Mario de Jonge
Assistant professor
- 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
Assistant professor
- ICLON
- Research
- Hellstén M. & Jonge M.O. de (2025), Assessment for inclusive student-centred learning. In: Rijst R.M. van der & Fernández-Díaz E.M. (Eds.), Innovative faculty development towards inclusive student-centred pedagogy: a reflective and transformative approach. Thessaloniki: Disigma Publications.
- Rijst R.M. van der & Jonge M.O. de (2025), Towards agency to change the system. In: Rijst R. M. van der & Fernández-Díaz E. M. (Eds.), Innovative faculty development towards inclusive student-centred pedagogy: a reflective and transformative approach. Thessaloniki: Disigma Publications.
- Kessel M.P.C. van, Molenaar I., Knoop-van Campen C. A. N., Jonge M.O. de & Saab N. (2025), Primary school teacher perspectives on effective dashboard use in the classroom: skills, knowledge, and contextual conditions, Journal of Learning Analytics : 1-14.
- Marin E., Briede L., Jonge M.O. de, Fernandez Diaz E., Hellsten M., Katsampoxaki K., Katsarou E., Kravale M., Presnakova I., Reierstam H. & Rijst R.M. van der (2025), From inclusive framework to democracy: an evidence-based framework for inclusive student-centred pedagogies in higher education. International Conference on Inclusive Higher Education 23 May 2025 - 25 May 2025.
- Kusters M. & Jonge M. de (2025), Naar Formatieve Evaluatie van Onderwijs voor het Bevorderen van Teacher Agency, Tijdschrift voor Hoger Onderwijs 43: .
- Jonge M. de (Host) & Hartog C.M. den (Executive Producer). 20 May 2025, Roeland van der Rijst over onderzoek naar hoger onderwijs. In Context. ICLON, Leiden University [podcast].
- Jonge M. de (Host) Hartog C.M. den (Executive Producer). 8 July 2025, Ben Smit over leerlingparticipatie: van recht naar praktijk. In Context. ICLON, Leiden University [podcast].
- Roensch A., Hahne F., Jonge M. de & Kubik V. (2025), The indirect effect of retrieval tasks: On the mediational role of metacognitive learning strategies. 21th Biennial Conference of the European Association for Learning and Instruction (EARLI), Graz. 25 August 2025 - 29 August 2025. [conference poster].
- Kessel M. van, Knoop-van Campen C., Jonge M. de, Molenaar I. & Saab N. (2025), Exploring Teacher Dashboard Feedback in Lesson Phases: Feedback Types and Teacher Characteristics. 21th Biennial Conference of the European Association for Learning and Instruction (EARLI) 25 August 2025 - 29 August 2025.
- Potts R., Broek G.S.E. van den, Albers A.M., Balaguer J., Berkers R., Jonge M. de, Dhanani A., Gerke P.K., Jivani A., Konrad B., Kuepper-Tetzel C.E., McDaniel M.A., Miyatsu T., Müller N.C.J., Reilly W., Summerfield C., Tickle H., Umanath S., van Kesteren M., Cooke E., Whately B., Bjork R.A., Weinstein-Jones J. & Shanks D.R. (2025), The Memrise Prize, an international research competition: A pragmatic trial to compare methods for learning foreign language vocabulary, Journal of Applied Research in Memory and Cognition (Advance online publication): .
- Jonge M. de (2025), Literatuuroverzicht Kwaliteit van Hoger Onderwijs. [policy paper].
- Jonge M.O. de & Veenstra E. (10 October 2024), AI-supported formative evaluation of teaching. Teaching and Teacher Learning. Leiden: ICLON (Leiden University). [blog entry].
- Wijk E.V. van, Jonge M.O. de, Blankenstein F.M. van, Janse R.J. & Langers A.M.J. (2024), The battle of question formats: a comparative study of retrieval practice using very short answer questions and multiple choice questions, BMC Medical Education 24: 1547.
- Jonge M.O. de & Hartog C.M. den 13 May 2024, Marjon Baas over open leermaterialen. In Context. ICLON, Leiden University [podcast].
- Jonge M. de (Host) & den Hartog C.M. (Executive Producer). 3 September 2024, Max Kusters about teacher agency in higher education. In Context. ICLON, Leiden University [podcast].
- Jonge M. de (Host) & Hartog C.M. den (Executive Producer). 2 December 2024, Linyuan Wang about blended learning in higher education. In Context. ICLON, Leiden University [podcast].
- Timmermann A.,Duijn A. van, Hahne F., Koslowski K., Gaschler R., Jonge M. de & Kubik V. (2024), Indirect testing effect in learning key-term definitions: On the role of metacognitive learning strategies and restudy timing. 53rd Congress of the German Psychological Society (DGP), Vienna. 17 September 2024 - 19 September 2024. [conference poster].
- Hahne F., Jonge M. de, Heinrich N.W., Tiffin-Richards S., Gaschler R. & Kubik V. (2024), Which learners benefit from the indirect testing effect in vocabulary learning?. 53rd Congress of the German Psychological Society (DGP), Vienna. 17 September 2024 - 19 September 2024. [conference poster].
- 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].
- Timmermann A., Hahne F., Gaschler R., Jonge M. de & Kubik V. (2023), Test-potentiated learning of key-term definitions: On the role of selfregulated relearning and learning strategies. the 19th Conference of the Educational Psychology Division (PAEPS), Kiel. 18 September 2023 - 20 September 2023. [conference poster].
- 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.O. 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.O. 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.