Jimmie Leppink
Jimmie Leppink
Hospital virtual Valdecilla
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Cited by
Cited by
Development of an instrument for measuring different types of cognitive load
J Leppink, F Paas, CPM Van der Vleuten, T Van Gog, ...
Behavior research methods 45, 1058-1072, 2013
Effects of pairs of problems and examples on task performance and different types of cognitive load
J Leppink, F Paas, T Van Gog, CPM van Der Vleuten, ...
Learning and instruction 30, 32-42, 2014
The evolution of cognitive load theory and its application to medical education
J Leppink, A van den Heuvel
Perspectives on medical education 4, 119-127, 2015
The promised land of blended learning: Quizzes as a moderator
IAE Spanjers, KD Könings, J Leppink, DML Verstegen, N de Jong, ...
Educational Research Review 15, 59-74, 2015
Revisiting the quantitative–qualitative-mixed methods labels: Research questions, developments, and the need for replication
J Leppink
Journal of Taibah University Medical Sciences 12 (2), 97-101, 2017
Improving critical thinking: Effects of dispositions and instructions on economics students' reasoning skills
A Heijltjes, T Van Gog, J Leppink, F Paas
Learning and Instruction 29, 31-42, 2014
Cognitive load theory: Practical implications and an important challenge
J Leppink
Journal of Taibah University Medical Sciences 12 (5), 385-391, 2017
Acute dissociation after 1 night of sleep loss.
T Giesbrecht, T Smeets, J Leppink, M Jelicic, H Merckelbach
Educational Publishing Foundation 1 (S), 150, 2013
Effect size – large, medium, and small
J Leppink, P O’Sullivan, K Winston
Perspectives on Medical Education 5 (6), 347-349, 2016
Twelve tips for medical curriculum design from a cognitive load theory perspective
J Leppink, R Duvivier
Medical Teacher 38 (7), 669-674, 2016
18 Cognitive load theory: researching and planning teaching to maximise learning
J Leppink, T van Gog, F Paas, J Sweller
Researching medical education, 207-218, 2015
Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting
Y Matsuyama, M Nakaya, H Okazaki, AJ Lebowitz, J Leppink, ...
BMC medical education 19 (1), 152, 2019
Unraveling the effects of critical thinking instructions, practice, and self-explanation on students’ reasoning performance
A Heijltjes, T Van Gog, J Leppink, F Paas
Instructional Science 43, 487-506, 2015
We need more replication research–A case for test-retest reliability
J Leppink, P Pérez-Fuster
Perspectives on Medical Education 6 (3), 158-164, 2017
Analysis of Covariance (ANCOVA) vs. Moderated Regression (MODREG): Why the Interaction Matters
J Leppink
Health Professions Education 4 (3), 225-232, 2018
Social media and the 21st-century scholar: how you can harness social media to amplify your career
TM Chan, D Stukus, J Leppink, L Duque, BL Bigham, N Mehta, B Thoma
Journal of the American College of Radiology 15 (1), 142-148, 2018
Statistical Methods for Experimental Research in Education and Psychology
J Leppink, 2019
Self-explanation in the domain of statistics: an expertise reversal effect
J Leppink, NJ Broers, T Imbos, CPM van der Vleuten, MPF Berger
Higher Education 63, 771-785, 2012
Special issue on cognitive load theory
P Ginns, J Leppink
Educational Psychology Review 31, 255-259, 2019
Statistical significance does not imply a real effect
J Leppink, K Winston, P O’Sullivan
Perspectives on Medical Education 5 (2), 122-124, 2016
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