Tessa Eysink
Tessa Eysink
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Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
K Berthold, THS Eysink, A Renkl
Instructional Science 37, 345-363, 2009
Learner performance in multimedia learning arrangements: An analysis across instructional approaches
THS Eysink, T de Jong, K Berthold, B Kolloffel, M Opfermann, P Wouters
Sage Publications 46 (4), 1107-1149, 2009
Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior
P Gerjets, K Scheiter, M Opfermann, FW Hesse, THS Eysink
Computers in human behavior 25 (2), 360-370, 2009
Comparing the effects of representational tools in collaborative and individual inquiry learning
B Kolloffel, THS Eysink, T de Jong
International journal of computer-supported collaborative learning 6, 223-251, 2011
Computational thinking in primary school: An examination of abstraction and decomposition in different age groups
WJ Rijke, L Bollen, THS Eysink, JLJ Tolboom
Informatics in education 17 (1), 77-92, 2018
The effects of representational format on learning combinatorics from an interactive computer simulation
B Kolloffel, THS Eysink, T de Jong, P Wilhelm
Instructional Science 37, 503-517, 2009
Inquiry learning for gifted children
THS Eysink, L Gersen, H Gijlers
High ability studies 26 (1), 63-74, 2015
Supporting primary school teachers in differentiating in the regular classroom
THS Eysink, M Hulsbeek, H Gijlers
Teaching and teacher education 66, 107-116, 2017
Does instructional approach matter? How elaboration plays a crucial role in multimedia learning
THS Eysink, T de Jong
Journal of the Learning Sciences 21 (4), 583-625, 2012
Supporting cooperative dialogue in heterogeneous groups in elementary education
AM van Dijk, THS Eysink, T de Jong
Small group research 51 (4), 464-491, 2020
Ability-related differences in performance of an inquiry task: The added value of prompts
AM van Dijk, THS Eysink, T de Jong
Learning and individual differences 47, 145-155, 2016
ZAPs: Using interactive programs for learning psychology
CD Hulshof, THS Eysink, S Loyens, T de Jong
Interactive Learning Environments 13 (1-2), 39-53, 2005
The influence of learner-generated domain representations on learning combinatorics and probability theory
B Kolloffel, THS Eysink, T de Jong
Computers in Human Behavior 26 (1), 1-11, 2010
Cognitive processes in solving variants of computer-based problems used in logic teaching
THS Eysink, S Dijkstra, J Kuper
Computers in Human Behavior 17 (1), 1-19, 2001
Analyzing socially shared regulation of learning during cooperative learning and the role of equal contribution: a grounded theory approach
L Hogenkamp, AM van Dijk, THS Eysink
Education Sciences 11 (9), 512, 2021
Effects of providing partial hypotheses as a support for simulation‐based inquiry learning
X Kuang, THS Eysink, T De Jong
Journal of Computer Assisted Learning 36 (4), 487-501, 2020
A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom
THS Eysink, K Schildkamp
Educational research 63 (3), 261-278, 2021
The ZAP project: designing interactive computer tools for learning psychology
C Hulshof, T Eysink, T Jong
Innovations in Education and Teaching International 43 (4), 337-351, 2006
Balancing situativity and formality: the importance of relating a formal language to interactive graphics in logic instruction
J van Der Pal, T Eysink
Learning and Instruction 9 (4), 327-341, 1999
BE COOL! a digital learning environment to challenge and socially include gifted learners
THS Eysink, AM van Dijk, T de Jong
Educational Technology Research and Development 68 (5), 2373-2393, 2020
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