Ton de Jong

17.1k total citations · 5 hit papers
217 papers, 10.0k citations indexed

About

Ton de Jong is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Ton de Jong has authored 217 papers receiving a total of 10.0k indexed citations (citations by other indexed papers that have themselves been cited), including 152 papers in Developmental and Educational Psychology, 106 papers in Education and 59 papers in Experimental and Cognitive Psychology. Recurrent topics in Ton de Jong's work include Innovative Teaching and Learning Methods (121 papers), Visual and Cognitive Learning Processes (58 papers) and Science Education and Pedagogy (46 papers). Ton de Jong is often cited by papers focused on Innovative Teaching and Learning Methods (121 papers), Visual and Cognitive Learning Processes (58 papers) and Science Education and Pedagogy (46 papers). Ton de Jong collaborates with scholars based in Netherlands, United States and Switzerland. Ton de Jong's co-authors include Wouter van Joolingen, Zacharias C. Zacharia, Monica G. M. Ferguson‐Hessler, Ard W. Lazonder, Marcia C. Linn, Hannie Gijlers, Janine Swaak, Margus Pedaste, Siswa A. N. van Riesen and Mario Mäeots and has published in prestigious journals such as Science, SHILAP Revista de lepidopterología and The Journal of Clinical Endocrinology & Metabolism.

In The Last Decade

Ton de Jong

204 papers receiving 9.0k citations

Hit Papers

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What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Phases of inquiry-based learning: Definitions and the inquiry cycle

2015 1.1k citations Ton de Jong et al. profile →
Scientific Discovery Learning with Computer Simulations of Conceptual Domains

1998 982 citations Ton de Jong, Wouter van Joolingen profile →
Cognitive load theory, educational research, and instructional design: some food for thought

2009 706 citations Ton de Jong profile →
Physical and Virtual Laboratories in Science and Engineering Education

2013 586 citations Ton de Jong et al. profile →
Let's talk evidence – The case for combining inquiry-based and direct instruction

2023 62 citations Ton de Jong et al. profile →

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author						Papers	Cites
Ton de Jong	5.5k	4.9k	1.9k	1.4k	1.3k	217	10.0k
T. H. Michelene	6.3k 1.1×	6.4k 1.3×	2.6k 1.4×	578 0.4×	1.2k 0.9×	60	12.5k
Christian D. Schunn	5.0k 0.9×	3.1k 0.6×	2.1k 1.1×	475 0.3×	1.3k 1.0×	337	10.8k
Cindy E. Hmelo‐Silver	7.5k 1.4×	4.9k 1.0×	634 0.3×	955 0.7×	1.6k 1.2×	209	11.2k
James W. Pellegrino	4.4k 0.8×	3.4k 0.7×	1.9k 1.0×	449 0.3×	670 0.5×	187	10.8k
Joseph Krajcik	12.6k 2.3×	7.1k 1.5×	1.1k 0.6×	1.6k 1.2×	1.8k 1.4×	207	16.5k
Allan Collins	8.5k 1.5×	6.9k 1.4×	1.3k 0.7×	622 0.4×	1.9k 1.5×	58	15.4k
Rodney R. Cocking	7.2k 1.3×	3.6k 0.7×	743 0.4×	1.1k 0.8×	991 0.8×	38	11.1k
Valerie J. Shute	3.2k 0.6×	3.6k 0.7×	1.2k 0.6×	307 0.2×	2.4k 1.9×	125	8.5k
Brian J. Reiser	5.7k 1.0×	5.0k 1.0×	1.0k 0.5×	301 0.2×	1.2k 0.9×	89	10.6k
Lorin W. Anderson	7.8k 1.4×	2.4k 0.5×	565 0.3×	867 0.6×	1.3k 1.0×	92	12.0k

Countries citing papers authored by Ton de Jong

Since Specialization

Citations

This map shows the geographic impact of Ton de Jong's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ton de Jong with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ton de Jong more than expected).

Fields of papers citing papers by Ton de Jong

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ton de Jong. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ton de Jong. The network helps show where Ton de Jong may publish in the future.

Co-authorship network of co-authors of Ton de Jong

This figure shows the co-authorship network connecting the top 25 collaborators of Ton de Jong. A scholar is included among the top collaborators of Ton de Jong based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ton de Jong. Ton de Jong is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Papadopoulos, Pantelis M., et al.. (2024). As it unfolds: Exploring the impact of team-based gamification on performance, confidence, and engagement. Learning and Individual Differences. 116. 102565–102565. 3 indexed citations

Şişman, Burak, et al.. (2024). Does giving students feedback on their concept maps through an on-screen avatar or a humanoid robot make a difference?. International Journal of Social Robotics. 16(8). 1783–1796. 1 indexed citations

Veldkamp, Bernard P., et al.. (2023). The effect of self-reflection on information usage and information literacy in a digital serious game. SHILAP Revista de lepidopterología. 4. 100133–100133. 1 indexed citations

Eysink, Tessa H.S., et al.. (2023). Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning. Journal of Research in Science Teaching. 61(1). 70–102. 2 indexed citations

Jong, Ton de, et al.. (2023). The impact of an online inquiry-based learning environment addressing misconceptions on students' performance. Smart Learning Environments. 10(1). 5 indexed citations

Vrugte, Judith ter, et al.. (2021). Expert examples and prompted reflection in learning with self‐generated concept maps. Journal of Computer Assisted Learning. 38(2). 350–365. 7 indexed citations

Rodríguez-Triana, María Jesús, Luis P. Prieto, Yannis Dimitriadis, Ton de Jong, & Denis Gillet. (2021). ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration. Journal of Learning Analytics. 8(2). 22–50. 10 indexed citations

Eysink, Tessa H.S., et al.. (2020). Effects of providing partial hypotheses as a support for simulation‐based inquiry learning. Journal of Computer Assisted Learning. 36(4). 487–501. 12 indexed citations

Rodríguez-Triana, María Jesús, Luis P. Prieto, Tobias Ley, Denis Gillet, & Ton de Jong. (2020). Combining the Knowledge Appropriation Model and epistemic networks to understand co-creation and adoption of learning designs using log data. SHILAP Revista de lepidopterología. 190–205. 3 indexed citations

10.

Veen, Jan van der, et al.. (2020). Designing inquiry-based learning environments for quantum physics education in secondary schools. Physics Education. 55(6). 65026–65026. 21 indexed citations

11.

Rodríguez-Triana, María Jesús, Luis P. Prieto, Tobias Ley, Ton de Jong, & Denis Gillet. (2019). Tracing Teacher Collaborative Learning and Innovation Adoption: a Case Study in an Inquiry Learning Platform. Infoscience (Ecole Polytechnique Fédérale de Lausanne). 5 indexed citations

12.

Sergis, Stylianos, Demetrios G. Sampson, María Jesús Rodríguez-Triana, et al.. (2017). Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education. Computers in Human Behavior. 92. 724–738. 38 indexed citations

13.

Vandercruysse, Sylke, Mieke Vandewaetere, Judith ter Vrugte, et al.. (2015). Development and Validation of the Game Perceptions Scale (GPS). Journal of educational multimedia and hypermedia. 24(1). 43–74. 2 indexed citations

14.

Jong, Ton de, et al.. (2013). Learning by designing instruction in the context of simulation-based inquiry learning. Educational Technology & Society. 16(4). 47–58. 20 indexed citations

15.

Rexford, Jennifer, Tim Roughgarden, Margo Seltzer, et al.. (2013). Computer/Information Science. University of Twente Research Information. 53(5). 16–25. 5 indexed citations

16.

Gillet, Denis, et al.. (2013). Personalised Learning Spaces and Federated Online Labs for STEM Education at School: Supporting Teacher Communities and Inquiry Learning. Infoscience (Ecole Polytechnique Fédérale de Lausanne). 769–773. 8 indexed citations

17.

Leemkuil, Henny & Ton de Jong. (2011). Instructional Support in Games. University of Twente Research Information. 353–369. 14 indexed citations

18.

Wichmann, Astrid, H. Ulrich Hoppe, Daniel Spikol, et al.. (2010). Three perspectives on technology support in inquiry learning: personal inquiry, mobile collaboratories and emerging learning objects. Open Research Online (The Open University). 499–500. 2 indexed citations

19.

Jong, Ton de. (2006). Nieuw leren en oude kennis: Over bestaande evidentie voor de effectiviteit van "nieuwe" en "oude" vormen van leren. Pedagogische Studiën. 83. 89–94. 2 indexed citations

20.

Joolingen, Wouter van & Ton de Jong. (1996). Supporting the authoring process for simulation-based discovery learning. University of Twente Research Information. 66–73. 3 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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