Tessa Eysink
Tessa Eysink
Unknown affiliation
Verified email at utwente.nl
Cited by
Cited by
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
K Berthold, THS Eysink, A Renkl
Instructional Science 37 (4), 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 (2 …, 2011
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 (6), 503-517, 2009
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
Inquiry learning for gifted children
THS Eysink, L Gersen, H Gijlers
High ability studies 26 (1), 63-74, 2015
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
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
Computational Thinking in Primary School: An Examination of Abstraction and Decom-position in Different Age Groups
WJ Rijke, L Bollen, THS Eysink, JLJ Tolboom
Informatics in education 17 (1), 77, 2018
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
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
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
Supporting primary school teachers in differentiating in the regular classroom
THS Eysink, M Hulsbeek, H Gijlers
Teaching and teacher education 66, 107-116, 2017
The role of guidance in computer-based problem solving for the development of concepts of logic
THS Eysink, S Dijkstra, J Kuper
Instructional science 30 (4), 307-333, 2002
The effects of representational format in simulation-based inquiry learning
B Kollöffel, T de Jong, T Eysink
Integrating Multiple Persectives on Effective Learning Environments. Nicosia …, 2005
Getting the picture
B Kollöffel, T de Jong, T Eysink
The role of external representations in simulation based inquiry learning …, 2008
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
Psychologie interactief ervaren en ontdekken: het ZAP-project.
THS Eysink, CD Hulshof, S Loyens, T de Jong, JM Pieters, W te Winkel
Onderzoek van onderwijs 32 (4), 64-66, 2003
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