| 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 | 327 | 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 | 245 | 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 | 187 | 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 | 171 | 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 | 130 | 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 | 70 | 2009 |
| Supporting primary school teachers in differentiating in the regular classroom THS Eysink, M Hulsbeek, H Gijlers Teaching and teacher education 66, 107-116, 2017 | 68 | 2017 |
| Inquiry learning for gifted children THS Eysink, L Gersen, H Gijlers High ability studies 26 (1), 63-74, 2015 | 67 | 2015 |
| 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 | 52 | 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 | 32 | 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 | 30 | 2016 |
| 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 | 29 | 2021 |
| 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 | 28 | 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 | 26 | 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 | 26 | 2001 |
| A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom THS Eysink, K Schildkamp Educational research 63 (3), 261-278, 2021 | 22 | 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 | 22 | 2020 |
| 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 | 17 | 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 | 17 | 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 | 15 | 2020 |
Ton de JongUniversity of Twente (emeritus)Verifierad e-postadress på utwente.nl
