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Carolien Knoop-van Campen MSc.

PhD student and junior researcher

Contact information
Visiting address
Maria Montessorigebouw
Thomas van Aquinostraat 4
6525 GD Nijmegen
Post address
Postbus 9104 
6500 HE Nijmegen

Efficient learning in a digital age

The digitalization of today’s society increases digital opportunities for supporting learners in their learning process. For example, multimedia learning environments in which written text and pictures are enhanced with spoken text (a.k.a. audio support), are an integral part of the present-day society. Learners with dyslexia are often provided with such audio-support to compensate for their reading problems, but from a theoretical point of view, combining different media may interfere with the learning process and affect learning outcomes. In her dissertation, Carolien examined the extent to which audio support affects learning processes and learning outcomes in children and adults with dyslexia.

Another example of digital opportunities is to provide learners with adaptive assignments to enhance learning. Such adaptivity is widely used in today’s educational system, but much in unknown regarding its impact on learners and the role of teachers (including teacher dashboards). As a post-doc within the Adaptive Learning lab, Carolien contributes to the integration between artificial and human intelligence in adaptive learning environments.

Combining her interest in reading comprehension research and teacher dashboards, she also works with dr. Ellen Kok (University Utrecht) on the applicability of eye-tracking data within reading education.

Lastly, she works as a postdoc on the 'Tussen Wal en Schip' project of Prof. Dr. Evelyn Kroesbergen on the educational needs of twice-exceptional students.

Recent publications

  • Knoop-van Campen, C. A. N., & Molenaar, I. (2020). How teachers integrate dashboards into their feedback practices. Frontline Learning Research, 8(4), 37-51.
  • Knoop-van Campen, C. A. N., Segers, E., & Verhoeven, L. (2020). Effects of audio support on multimedia learning processes and outcomes in students with dyslexia. Computers & Education, 150, Article 103858.
  • Knoop-van Campen, C. A. N., Segers, E., & Verhoeven, L. (2019). Modality and redundancy effects, and their relation to executive functioning in children with dyslexia. Research in Developmental Disabilities, 90, 41-50