Mario de Jonge
Educational advisor & Researcher
- Name
- Dr. M.O. de Jonge
- Telephone
- +31 71 527 2727
- m.o.de.jonge@iclon.leidenuniv.nl
Mario de Jonge is an educational adviser and researcher at ICLON.
PhD candidates
Educational advisor & Researcher
- ICLON
- Onderzoek
- (10 October 2024), AI-supported Formative Evaluation of Teaching. Teaching and Teacher Learning. Leiden: ICLON (Leiden University). [blog entry].
- Wijk E.V. van, Janse R.J., Ruijter B.N., Rohling J.H.T., Kraan J. van der, Crobach S., Jonge M.O. de, Beaufort A.J., Dekker F.W. & Langers A.M.J. (2023), Use of very short answer questions compared to multiple choice questions in undergraduate medical students: an external validation study, PLoS ONE 18: e0288558.
- Jonge M.O. de (7 September 2023), The negative consequences of multiple choice testing for student learning . Teaching and teacher learning: ICLON, Leiden University (ICLON, Leiden University). [blog entry].
- Coppens L., de Jonge M., van Gog T. & Kester L. (2020), The effect of practice test modality on perceived mental effort and delayed final test performance, Journal of Cognitive Psychology 32(8): 764-770.
- Kubik V., Jönsson F.U., Jonge M. de & Arshamian A. (2020), Putting action into testing: Enacted retrieval benefits long-term retention more than covert retrieval, The Quarterly Journal of Experimental Psychology 73(12): 2093-2105.
- Admiraal W.F., Louws M.L, Lockhorst D., Paas T., Buynsters M., Cviko A., Nouwens S., Janssen C., Jonge M. de, Post L.S, Ven F. van der & Kester L. (2017), Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology, Computers & Education 114(2017): 57-68.
- Jonge M.O. de, Tabbers H.K., Pecher D., Jang Y. & Zeelenberg R. (2015), The efficacy of self-paced study in multitrial learning, Journal of Experimental Psychology: Learning, Memory, and Cognition 41(3): 851-858.
- Zeelenberg R., Jonge M.O. de, Tabbers H.K. & Pecher D. (2015), The effect of presentation rate on foreign-language vocabulary learning, The Quarterly Journal of Experimental Psychology 68(6): 1101-1115.
- Jonge M. de, Tabbers H.K. & Rikers R.M.J.P. (2015), The effect of testing on the retention of coherent and incoherent text material, Educational Psychology Review 27(2): 305-315.
- Jonge M. de, Tabbers H.K. & Rikers R.M.J.P. (2014), Retention beyond the threshold: Test-enhanced relearning of forgotten information, Journal of Cognitive Psychology 26(1): 58-64.
- Jonge M.O. de & Tabbers H.K. (2013), Repeated testing, item selection, and relearning: the benefits of testing outweigh the costs, Experimental Psychology 60(3): 206-212.
- Jonge M. de, Tabbers H.K., Pecher D. & Zeelenberg R. (2012), The Effect of Study Time Distribution on Learning and Retention: A Goldilocks Principle for Presentation Rate, Journal of Experimental Psychology: Learning, Memory, and Cognition 38(2): 405-412.