Dr. Cindy Paans
Thomas van Aquinostraat 4
6500 HE Nijmegen
Healthy learning and productivity
The world is changing rapidly. The fast pace at which developments in society take place demands of learners of all ages that they learn in an effective and efficient manner. In order to do this, they need to be able to flexibly adjust to changing demands, set learning goals and select and process information that will help them to gain the required skills or knowledge. Metacognitive activities, such as planning, monitoring and reflection are an essential part in this process. However, this fast pace, in combination with vast amounts of available information, can also increase the risk for stress-related health issues and even lead to burn-out. It is therefore important that learning processes are not only efficient, but also take into account the well-being of the learner.
In her dissertation, Cindy Paans investigated the learning processes of primary school children who were learning in hypermedia environments. The project focused in particular on the effects of metacognitive (e.g., planning, monitoring, reflection), cognitive (executive functions, prior knowledge), and social (collaboration, social challenges) factors on the learning process.
More recently, her focus has shifted towards the emotional aspects of learning in adult learners, and how these relate to self-regulation and metacognition. Her research includes studies on procrastination in university students, on the effects of a daily monitoring intervention on study habits and well-being, and on the effects of perceived time pressure on the learning process.
- Paans, C., Onan, E., Molenaar, I., Verhoeven, L., & Segers, E. (2020). How social challenges affect children’s regulation and assignment quality in hypermedia: a process mining study. Metacognition and Learning, 15(1), 89–90. https://doi.org/10.1007/s11409-019-09216-5
- Paans, C., Molenaar, I., Segers, E., & Verhoeven, L. (2020). Children’s macro-level navigation patterns in hypermedia and their relation with task structure and learning outcomes. Frontline Learning Research, 8(1), 76–95. https://doi.org/10.14786/flr.v8i
- Paans, C., Segers, E., Molenaar, I., & Verhoeven, L. (2019). Dyadic executive function effects in children's collaborative hypermedia learning. Learning and Instruction 60(2), 66-74. https://doi.org/10.1016/j.learninstruc.2018.11.008