Zahn, C. (2018). A model for designing hypervideo-based instructional scenarios. Interactive learning environments. https://doi.org/10.1080/10494820.2018.1486860
van der Meij, H. , van der Meij, J., Voerman, T., & Duipmans, E. (2018). Supporting motivation, task performance and retention in video tutorials for software training. Educational technology research and development, 66(3), 597-614. Advance online publication. https://doi.org/10.1007/s11423-017-9560-z
Other Contributions

New: A review on error-inclusive approaches to software documentation and training

  • Software documentation and training tends to focus too much on an error-exclusive approach.
  • Three types of error-inclusive approaches provide food for thought on why and how errors can be treated in software documentation and training.
  • In an error-tolerant approach, error prevention has priority and a training wheels technology facilitates this. In addition, a just-in-time presentation of error information addresses the fact that errors commonly occur and that their swift and easy handling should be supported.
  • In an error-induced approach, the user’s cognitive and emotional handling of errors is considered important. Errors are evoked by confronting the users with complex tasks in training. Error handling is primarily the responsibility of the user (i.e., there is limited documentation support).
  • In an error-guided approach, documentation and training includes information about regular as well as erroneous task performances to realize a stronger learning effect.
  • Research generally reveals that an error-inclusive approach yields higher learning outcomes, and contributes to a more positive user attitude towards error. 

UT Research Information System

Google Scholar Link


My courses generally concentrate on learning & instructional design theories. The didactic approach that I follow is problem-based. Short moments of instruction are followed with real or realistic tasks to assist students in developing their design attitudes, knowledge and skills so that they are trained in taking on the roles of researcher, designer and advisor.

Affiliated Study Programmes


Contact Details

Visiting Address

University of Twente
Faculty of Behavioural, Management and Social Sciences
Cubicus (building no. 41)
De Zul 10
7522NJ  Enschede
The Netherlands

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Mailing Address

University of Twente
Faculty of Behavioural, Management and Social Sciences
P.O. Box 217
7500 AE Enschede
The Netherlands