I am a researcher interested in cognition and how learners with various cognitive profiles perform differently in academic tasks. In previous projects, I have used constructs such as working memory, attention and situation awareness to determine cognitive/task performance and profiles. I now aim to to apply this to technology-assisted learning and teaching, with the following research interests:
- The use of VR, AR, and other technologies in education: how and under what conditions can they facilitate learners’ skills? I aim to gain an understanding of the range of skills that can be facilitated by various technologies such as Virtual Reality.
- Learner’s cognitive profiles and how they may explain any differences in performance, interaction with technology, and observed learning effects.
- How said educational technologies can support teaching, not only by integrated use in educational programmes, but also by helping educators with educational tasks such as identifying instructional needs of learners, setting goals, and providing feedback based on use of and performance within technologies and their cognitive profiles. What are the advantages? The disadvantages? The obstacles?
In the study Connecting the dots: Task-oriented Virtual Reality for the training of situational awareness in secondary vocational engineering education, I developed a Virtual Reality training programme in which Situation Awareness of vocational engineering students focusing on road construction is trained and assessed. Also see: https://www.utwente.nl/en/connectingthedots/