Mario de Jonge
Universitair docent
- Naam
- Dr. M.O. de Jonge
- Telefoon
- +31 71 527 2727
- m.o.de.jonge@iclon.leidenuniv.nl
Mario de Jonge studeerde Biologische/Cognitieve Psychologie aan de Erasmus Universiteit Rotterdam. In 2014 promoveerde hij als Onderwijspsycholoog aan de EUR op een proefschrift over het effect van gespreid leren en tussentijds testen op het langetermijngeheugen.
Meer informatie over Mario de Jonge
Promovendi
Mario de Jonge studeerde Biologische/Cognitieve Psychologie aan de Erasmus Universiteit Rotterdam. In 2014 promoveerde hij als Onderwijspsycholoog aan de EUR op een proefschrift over het effect van gespreid leren en tussentijds testen op het langetermijngeheugen.
Na zijn promotie werkte Mario als postdoctorale onderzoeker en docent aan de Erasmus Universiteit Rotterdam, de Universiteit van Stockholm in Zweden (op een beurs van KNAW), en de Universiteit Utrecht. Van 2018 tot 2019 werkte hij als onderwijskundig adviseur en docenttrainer aan de Universiteit Utrecht.
Universitair docent
- ICLON
- Onderzoek
- Hellstén M. & Jonge M.O. de (2025), Assessment for inclusive student-centred learning. In: Rijst R.M. van der & Fernández-Díaz E.M. (red.), 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. (red.), 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 mei 2025 - 25 mei 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 mei 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 juli 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 augustus 2025 - 29 augustus 2025. [conferentie 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 augustus 2025 - 29 augustus 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.O. de & Veenstra E. (10 oktober 2024), AI-supported formative evaluation of teaching. Teaching and Teacher Learning. Leiden: ICLON (Leiden University). [blog].
- 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 mei 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. [conferentie 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. [conferentie 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].
- 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. [conferentie 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.