Learning in a sheltered Internet environment: The use of WebQuests

Eliane Segers; Ludo Verhoeven

Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 423–432

The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to...

Language: English

Long-Term Effects of Computer Training of Phonological Awareness in Kindergarten

Eliane Segers; Ludo Verhoeven

Journal of Computer Assisted Learning Vol. 21, No. 1 (February 2005) pp. 17–27

The present study examined the long-term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min per week during one school year....

Computer-Supported Phonological Awareness Intervention for Kindergarten Children with Specific Language Impairment

Eliane Segers; Ludo Verhoeven

Language, Speech, and Hearing Services in Schools Vol. 35, No. 3 (July 2004) pp. 229–239

Purpose: The purpose of the present study was to determine whether kindergarten children with specific language impairment (SLI) could develop phonological awareness skills through computer intervention and whether speech manipulation (i.e., slowing ...

Teacher-Mediated Versus Computer-Mediated Storybook Reading to Children in Native and Multicultural Kindergarten Classrooms

Eliane Segers; Lianne Takke; Ludo Verhoeven

School Effectiveness and School Improvement Vol. 15, No. 2 (2004) pp. 215–226

The study explored differences in story comprehension and vocabulary learning in children in native and multicultural kindergarten classrooms when listening to a story read to them by the computer or the teacher. The results showed that children (41 ...

Individual Variation in Children's Reading Comprehension across Digital Text Types

Sabine S. Fesel; Eliane Segers; Ludo Verhoeven

Journal of Research in Reading Vol. 41, No. 1 (2018) pp. 106–121

The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension...

Comprehension and navigation of networked hypertexts

Helen Blom; Eliane Segers; Harry Knoors; Daan Hermans; Ludo Verhoeven

Journal of Computer Assisted Learning Vol. 34, No. 3 (June 2018) pp. 306–314

This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts. Additionally, it was studied whether prior knowledge,...

The quality of the assignment matters in hypermedia learning

Cindy Paans; Eliane Segers; Inge Molenaar; Ludo Verhoeven

Journal of Computer Assisted Learning Vol. 34, No. 6 (December 2018) pp. 853–862

In the present study, we investigated whether online learning behaviours (navigation and writing activities) mediated the relation between learner characteristics (prior knowledge, vocabulary knowledge, working memory, and motivation) and...

The Role of Executive Functions for Dyadic Literacy Learning in Kindergarten

Eva van de Sande; Eliane Segers; Ludo Verhoeven

Early Education and Development Vol. 29, No. 2 (2018) pp. 192–206

The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we ...

Dyadic executive function effects in children's collaborative hypermedia learning

Cindy Paans; Eliane Segers; Inge Molenaar; Ludo Verhoeven

Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 66–74

The current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were: individual knowledge and transfer, and dyadic assignment ...

Language: English

The role of executive control in young children's serious gaming behavior

Eva van de Sande; Eliane Segers; Ludo Verhoeven

Computers & Education Vol. 82, No. 1 (2015) pp. 432–441

The present study examined (1) how executive control contributed to in-game behaviors in young children while playing a serious game, (2) whether the levels of control changed when the game was played repeatedly, and (3) how the first experience...

Language: English

Scientific Reasoning Abilities in Kindergarten: Dynamic Assessment of the Control of Variables Strategy

Joep van der Graaf; Eliane Segers; Ludo Verhoeven

Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 3 (May 2015) pp. 381–400

A dynamic assessment tool was developed and validated using Mokken scale analysis to assess the extent to which kindergartners are able to construct unconfounded experiments, an essential part of scientific reasoning. Scientific reasoning is one of...

Child Predictors of Learning to Control Variables via Instruction or Self-Discovery

Barbara Wagensveld; Eliane Segers; Tijs Kleemans; Ludo Verhoeven

Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 3 (May 2015) pp. 365–379

We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving...

Discovering the laws of physics with a serious game in kindergarten

Joep van der Graaf; Eliane Segers; Ludo Verhoeven

Computers & Education Vol. 101, No. 1 (October 2016) pp. 168–178

Serious games have unique strengths that can be used to augment science education. For the current study, we developed and investigated a serious game to assess kindergartners’ discovery of the laws of physics in the so-called Hippo app. The...

Language: English

Individual differences in the development of scientific thinking in kindergarten

Joep van der Graaf; Eliane Segers; Ludo Verhoeven

Learning and Instruction Vol. 56, No. 1 (August 2018) pp. 1–9

The present study examined the development of and individual variation in scientific thinking in kindergarten. We measured experimentation, evidence evaluation, and domain knowledge at two times in kindergarten (T1 and T2) in a sample of 100 five to ...

Language: English