Just-in-time information presentation and the acquisition of complex cognitive skills. - Liesbeth Kester; Paul A. Kirschner; Jeroen J. G. van Merriënboer; Anita Baumer (Comput. Hum. Behav., 2001)

Instructional interventions to enhance collaboration in powerful learning environments. - Liesbeth Kester; Fred Paas (Comput. Hum. Behav., 2005)

Knowledge matchmaking in Learning Networks: Alleviating the tutor load by mutually connecting Learning Network users. - Peter van Rosmalen; Peter B. Sloep; Francis Brouns; Liesbeth Kester; Malik Koné; Rob Koper (Br. J. Educ. Technol., 2006)

Just-in-time, schematic supportive information presentation during cognitive skill acquisition. - Liesbeth Kester; Chris Lehnen; Pascal W. M. Van Gerven; Paul A. Kirschner (Comput. Hum. Behav., 2006)

Designing support to facilitate learning in powerful electronic learning environments. - Liesbeth Kester; Paul A. Kirschner; Gemma Corbalan (Comput. Hum. Behav., 2007)

Facilitating community building in learning networks through peer tutoring in ad hoc transient communities. - Liesbeth Kester; Peter B. Sloep; Peter van Rosmalen; Francis Brouns; Malik Koné; Rob Koper (Int. J. Web Based Communities, 2007)

Matchmaking in learning networks: Bringing learners together for knowledge sharing. - Liesbeth Kester; Peter van Rosmalen; Peter B. Sloep; Francis Brouns; Malik Koné; Rob Koper (Interact. Learn. Environ., 2007)

Ad hoc transient communities: towards fostering knowledge sharing in learning networks. - Adriana J. Berlanga; Peter B. Sloep; Liesbeth Kester; Francis Brouns; Peter van Rosmalen; Rob Koper (Int. J. Learn. Technol., 2008)

A model for online learner support based on selecting appropriate peer tutors. - Peter van Rosmalen; Peter B. Sloep; Francis Brouns; Liesbeth Kester; Adriana J. Berlanga; Marlies Bitter-Rijpkema; Rob Koper (J. Comput. Assist. Learn., 2008)

A learner support model based on peer tutor selection. - Peter van Rosmalen; Peter B. Sloep; Liesbeth Kester; Francis Brouns; Marcel B. M. de Croock; Kees Pannekeet; Rob Koper (J. Comput. Assist. Learn., 2008)

Knowledge Dating and Knowledge Sharing in Ad-Hoc Transient Communities. - Liesbeth Kester; Peter B. Sloep (Learning Network Services for Professional Development, 2009)

From Lurker to Active Participant. - Peter B. Sloep; Liesbeth Kester (Learning Network Services for Professional Development, 2009)

Combining shared control with variability over surface features: Effects on transfer test performance and task involvement. - Gemma Corbalan; Liesbeth Kester; Jeroen J. G. van Merriënboer (Comput. Hum. Behav., 2009)

Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction. - Tamara van Gog; Liesbeth Kester; Fleurie Nievelstein; Bas Giesbers; Fred Paas (Comput. Hum. Behav., 2009)

Effects of fading support on hypertext navigation and performance in student-centered e-learning environments. - Liesbeth Kester; Paul A. Kirschner (Interact. Learn. Environ., 2009)

Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency. - Gemma Corbalan; Liesbeth Kester; Jeroen J. G. van Merriënboer (Comput. Hum. Behav., 2011)

Cognitive load theory and multimedia learning, task characteristics and learning engagement: The Current State of the Art. - Femke C. Kirschner; Liesbeth Kester; Gemma Corbalan (Comput. Hum. Behav., 2011)

Adapting prior knowledge activation: Mobilisation, perspective taking, and learners' prior knowledge. - Sandra A. J. Wetzels; Liesbeth Kester; Jeroen J. G. van Merriënboer (Comput. Hum. Behav., 2011)

A Test of the Testing Effect: Acquiring Problem-Solving Skills From Worked Examples. - Tamara van Gog; Liesbeth Kester (Cogn. Sci., 2012)

The influence of node sequence and extraneous load induced by graphical overviews on hypertext learning. - Eniko Bezdan; Liesbeth Kester; Paul A. Kirschner (Comput. Hum. Behav., 2013)

Why advice on task selection may hamper learning in on-demand education. - Elisabeth M. C. Taminiau; Liesbeth Kester; Gemma Corbalan; Stephen M. Alessi; Erling Moxnes; W. H. Gijselaers; Paul A. Kirschner; Jeroen J. G. van Merriënboer (Comput. Hum. Behav., 2013)

Cognitive load and knowledge sharing in Learning Networks. - Ya P. Hsiao; Francis Brouns; Liesbeth Kester; Peter B. Sloep (Interact. Learn. Environ., 2013)

Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style. - Chantal J. J. Gorissen; Liesbeth Kester; Saskia Brand-Gruwel; Rob L. Martens (Interact. Learn. Environ., 2015)

Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills. - Elisabeth M. C. Taminiau; Liesbeth Kester; Gemma Corbalan; J. Michael Spector; Paul A. Kirschner; Jeroen J. G. van Merriënboer (J. Comput. Assist. Learn., 2015)

Learning analytics in massively multi-user virtual environments and courses. - Mark J. W. Lee; Paul A. Kirschner; Liesbeth Kester (J. Comput. Assist. Learn., 2016)

Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. - Wilfried Admiraal; Monika Louws; Ditte Lockhorst; Tineke Paas; Michael Buynsters; Amina Cviko; Caressa Janssen; Mario de Jonge; Suzan Nouwens; Lysanne S. Post; Frauke van der Ven; Liesbeth Kester (Comput. Educ., 2017)

Validation of the self-regulated online learning questionnaire. - Renée S. Jansen; Anouschka van Leeuwen; Jeroen Janssen; Liesbeth Kester; Marco Kalz (J. Comput. High. Educ., 2017)

Validation of the Revised Self-regulated Online Learning Questionnaire. - Renée S. Jansen; Anouschka van Leeuwen; Jeroen Janssen; Liesbeth Kester (EC-TEL, 2018)

Self-regulated learning support in flipped learning videos enhances learning outcomes. - David C. D. van Alten; Chris Phielix; Jeroen Janssen; Liesbeth Kester (Comput. Educ., 2020)

Supporting learners' self-regulated learning in Massive Open Online Courses. - Renée S. Jansen; Anouschka van Leeuwen; Jeroen Janssen; Rianne Conijn; Liesbeth Kester (Comput. Educ., 2020)

Effects of self-regulated learning prompts in a flipped history classroom. - David C. D. van Alten; Chris Phielix; Jeroen Janssen; Liesbeth Kester (Comput. Hum. Behav., 2020)

MOOC discussion forums: The interplay of the cognitive and the social. - Irena Galikyan; Wilfried Admiraal; Liesbeth Kester (Comput. Educ., 2021)

Secondary students' online self-regulated learning during flipped learning: A latent profile analysis. - David C. D. van Alten; Chris Phielix; Jeroen Janssen; Liesbeth Kester (Comput. Hum. Behav., 2021)

Comparison with Self vs Comparison with Others: The Influence of Learning Analytics Dashboard Design on Learner Dashboard Use. - Timothy Gallagher; Bert Slof; Marieke van der Schaaf 001; Ryo Toyoda; Yusra Tehreem; Sofia Garcia Fracaro; Liesbeth Kester (GALA, 2022)

Exploring the link between self-regulated learning and learner behaviour in a massive open online course. - Renée S. Jansen; Anouschka van Leeuwen; Jeroen Janssen; Liesbeth Kester (J. Comput. Assist. Learn., 2022)

Re-viewing performance: Showing eye-tracking data as feedback to improve performance monitoring in a complex visual task. - Ellen M. Kok; Olle Hormann; Jeroen Rou; Evi van Saase; Marieke van der Schaaf 001; Liesbeth Kester; Tamara van Gog (J. Comput. Assist. Learn., 2022)

Guiding secondary school students during task selection. - Michelle L. Nugteren; Halszka Jarodzka; Liesbeth Kester; Jeroen J. G. van Merriënboer (Interact. Learn. Environ., 2023)

An immersive virtual reality learning environment with CFD simulations: Unveiling the Virtual Garage concept. - Serkan Solmaz; Liesbeth Kester; Tom Van Gerven (Educ. Inf. Technol., 2024)

In-game performance: The role of students' socio-economic status, self-efficacy and situational interest in an augmented reality game. - Michaela Arztmann; Jessica Lizeth Domínguez Alfaro; Lisette Hornstra; Johan Jeuring; Liesbeth Kester (Br. J. Educ. Technol., 2024)

Reference frames for learning analytics dashboards: The progress and social reference frame and occupational self-efficacy. - Timothy Gallagher; Bert Slof; Marieke van der Schaaf 001; Ryo Toyoda; Yusra Tehreem; Sofia Garcia Fracaro; Liesbeth Kester (J. Comput. Assist. Learn., 2024)

Behavioral intention, perception and user assessment in an immersive virtual reality environment with CFD simulations. - Serkan Solmaz; Kathrin Gerling; Liesbeth Kester; Tom Van Gerven (Virtual Real., 2024)

Learning analytics dashboard design: Workplace learner preferences for reference frames in immersive training in practice. - Timothy Gallagher; Bert Slof; Marieke van der Schaaf 001; Michaela Arztmann; Sofia Garcia Fracaro; Liesbeth Kester (J. Comput. Assist. Learn., 2024)

Game over? Investigating students' working memory, situational interest, and behavioral patterns as predictors of dropout in an educational game. - Michaela Arztmann; Jessica Lizeth Domínguez Alfaro; Lisette Hornstra; Jacqueline Wong; Johan Jeuring; Liesbeth Kester (Int. J. Child Comput. Interact., 2025)

Timing of information presentation matters: Effects on secondary school students' cognition, motivation and emotion in game-based learning. - Yuanyuan Hu; Pieter Wouters; Marieke van der Schaaf 001; Liesbeth Kester (Br. J. Educ. Technol., 2025)

Designing a classroom-level teacher dashboard to foster primary school teachers' direct instruction of self-regulated learning strategies. - Melis Dülger; Anouschka van Leeuwen; Jeroen Janssen; Liesbeth Kester (Educ. Inf. Technol., 2025)