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Cognitive load theory: Practical implications and an important challenge

Journal of Taibah University Medical Sciences, 2017-10, Vol.12 (5), p.385-391

Leppink, Jimmie

2017

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Data analysis: more expensive does not imply better

Revista española de educación médica, 2022-05, Vol.3 (2)

Leppink, Jimmie

2022

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In God We Trust, All Others Bring Data: A Bayesian Approach to Standard Setting

Health professions education, 2020-06, Vol.6 (2), p.291-299

Leppink, Jimmie

2020

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The Art of Modelling the Learning Process: Uniting Educational Research and Practice

Leppink, Jimmie

1st Edition 2020, 2020

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Statistical Methods for Experimental Research in Education and Psychology

Leppink, Jimmie

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Data analysis in medical education research: a multilevel perspective

Perspectives on medical education, 2015-02, Vol.4 (1), p.14-24

Leppink, Jimmie

2015

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Statistical Methods for Experimental Research in Education and Psychology

Leppink, Jimmie

1st ed. 2019., 2019

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When Negative Turns Positive and Vice Versa: The Case of Repeated Measurements

Health professions education, 2019-03, Vol.5 (1), p.76-81

Leppink, Jimmie

2019

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A Pragmatic Approach to Statistical Testing and Estimation (PASTE)

Health professions education, 2018-12, Vol.4 (4), p.329-339

Leppink, Jimmie

2018

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The evolution of cognitive load theory and its application to medical education

Perspectives on medical education, 2015-06, Vol.4 (3), p.119-127

2015

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Analysis of Covariance (ANCOVA) vs. Moderated Regression (MODREG): Why the Interaction Matters

Health professions education, 2018-09, Vol.4 (3), p.225-232

Leppink, Jimmie

2018

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Revisiting the quantitative–qualitative-mixed methods labels: Research questions, developments, and the need for replication

Journal of Taibah University Medical Sciences, 2017-04, Vol.12 (2), p.97-101

Leppink, Jimmie

2017

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Effects of pairs of problems and examples on task performance and different types of cognitive load

Learning and instruction, 2014-04, Vol.30, p.32-42

2014

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Influences of OSCE design on students' diagnostic reasoning

Medical education, 2015-02, Vol.49 (2), p.203-214

2015

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Evaluating the strength of evidence in research and education: The theory of anchored narratives

Journal of Taibah University Medical Sciences, 2017-08, Vol.12 (4), p.284-290

Leppink, Jimmie

2017

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Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting

BMC medical education, 2019-05, Vol.19 (1), p.152-152, Article 152

2019

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Instructional Design Principles for High-Stakes Problem-Solving Environments

1st ed. 2019., 2018

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The promised land of blended learning: Quizzes as a moderator

Educational research review, 2015-06, Vol.15, p.59-74

2015

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Cybersickness during highly immersive virtual reality simulation for learning in healthcare

Revista española de educación médica, 2023-05, Vol.4 (2)

2023

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Social Networks as an Approach to Systematic review

Health professions education, 2019-09, Vol.5 (3), p.218-224

2019

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Cognitive Load and Learning in the Study of Multiple Documents

Frontiers in education (Lausanne), 2018-07, Vol.3

2018

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Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

BMC medical education, 2021-01, Vol.21 (1), p.30-30, Article 30

2021

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Communication skills training and the conceptual structure of empathy among medical students

Perspectives on medical education, 2018-08, Vol.7 (4), p.264-271

2018

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When I say … time on task

Medical education, 2017-11, Vol.51 (11), p.1101-1102

Leppink, Jimmie

2017

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Cognitive load measures mainly have meaning when they are combined with learning outcome measures

Medical education, 2016-09, Vol.50 (9), p.979-979

Leppink, Jimmie

2016

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Cognitive load theory: Practical implications and an important challenge

Data analysis: more expensive does not imply better

In God We Trust, All Others Bring Data: A Bayesian Approach to Standard Setting

The Art of Modelling the Learning Process: Uniting Educational Research and Practice

Statistical Methods for Experimental Research in Education and Psychology

Data analysis in medical education research: a multilevel perspective

Statistical Methods for Experimental Research in Education and Psychology

When Negative Turns Positive and Vice Versa: The Case of Repeated Measurements

A Pragmatic Approach to Statistical Testing and Estimation (PASTE)

The evolution of cognitive load theory and its application to medical education

Analysis of Covariance (ANCOVA) vs. Moderated Regression (MODREG): Why the Interaction Matters

Revisiting the quantitative–qualitative-mixed methods labels: Research questions, developments, and the need for replication

Effects of pairs of problems and examples on task performance and different types of cognitive load

Influences of OSCE design on students' diagnostic reasoning

Evaluating the strength of evidence in research and education: The theory of anchored narratives

Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting

Instructional Design Principles for High-Stakes Problem-Solving Environments

The promised land of blended learning: Quizzes as a moderator

Cybersickness during highly immersive virtual reality simulation for learning in healthcare

Social Networks as an Approach to Systematic review

Cognitive Load and Learning in the Study of Multiple Documents

Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

Communication skills training and the conceptual structure of empathy among medical students

When I say … time on task

Cognitive load measures mainly have meaning when they are combined with learning outcome measures

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