Prof. dr. Ton de Jong

Department chair

Cubicus B228

Ton de Jong studied cognitive psychology at the University of Amsterdam and received a PhD in technological science from the Eindhoven University of Technol­ogy on the topic ‘problem solving and knowledge repre­sentation in physics for novice students’.

Currently he is full professor of Instructional Technology at the University of Twente, Faculty of Behavioral Sciences where he acts as department head of the department Instructional Technology and of the department of Educational Sciences. In 2001/2002 he has also been (part-time) full professor at the Institute for Knowledge Media at the University of Tübingen (Germany). He has also worked for the Eindhoven University of Technology, Delft University of Technology, and the University of Amsterdam. Ton de Jong is dean of education for the Educational Science and Technology programme. At the moment he is coordinator of the 7th framework project Go-Lab.

He is (co-)author of over 100 journal papers and over 80 book chapters and was the editor of three books. He has three publications in Science.

He is former associate editor for Instructional Science and now is associate editor for the Journal of Engineering Education. He is on the Editorial Boards for the Journal of Computer Assisted Learning, Contemporary Educational Psychology, International Journal of Artificial Intelligence in Education, International Journal of Science Education, Educational Psychologist, Learning & Instruction, Journal of Computers in Education, and Smart Learning Environments. He has been on the Editorial Boards the International Journal of Educational Research, Educational Technology Research & Development (ETR&D), Journal of Research in Science Teaching, and Educational Research Review.

Ton de Jong is a fellow of AERA and has recently been appointed in the Academia Europaea.


  • Netherlands Educational Research Association (VOR)
  • Inter-university Centre for Educational Research (ICO)
  • The EU Network of Excellence Kaleidoscope
  • American Educational Research Association (AERA)
  • National Association for Research in Science Teaching (NARST)
  • European Association for Research on Learning and Instruction (EARLI)
  • The International Society of the Learning Sciences (ISLS)

Research interests

  • Problem solving in science
  • inquiry (computer-simulation based) learning environments
  • learners’ cognitive processes
  • instructional design
  • man-machine interfaces.


  • Introduction to Psychology
  • Research Methods in Psychology

Selected recent publications

  • Vandercruysse, S., ter Vrugte, J., de Jong, T., Wouters, P., van Oostendorp, H., Verschaffel, L., & Elen, J. (in press). (in press). Content integration as a factor in math-game effectiveness. Educational Technology Research & Development.
  • ter Vrugte, J., de Jong, T., Wouters, P., Vandercruysse, S., Elen, J., & van Oostendorp, H. (2017). Computer game-based mathematics education: embedded faded worked examples facilitate knowledge acquisition. Learning and Instruction, 50, 44-53.
  • Wouters, P. van Oostendorp, H., ter Vrugte, J., de Jong, T., vanderCruysse, S., & Elen, J. (2017). The effect of surprising events in a serious game on learning mathematics. British Journal of Educational Technology, 48, 860-977.
  • Kollöffel, B., & de Jong, T. (2016). Can information about peers' performance boost knowledge acquisition? Contrasting criterion-based and social comparison feedback. Interactive Learning Environments, 24, 1428-1438.
  • Vandercruysse, S., ter Vrugte, J., de Jong, T., Wouters, P., van Oostendorp, H., Verschaffel L., Moeyeart, M., & Elen, J. (2016). The effectiveness of a math game: The impact of integrating conceptual clarification as support. Computers in Human Behavior, 64, 21-33.
  • Van Dijk, A.M., Eijsink, T.H.S., & de Jong T. (2016). Ability-related differences in performance of an inquiry task: The added value of prompts. Learning & Individual Differences, 47, 145-155.
  • Mulder, Y., Bollen, L., de Jong, T., Lazonder, A.W. (2016). Scaffolding learning by modeling: The effects of partially worked out models. Journal of Research in Science Teaching, 53, 502-523.
  • ter Vrugte, J., & de Jong, T., Wouters, P., Vandercruysse, S., Elen, J., & van Oostendorp, H. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & Education, 89, 42,52.
  • Mulder, Y., Lazonder, A.W., de Jong, T., (2015). Simulation-based inquiry learning and computer modelling: Pitfalls and potentials. Simulation & Gaming46, 322–347.
  • ter Vrugte, J., & de Jong, T., Wouters, P., Vandercruysse, S., Elen, J., & van Oostendorp, H. (2015). Why a game supports prevocational math education but integrated reflection does not. Journal of Computer Assisted Learning, 31, 462-480.
  • Mulder, Y., Lazonder, A.W., de Jong, T., (2015). Key characteristics of successful science learning: the promise of learning by modelling. Journal of Science Education and Technology, 24, 168-177.
  • Pedaste, M. Mäeots, M. Siiman L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zachariac, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review14, 47-61.
  • Zacharia, Z.C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S., Kamp, E., Mäeots, M., Siiman. L., Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs: A literature review. ETR&D63, 257-302.
  • Vandercruysse, S., Vandewaetere, M., ter Vrugte, J., Wouters, P., de Jong, T., van Oostendorp, H., & Elen, J. (2015). Development and validation of the game perceptions scale (GPS). Journal of Multimedia and Hypermedia, 24, 43-74.
  • de Jong, T., Sotiriou, S., & Gillet, D. (2014). Innovations in STEM education: The Go-Lab federation of online labs Smart Learning Environments, 1, 3.
  • Zacharia, Z.C., & de Jong, T. (2014). The effects on students’ conceptual understanding of electric circuits of introducing virtual manipulatives within a physical manipulatives oriented curriculum. Cognition and Instruction, 32, 101-158.
  • Caballero, D., van Riesen, S.A.N., Álvarez, S., Nussbaum, M., de Jong, T., Alario-Hoyos, C. (2014). The effects of whole-class interactive instruction with single display groupware for triangles. Computers & Education, 70, 203-2011.
  • Mulder, Y.G., Lazonder, A.W., & de Jong, T. (2014). Using heuristic worked examples to promote inquiry-based learning. Learning and Instruction, 29, 56-64.

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