A comparison of approaches to learning task selection in the training of complex cognitive skills. - Ron J. C. M. Salden; Fred Paas; Jeroen J. G. van Merriënboer (Comput. Hum. Behav., 2006)

Are worked examples and tutored problem solving synergistic forms of support? - Ron Salden; Vincent Aleven; Rolf Schwonke; Alexander Renkl (ICLS (3), 2008)

The worked-example effect: Not an artefact of lousy control conditions. - Rolf Schwonke; Alexander Renkl; Carmen Krieg; Jörg Wittwer; Vincent Aleven; Ron Salden (Comput. Hum. Behav., 2009)

Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support? - Ron J. C. M. Salden; Vincent A. W. M. M. Aleven; Alexander Renkl; Rolf Schwonke (Top. Cogn. Sci., 2009)

Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems. - Christine Otieno; Rolf Schwonke; Alexander Renkl; Vincent Aleven; Ron Salden (CogSci, 2011)

Effectiveness of cognitive-load based adaptive instruction in genetics education. - Loredana Mihalca; Ron J. C. M. Salden; Gemma Corbalan; Fred Paas; Mircea Miclea (Comput. Hum. Behav., 2011)

Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. - Rolf Schwonke; Alexander Renkl; Ron Salden; Vincent Aleven (Comput. Hum. Behav., 2011)

Innovating scuba diving education through enhanced immersion and authenticity within the eDiving® environment. - Ron Salden (CogSci, 2012)

Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation? - Christine Otieno; Rolf Schwonke; Ron Salden; Alexander Renkl (CogSci, 2013)