Publicaties
2023
Wetenschappelijke publicaties
van den Broek, G., Gerritsen, S. L., Oomen, I. T. J., Velthoven, E., van Boxtel, F. H. J., Kester, L., & van Gog, T. (2023). Optimizing multiple-choice questions for retrieval practice: Delayed display of answer alternatives enhances vocabulary learning. Journal of Educational Psychology. https://doi.org/10.1037/edu0000810
Georgiou, D., Trikoili, A., & Kester, L. (2023). Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic. Computers & Education Open , 4(100145), [100145]. https://doi.org/10.1016/j.caeo.2023.100145
Wammes, D., Slof, B., Schot, W., & Kester, L. (2023). Teacher judgement accuracy of technical abilities in primary education. International Journal of Technology and Design Education, 33(2), 415–438. https://doi.org/10.1007/s10798-022-09734-5
2022
Wetenschappelijke publicaties
Wammes, D., Slof, B., Schot, W., & Kester, L. (2022). Fostering pre-service primary school teachers’ ability to recognize differences in pupils’ understanding of technical systems. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-022-09774-x
Gallagher, T., Slof, B., van der Schaaf, M., Toyoda, R., Tehreem, Y., Fracaro, S. G., & Kester, L. (2022). Comparison with Self vs Comparison with Others: The Influence of Learning Analytics Dashboard Design on Learner Dashboard Use. In Games and Learning Alliance: 11th International Conference, GALA 2022, Tampere, Finland, November 30 – December 2, 2022, Proceedings (pp. 11-21). (Lecture Notes in Computer Science; Vol. 13647), (GALA: International Conference on Games and Learning Alliance). Springer. https://doi.org/10.1007/978-3-031-22124-8_2
Admiraal, W., Post, L., Kester, L., Louws, M., & Lockhorst, D. (2022). Learning labs in a secondary school in the Netherlands: Effects of teachers' autonomy support on student learning motivation and achievement. Educational Studies. https://doi.org/10.1080/03055698.2021.2023473
Post, L., Van Leeuwen, A., Lockhorst, D., Admiraal, W., & Kester, L. (2022). A Blueprint for Teacher Design Teams to Create Professional Development Interventions. International Journal on Studies in Education, 4( 2), 88-106. https://doi.org/10.46328/ijonse.72
Hu, Y., Gallagher, T., Wouters, P., van der Schaaf, M., & Kester, L. (2022). Game-based learning has good chemistry with chemistry education: A three-level meta-analysis. Journal of Research in Science Teaching, 59(9), 1499-1543. https://doi.org/10.1002/tea.21765
Jansen, R. S., van Leeuwen, A., Janssen, J., & Kester, L. (2022). Exploring the link between self-regulated learning and learner behaviour in a massive open online course. Journal of Computer Assisted Learning, 38(4), 993-1004. https://doi.org/10.1111/jcal.12675
Kok, E., Hormann, O., Rou, J., van Saase, E., van der Schaaf, M., Kester, L., & van Gog, T. (2022). Re-viewing performance: Showing eye-tracking data as feedback to improve performance monitoring in a complex visual task. Journal of Computer Assisted Learning, 38(4), 1087-1101. https://doi.org/10.1111/jcal.12666
Maas, L., Brinkhuis, M., Kester, L., & Wijngaards, L. (2022). Cognitive diagnostic assessment in university statistics education: Valid and reliable skill measurement for actionable feedback using learning dashboards. Applied Sciences, 12(10), 1-19. [4809]. https://doi.org/10.3390/app12104809
Arztmann, M., Hornstra, L., Jeuring, J., & Kester, L. (2022). Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics. Studies in Science Education. https://doi.org/10.1080/03057267.2022.2057732
Maas, L., Brinkhuis, M., Kester, L., & Wijngaards, L. (2022). Diagnostic classification models for actionable feedback in education: Effects of sample size and assessment length. Frontiers in Education, 7, 1-17. [802828]. https://doi.org/10.3389/feduc.2022.802828
Wammes, D., Slof, B., Schot, W., & Kester, L. (2022). Pupils’ prior knowledge about technological systems: design and validation of a diagnostic tool for primary school teachers. International Journal of Technology and Design Education, 32(5), 2577–2609. [367]. https://doi.org/10.1007/s10798-021-09697-z
Vakpublicaties
van Leeuwen, A., Post, L. S., Lockhorst, D., Kester, L., & Admiraal, W. (2022). Nieuwe aanpak? Collega’s wijzen de weg. Didactief, 2022(1), 24-25. https://www.researchgate.net/publication/358150022_Nieuwe_aanpak_Collega's_wijzen_de_weg_Didactief
2021
Wetenschappelijke publicaties
van den Broek, G., van Gog, T., Jansen, E., Pleijsant, M., & Kester, L. (2021). Multimedia Effects During Retrieval Practice: Images That Reveal the Answer Reduce Vocabulary Learning. Journal of Educational Psychology, 113(8), 1587-1608. https://doi.org/10.1037/edu0000499
Galikyan, I., Admiraal, W., & Kester, L. (2021). MOOC discussion forums: The interplay of the cognitive and the social. Computers and Education, 165, 1-10. [104133]. https://doi.org/10.1016/j.compedu.2021.104133
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2021). Secondary students’ online self-regulated learning during flipped learning: A latent profile analysis. Computers in Human Behavior, 118, 1-13. [106676]. https://doi.org/10.1016/j.chb.2020.106676
2020
Wetenschappelijke publicaties
Admiraal, W., Post, L. S., Lockhorst, D., Louws, M. L., & Kester, L. (2020). Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement. The European Educational Researcher, 3(3), 119-137. https://doi.org/10.31757/euer.333
Nugteren, M. L., Jarodzka, H., Kester, L., & Van Merriënboer, J. J. G. (2020). Guiding secondary school students during task selection. Interactive Learning Environments, 1-15. https://doi.org/10.1080/10494820.2020.1786406
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. https://doi.org/10.1080/20445911.2020.1822366
Jansen, R. S., van Leeuwen, A., Janssen, J., & Kester, L. (2020). A mixed method approach to studying self-regulated learning in MOOCs: Combining trace data with interviews. Frontline Learning Research, 8(2), 35-64. https://doi.org/10.14786/flr.v8i2.539
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, [104000]. https://doi.org/10.1016/j.compedu.2020.104000
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2020). Effects of self-regulated learning prompts in a flipped history classroom. Computers in Human Behavior, 108, [106318]. https://doi.org/10.1016/j.chb.2020.106318
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners' self-regulated learning in Massive Open Online Courses. Computers and Education, 146, [103771]. https://doi.org/10.1016/j.compedu.2019.103771
Vakpublicaties
Post, L. S., Kester, L., Admiraal, W., Lockhorst, D., & Bulder, E. (2020). Overzichtsstudie. Gamification in digitale oefenprogramma’s. Eindrapportage. NRO. https://www.nro.nl/wp-content/uploads/2020/02/eindrapportage-overzichtsstudie-gamification-revised-final.pdf
Post, L. S., Kester, L., Admiraal, W., Lockhorst, D., & Bulder, E. (2020). Gouden zet of Game over? Didactief. https://didactiefonline.nl/artikel/gouden-zet-of-game-over
Kester, L., Admiraal, W., & Lockhorst, D. (2020). Ervaringen met leren en lesgeven op maat met ict. De Nieuwe Meso, 2020(2), 57-61.
Populariserende publicaties
Kester, L. (Author), Lockhorst, D. (Author), & Admiraal, W. (Author). (2020). Lesgeven tijdens de Coronacrisis: Didactische toepassingen van digitale oefenprogramma’s. Web publication/site https://www.sociaalweb.nl/blogs/lesgeven-tijdens-de-coronacrisis-didactische-toepassingen-van-digitale-oefenprogramma-s
2019
Wetenschappelijke publicaties
Dirkx, K. J. H., Camp, G., Kester, L., & Kirschner, P. A. (2019). Do secondary school students make use of effective study strategies when they study on their own? Applied Cognitive Psychology, 33(5), 952-957. https://doi.org/10.1002/acp.3584
Gerritsen-van Leeuwenkamp, K. J., Joosten-ten Brinke, D., & Kester, L. (2019). Students’ perceptions of assessment quality related to their learning approaches and learning outcomes. Studies in Educational Evaluation, 63, 72-82. https://doi.org/10.1016/j.stueduc.2019.07.005
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, [100292]. https://doi.org/10.1016/j.edurev.2019.100292
van Alten, D. C. D., Janssen, J. J. H. M., Phielix, C., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 1-18. [100281]. https://doi.org/10.1016/j.edurev.2019.05.003
Vakpublicaties
Janssen, C., Louws, M. L., Saab, N., Lockhorst, D., & Kester, L. (2019). Technologie voor regulatie van leren: vormgeving, mechanismen en uitkomsten: (NRO rapport #405-17-718). Universiteit Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/392122/Eindrapport_405_17_718_1_Definitief.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/392122/Eindrapport_405_17_718_1_Definitief.pdf?sequence=1
2018
Wetenschappelijke publicaties
van den Broek, G. S. E., Pleijsant, M., Jansen, E., Kester, L., & van Gog, T. A. J. M. (2018). The effect of images that facilitate retrieval practice on learning outcomes and motivation. Paper presented at Earli Special interest group meeting 6/7 2018.
https://dspace.library.uu.nl/bitstream/handle/1874/385193/Earli_SIG6_7_2018_poster_proposal_Images_during_Retrieval._Gesa_van_den_Broek.docx?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/385193/Earli_SIG6_7_2018_poster_proposal_Images_during_Retrieval._Gesa_van_den_Broek.docx?sequence=1
Admiraal, W. F., Kester, L., Janssen, C., de Jonge, M. O., Louws, M. L., Post, L. S., & Lockhorst, D. (2018). Personalizing learning with mobile technology in secondary education. In I. A. Sanchez, P. Isaias, & L. Rodrigues (Eds.), Proceedings of 14th International Conference Mobile Learning 2018 (Vol. 1, pp. 62-69). IADIS Press.
Gerritsen-Van Leeuwenkamp, K. J., Joosten-Ten Brinke, D., & Kester, L. (2018). Developing questionnaires to measure students’ expectations and perceptions of assessment quality. Cogent Education, 5(1), [1464425]. https://doi.org/10.1080/2331186X.2018.1464425
van Alten, D. C. D., Janssen, J. J. H. M., Phielix, C., & Kester, L. (2018). Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: a Meta-Analysis: Paper session: Flipped Classroom and MOOCs II. Paper presented at EARLI SIG 6/7, Bonn, Germany.
van Alten, D. C. D., Janssen, J. J. H. M., Kester, L., & Phielix, C. (2018). Self-Regulated Learning prompts in a Flipped History Classroom: effects on Learning Outcomes and Self-Regulated Learning: No-or-not-perfect-data session: Flipped Classroom and MOOCs I. Paper presented at EARLI SIG 6/7, Bonn, Germany.
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., & Kester, L. (2018). Validation of the revised Self-regulated Online Learning Questionnaire. 116-121. Paper presented at 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, United Kingdom. https://doi.org/10.1007/978-3-319-98572-5_9
Nugteren, M. L., Jarodzka, H., Kester, L., & van Merriënboer, J. J. G. (2018). Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection. Instructional Science, 46(3), 357-381. https://doi.org/10.1007/s11251-018-9448-2
Vakpublicaties
Kester, L., Cviko, A., Janssen, C., de Jonge, M. O., Louws, M. L., Nouwens, S., Paas, T., van der Ven, F., Admiraal, W. F., Post, L. S., Lockhorst, D., Buynsters, M., & Damstra, G. (2018). Docent en leerling aan het stuur: Onderzoek naar leren op maat met ict. Universiteit Utrecht. https://www.nro.nl/wp-content/uploads/2018/02/Doorbraakproject-Onderwijs-ICT_Eindrapport.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/377334/Doorbraakproject.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/377334/Doorbraakproject.pdf?sequence=1
Lockhorst, D., Kieft, M., Admiraal, W. F., & Kester, L. (2018). Omgaan met verschillen met behulp van ict. Verslag van een landelijk onderzoek naar leraar- en leerlinggestuurd leren. https://www.nro.nl/wp-content/uploads/2018/05/405-15-823-4-Omgaan-met-verschillen-met-behulp-van-ict-verslag-van-een-landelijk-onderzoek-naar-leraar-en-leerlinggestuurd-leren.pdf
Kester, L., Lockhorst, D., & Admiraal, W. F. (2018). Onderzoek naar leraarsturing, leerlingsturing en de rol van ict. Maatwerk in het onderwijs. LBBO-tijdschrift Beter Begeleiden, november, 32-35.
Overige resultaten
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., & Kester, L. (2018). Barriers in self-regulated learning in online education: a qualitative study. Paper presented at EARLI SIG 6/7, Bonn, Germany.
2017
Wetenschappelijke publicaties
Jansen, R., Van Leeuwen, A., Janssen, J., & Kester, L. (2017). Self-regulated learning in open online education. Paper presented at EARLI 2017, Tampere, Finland. http://www.mendeley.com/research/selfregulated-learning-open-online-education
Gerritsen-van Leeuwenkamp, K. J., Joosten-ten Brinke, D., & Kester, L. (2017). Assessment quality in tertiary education: an integrative literature review. Studies in Educational Evaluation, 55, 94-116. https://doi.org/10.1016/j.stueduc.2017.08.001
Admiraal, W., Louws, M., Lockhorst, D., Paas, T., Buynsters, M., Cviko, A., Janssen, C., de Jonge, M., Nouwens, S., Post, L. S., van der Ven, F., & Kester, L. (2017). Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. Computers and Education, 114, 57-68. https://doi.org/10.1016/j.compedu.2017.06.013
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29(1), 6-27. https://doi.org/10.1007/s12528-016-9125-x
Overige resultaten
Coppens, L. C., & Kester, L. (2017). No effect of watching a hand draw images on learning from a multimedia lesson. Poster session presented at EARLI 2017, Tampere, Finland.
Louws, M. L., Admiraal, W. F., van der Ven, F., Lockhorst, D., Paas, T., Buynsters, M., Cviko, A., Janssen, C., de Jonge, M. O., Nouwens, S., Post, L., & Kester, L. (2017). Een typologie gebaseerd op opvattingen van leraren over onderwijs en ict. Poster session presented at ORD 2017, Antwerpen, Belgium.
Jarodzka, H., Nugteren, M. L., Kester, L., & van Merriënboer, J. J. G. (2017). The effects of task-selection guidance on actual task selections and development of domain-specific skills. Paper presented at 17th Biennial EARLI Conference, Tampere, Finland.
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., & Kester, L. (2017). Meta-Analyses of the Effect of Self-Regulated Learning Interventions on Self-Regulated Learning and Achievement.. Poster session presented at JURE 2017, Tampere, Finland.
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., & Kester, L. (2017). Motivation, SRL and learner behaviour in MOOCs. Paper presented at 17th Biennial EARLI Conference, Tampere, Finland.
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., & Kester, L. (2017). Onderwijskundige interventies om zelfregulatie en prestatie te bevorderen: een meta-analyse in drie delen. Paper presented at ORD 2017, Antwerpen, Belgium.
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., & Kester, L. (2017). De relatie tussen motivatie, zelfregulatie en leergedrag in MOOCs. Paper presented at ORD 2017, Antwerpen, Belgium.
2016
Wetenschappelijke publicaties
Kirschner, P. A., & Kester, L. (2016). Towards a Research Agenda for Educational Technology Research. In N. Rushby, & D. W. Surry (Eds.), The Wiley Handbook of Learning Technology (pp. 523-541). Wiley. https://doi.org/10.1002/9781118736494
Lee, M. J. W., Kirschner, P. A., & Kester, L. (2016). Learning analytics in massively multi-user virtual environments and courses. Journal of Computer Assisted Learning, 32(3), 187-189. https://doi.org/10.1111/jcal.12139
Overige resultaten
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., & Kester, L. (2016). Validatie van een vragenlijst voor zelfregulerend leren in MOOCs. Paper presented at Onderwijs Research Dagen 2016, Rotterdam, Netherlands.
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., & Kester, L. (2016). De invloed van motivatie op zelfregulatie in open online onderwijs. Paper presented at Onderwijs Research Dagen 2016, Rotterdam, Netherlands.
Nugteren, M. L., Jarodzka, H., Kester, L., & van Merrienboer, J. J. G. (2016). Self-regulation of secondary school students: Self-assessments and learning-task selection.
Nugteren, M. L., Jarodzka, H., Kester, L., & van Merrienboer, J. J. G. (2016). Scaffolding Self-Regulated Learning Through Tutoring. Paper presented at AERA 2016, Washington D.C., United States.
2015
Wetenschappelijke publicaties
Dirkx, K. J. H., Thoma, G. B., Kester, L., & Kirschner, P. A. (2015). Answering questions after initial study guides attention during restudy. Instructional Science, 43(1), 59-71. https://doi.org/10.1007/s11251-014-9330-9
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R. (2015). Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style. Interactive Learning Environments, 23(6), 655-669. https://doi.org/10.1080/10494820.2013.788038
Taminiau, E. M. C., Kester, L., Corbalan, G., Spector, J. M., Kirschner, P. A., & Van Merriënboer, J. J. G. (2015). Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills. Journal of Computer Assisted Learning, 31(5), 405-421. https://doi.org/10.1111/jcal.12076
van Gog, T., Kester, L., Dirkx, K., Hoogerheide, V., Boerboom, J., & Verkoeijen, P. P. J. L. (2015). Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy. Educational Psychology Review, 27(2), 265-289. https://doi.org/10.1007/s10648-015-9297-3
2014
Wetenschappelijke publicaties
Brand-Gruwel, S., Kester, L., Kicken, W., & Kirschner, P. A. (2014). Learning ability development in flexible learning environments. In Handbook of Research on Educational Communications and Technology: Fourth Edition (pp. 363-372). Springer New York LLC. https://doi.org/10.1007/978-1-4614-3185-5_29
Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2014). The Testing Effect for Learning Principles and Procedures from Texts. The Journal of Educational Research, 107(5), 357-364. https://doi.org/10.1080/00220671.2013.823370
van Merriënboer, J. J. G., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In The Cambridge Handbook of Multimedia Learning, Second Edition (pp. 104-148). Cambridge University Press [etc.]. https://doi.org/10.1017/CBO9781139547369.007
2013
Wetenschappelijke publicaties
Bezdan, E., Kester, L., & Kirschner, P. A. (2013). The influence of node sequence and extraneous load induced by graphical overviews on hypertext learning. Computers in Human Behavior, 29(3), 870-880. https://doi.org/10.1016/j.chb.2012.12.016
Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2013). Cognitive load and knowledge sharing in Learning Networks. Interactive Learning Environments, 21(1), 89-100. https://doi.org/10.1080/10494820.2010.548068
Taminiau, E. M. C., Kester, L., Corbalan, G., Alessi, S. M., Moxnes, E., Gijselaers, W. H., Kirschner, P. A., & Van Merriënboer, J. J. G. (2013). Why advice on task selection may hamper learning in on-demand education. Computers in Human Behavior, 29(1), 145-154. https://doi.org/10.1016/j.chb.2012.07.028
Van Rosmalen, P., Kester, L., & Boshuizen, E. (2013). Towards app-based formative feedback to support summarizing skills. In TEFA 2013 - Proceedings of the 2nd Workshop on Technology Enhanced Formative Assessment, Co-located with EC-TEL 2013, the 8th European Conference on Technology Enhanced Learning (Vol. 1147). CEUR WS.
2012
Wetenschappelijke publicaties
van Gog, T., & Kester, L. (2012). A test of the testing effect: Acquiring problem-solving skills from worked examples. Cognitive Science, 36(8), 1532-1541. https://doi.org/10.1111/cogs.12002
van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012). Timing and frequency of mental effort measurement: Evidence in favour of repeated measures. Applied Cognitive Psychology, 26(6), 833-839. https://doi.org/10.1002/acp.2883
2011
Wetenschappelijke publicaties
Wetzels, S. A. J., Kester, L., van Merriënboer, J. J. G., & Broers, N. J. (2011). The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation. British Journal of Educational Psychology, 81(2), 274-291. https://doi.org/10.1348/000709910X517425
Kirschner, F., Kester, L., & Corbalan, G. (2011). Cognitive load theory and multimedia learning, task characteristics and learning engagement: The Current State of the Art. Computers in Human Behavior, 27(1), 1-4. https://doi.org/10.1016/j.chb.2010.05.003
Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2011). Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency. Computers in Human Behavior, 27(1), 76-81. https://doi.org/10.1016/j.chb.2010.05.026
Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2011). Adapting prior knowledge activation: Mobilisation, perspective taking, and learners' prior knowledge. Computers in Human Behavior, 27(1), 16-21. https://doi.org/10.1016/j.chb.2010.05.004
Van Gog, T., Kester, L., & Paas, F. (2011). Effects of concurrent monitoring on cognitive load and performance as a function of task complexity. Applied Cognitive Psychology, 25(4), 584-587. https://doi.org/10.1002/acp.1726
van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices' learning. Contemporary Educational Psychology, 36(3), 212-218. https://doi.org/10.1016/j.cedpsych.2010.10.004
2010
Wetenschappelijke publicaties
Wetzels, S. A. J., Kester, L., & van Merriënboer, J. J. G. (2010). Use of external representations in science: Prompting and reinforcing prior knowledge activation. In Use of Representations in Reasoning and Problem Solving: Analysis and Improvement (pp. 225-241). Routledge. https://doi.org/10.4324/9780203847824
Kester, L., Paas, F., & Van Merriënboer, J. J. G. (2010). Instructional control of cognitive load in the design of complex learning environments. In Cognitive Load Theory (pp. 109-130). Cambridge University Press [etc.]. https://doi.org/10.1017/CBO9780511844744.008
2009
Wetenschappelijke publicaties
Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2009). Optimizing knowledge sharing in learning networks through peer tutoring. In IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009 (pp. 550-551)
Kester, L., & Sloep, P. (2009). Knowledge dating and knowledge sharing in ad-hoc transient communities. In Learning Network Services For Professional Development (pp. 43-55). Springer. https://doi.org/10.1007/978-3-642-00978-5_4
2005
Wetenschappelijke publicaties
Kester, L., & Paas, F. (2005). Instructional interventions to enhance collaboration in powerful learning environments. Computers in Human Behavior, 21(4), 689-696. https://doi.org/10.1016/j.chb.2004.11.008
2004
Wetenschappelijke publicaties
Kester, L., Kirschner, P. A., & Van Merriënboer, J. J. G. (2004). Timing of information presentation in learning statistics. Instructional Science, 32(3), 233-252. https://doi.org/10.1023/B:TRUC.0000024191.27560.e3
Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26(2), 239-256. https://doi.org/10.1080/69032000072809
2003
Wetenschappelijke publicaties
Van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13. https://doi.org/10.1207/S15326985EP3801_2
2001
Wetenschappelijke publicaties
Kester, L., Kirschner, P. A., Van Merriënboer, J. J. G., & Baumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17(4), 373-391. https://doi.org/10.1016/S0747-5632(01)00011-5