dr. T.H.S. Eijsink (Tessa)

Wang, Y., Eysink, T.H.S., Qu, Z., Yang, Z., Shan, H., Zhang, N., Zhang, H., & Wang, Y. (accepted). Interactive Response System to promote active learning in Intelligent Learning Environments. Journal of Educational Computing Research. 

Hogenkamp, L., van Dijk, A.M., & Eysink, T.H.S. (2021). Analyzing socially shared regulation of learning during cooperative learning and the role of equal contribution: a grounded theory approach. Education Sciences, 11, 512. doi:10.3390/educsci11090512

Eysink, T.H.S. & Schildkamp, K. (2021). A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom. Educational Research. doi:10.1080/00131881.2021.1942118

Eysink, T.H.S., van Dijk, A.M., & de Jong, T. (2020). BE COOL! a digital learning environment to challenge and socially include gifted learners. Educational Technology Research and Development, 68, 2373-2393. doi:10.1007/s11423-020-09754-9

van Dijk, A.M., Eysink, T.H.S., & de Jong, T. (2020). Supporting cooperative dialogue in heterogeneous groups in elementary education. Small Group Research, 51, 464-491. doi: org/10.1177/1046496419879978

Kuang, X., Eysink, T.H.S., & de Jong, T. (2019). Effects of providing partial hypotheses as a support for simulation-based inquiry learning. Journal of Computer-Assisted Learning, 36, 487-501. doi:10.1111/jcal.12415

Rijke, W.J., Bollen, L., Eysink, T.H.S., & Tolboom, J.L.J. (2018). Computational thinking in primary school: An examination of abstraction and decomposition in different age groups. Informatics in Education, 17, 77-92. doi:10.15388/infedu.2018.05

Eysink, T.H.S., Hulsbeek, M., & Gijlers, H. (2017). Supporting primary school teachers in differentiating in the regular classroom. Teaching and Teacher Education, 66, 107-116. doi:10.1016/j.tate.2017.04.002

van Dijk, A.M., Eysink, T.H.S., & de Jong, T. (2016). Ability-related differences in performance of an inquiry task: The added value of prompts. Learning and Individual Differences, 47, 145-155. doi:10.1016/j.lindif.2016.01.008

Eysink, T.H.S., Gersen, L., & Gijlers, H. (2015). Inquiry learning for gifted children. High Ability Studies, 26, 63-74. doi:10.1080/13598139.2015.1038379

Eysink, T. H. S., & de Jong, T. (2012). Does instructional approach matter? How elaboration plays a crucial role in multimedia learning. Journal of the Learning Sciences, 21, 583-625. doi:10.1080/10508406.2011.611776.

Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2011). Comparing the effects of representational tools in collaborative and individual inquiry learning. International Journal of Computer-Supported Collaborative Learning, 6, 223-251.

Eysink, T. H. S., & de Jong, T. (2010). Leren in multimediale leeromgevingen: een vergelijking van instructiebenaderingen. [Learning in multimedia learning arrangements: an analysis across instructional approaches.] Pedagogische Studiën, 87, 66-76. 

de Jong, T., Eysink, T. H. S., & van Merriënboer, J. (2010). Leren met multipele representaties in computergebaseerde leeromgevingen. [Learning with multiple representations in computer-based learning environments.] Pedagogische Studiën, 87, 3-8. 

Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2010). De rol van externe representaties bij het leren van combinatoriek en kansrekening met computersimulaties. [The role of external representations in simulation-based inquiry learning.] Pedagogische Studiën, 87, 51-65. 

Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2010). The influence of learner-generated domain representations on learning combinatorics and probability theory. Computers in Human Behavior, 26, 1-11. doi:10.1016/j.chb.2009.07.008

Berthold, K., Eysink, T.H.S., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37, 345-363.

Eysink, T.H.S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P. (2009). Learner performance in multimedia learning arrangements: An analysis across instructional approaches. American Educational Research Journal, 46, 1107-1149.

Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F.W. & Eysink, T.H.S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370.

Kolloffel, B., Eysink, T.H.S., de Jong, T., & Wilhelm, P. (2009).The effects of representational format on learning combinatorics from an interactive computer-simulation. Instructional Science, 37, 503-517.

Hulshof, C.D., Eysink T.H.S., & de Jong, T. (2006). The ZAP Project: Designing interactive computer tools for learning of psychology. Innovations in Education and Teaching International, 43, 337-351. 

Hulshof, C.D., Eysink, T.H.S., Loyens, S., & de Jong, T. (2005). ZAPs: Using interactive programs for learning psychology. Interactive Learning Environments, 13, 39-53. 

Eysink, T.H.S., Dijkstra, S., & Kuper, J. (2002). The role of guidance in computer-based problem solving for the development of concepts of logic. Instructional Science, 30, 307-333. 

Eysink, T.H.S., Dijkstra, S., & Kuper, J. (2001). Cognitive processes in solving variants of computer-based problems used in logic teaching. Computers in Human Behavior, 17, 1-19. 

Van der Pal, J., & Eysink, T. (1999). Balancing situativity and formality: The importance of relating a formal language to interactive graphics in logic instruction. Learning and Instruction, 9, 327-341.