Prof. dr. Eliane Segers

Contact information:

Room: Cubicus B220
Phone: + 31 53 489 4522
Email: p.c.j.segers@utwente.nl

Short bio

Eliane Segers studied Language, Speech and Computer Sciences (MA) as well as Cognitive Science (MSc) at Radboud University, Nijmegen. She received a PhD in Social Sciences at the same university in 2003 (“Multimedia support of early literacy learning.”). Currently, she is associate professor at the Behavioural Science Institute (BSI) at Radboud University. She is the coordinator of the PhD program of this institute. She is also professor in Reading and Digital Media at Twente University, at the department of Instructional Technology. This is an endowed chair funded by Stichting Lezen (“Reading Foundation”, Amsterdam).

Memberships

  • SSSR (Society for the Scientific Study of Reading)

Research interests

Eliane’s research focuses on individual variation in learning and learning problems and with a specific interest on how the use of ICT may foster learning. Her research has both a fundamental and an applied focus, with a strong societal relevance. She also (co-)developed games for educational use, focusing on emergent literacy, reading fluency, scientific thinking, and museum visits. She is involved in the development of www.samenonderzoeken.nl, together with the Expertisecentrum Nederlands, this website contains e.g. best-practice videos, regarding teaching STEM in primary schools.

Selected publications

  • see google scholar profile

Some recent publications:

  • De Leeuw, L., Segers, E., & Verhoeven, L. (2016). The effect of student-related and text-related characteristics on student’s reading behaviour and text comprehension: An eye movement study. Scientific Studies of Reading, 20, 248-263.
  • Segers, E., & Verhoeven, L. (2016). How logical reasoning mediates the relation between lexical quality and reading comprehension. Reading & Writing, 29(4), 577-590.
  • Gommans, R., Segers, E., Burk, W. J., & Scholte, R. H. J. (2015). The role of perceived popularity on collaborative learning: A dyadic perspective. Journal of Educational Psychology, 107, 599-608.
  • Fesel, S. S., Segers, E., Clariana, R. B., & Verhoeven, L. (2015). Quality of children's knowledge representations in digital text comprehension: Evidence from Pathfinder networks. Computers in Human Behavior, 48, 135-146.
  • Van de Sande, E., Segers, E., & Verhoeven, L. (2015) The role of executive control in young children's serious gaming behavior. Computers & Education, 82, 432-441.
  • Segers, E., & Verhoeven, L. (2015). Benefits of technology-enhanced learning for deaf and hard-of-hearing students. In M. Marschark, & H. Knoors (Eds.) Educating deaf students: Creating a global evidence base (pp. 481-502). Oxford University Press.

Some recent applied publications:

  • Voogt, J., McKenney, S., Bus, A., Segers, E., Takacs, Z., van de Sande, E., & Boschman, F. (2016). Goed geselecteerde softwareapplicaties maken het verschil. Tijdschrift voor Remedial Teaching 24(1), 22-23.
  • Segers, E. (2016). Hypermedia-begrip bij kinderen. Tekstblad, 22, 6-10.
  • Gubbels, J., Segers, E., & Verhoeven, L. (2016). Sociaal-emotionele effecten van verrijkingsprogramma’s voor excellente kinderen. Weten Wat Werkt en Waarom, 4(1), 14-21. Zoetermeer, Kennisnet.
  • Van der Graaf, J., Teunissen, C., Goedhart, J., & Segers, E. (2015). Onderzoekend leren bij kleuters. Laat kleuters erop los experimenteren. De Wereld van het Jonge Kind, 43(3), 22-25.
  • Kleemans, T., & Segers, E. (2015, Eds.). Aan de slag met W&T. Didactief (Special Talentenkracht), 45(6), 3.
  • Segers, E., Van Gorp, K., Kirschner, P., Mulder, Y., Favier, T., & de Jong, T. (2015). Software met brains; bewezen toppers. Didactief – opinie en onderzoek voor het onderwijs, 45(5), 48-49.