Dr. T.H.S. Eysink
Twente University
Faculty of Behavioural Sciences
Department of Instructional Technology
P.O.Box 217
7500 AE Enschede
The Netherlands
Phone: +31 53 489 3572
Fax: +31 53 489 2849
Email: T.H.S.Eysink@gw.utwente.nl
Tessa Eysink (Oldenzaal,
1974) started to study Psychology at Nijmegen University in 1992. After one year
she continued with Cognitive Science in which she chose for a combination of
cognitive psychological research and cognitive ergonomics. In 1996, she went to
the MRC-Applied Psychology Unit (now known as MRC-Cognition and Brain Sciences
Unit) in Cambridge, England. She performed a study on cross modal blending and
response facilitation across auditory and visual streams. In June 1997, she
finished her studies and started a PhD-project at the University of Twente in the Faculty of Educational Science and Technology
in the Department of Instructional Technology. In December 2001, she received
her doctor's degree by the defense of her thesis called "Signs for logic
teaching: The effect of instructional variables on the development of
conceptual knowledge of logic". From January 2002 till now, she worked at Twente University in the Faculty of Behavioural
Sciences in the Department of Instructional Technology, where she combines
research and education.
Children’s
learning, cognitive processes, giftedness, inquiry learning, computer-based
learning environments, instructional design, individual differences.
Since
my studies, I worked on several projects. For more information on these
projects, have a look at my projects
page.
BE COOL! project: Bevorderen van Excellentie door Cooperatief Onderzoekend en Ontwerpend Leren, http://www.becoolproject.nl/
LEMMA project: Affordances for learning in
multimedia learning environments
ZAP project: Zeer Actieve
Psychologie (Very Active Psychology), http://zap.psy.utwente.nl
PhD project: Signs for Logic Teaching
Master's thesis: Cross modal blending and response facilitation across
auditory and visual streams
I
participate in teaching the following courses:
Psychologisch Ontwerpen
I: Psychological
Design I (intervention mapping)
Psychologisch Ontwerpen
II: Psychological Design II
Cognitiewetenschap:
Cognitive Science
Learning with Multimedia
Leren bij kinderen en adolescenten:
Children's Learning
Inter-university Centre for
Educational Research (ICO)
The European Network of Excellence Kaleidoscope
European Association for Research on Learning and Instruction (EARLI)
Institute for Behavioural Research (IBR)
For
the ZAP project, we received four awards:
National ICT Award 2004
Category: government / no-profit
Organized by: the Ministry of Economic Affairs
European Academic
Software Award 2004
Category: social science
Organized by: EKMA (European Knowledge Media Association)
European Award for
Technology Transfer 2007
Organized by: Kaleidoscope consortium
Beste onderwijsvernieuwingsproject
2nd prize
Organized by: Surf foundation
Stellmacher, O., Wilhelm, P., & Eysink,
T.H.S. & ten Klooster, P.M. (submitted).
Construction and validation of the Dutch Science Motivation Questionnaire.
Eysink,
T.H.S., & de Jong, T. (2012). Does instructional approach matter? How
elaboration plays a crucial role in multimedia learning. Journal of the Learning Sciences, 21, 583-625. DOI:
10.1080/10508406.2011.611776.
Kolloffel, B., Eysink, T.H.S., & de Jong, T. (2011). Comparing the effects of representational tools
in collaborative and individual inquiry learning. International Journal of Computer-Supported Collaborative Learning, 6,
223-251.
Kolloffel, B., Eysink,
T.H.S., & de Jong, T. (2010). The role of external representations in learning combinatorics
and probability theory. In L. Verschaffel, E. de
Corte, T. de Jong, & J. Elen (Eds.), Use of
representations in reasoning and problem solving: Analysis and improvement
(pp. 169-190). London: Routledge.
Kolloffel, B., Eysink, T.H.S., & de Jong, T. (2010). De rol van externe representaties bij het leren van combinatoriek en kansrekening met computersimulaties. Pedagogische Studiën, 87, 51-65.
Kolloffel, B., Eysink, T.H.S., & de Jong, T. (2010). The influence of learner-generated domain representations on learning combinatorics and probability theory. Computers in Human Behavior, 26, 1-11.
Eysink, T.H.S., & de Jong, T. (2010). Leren in multimediale leeromgevingen: een vergelijking van instructiebenaderingen. Pedagogische Studiën, 87, 66-76.
de Jong, T., Eysink, T.H.S., & van Merriënboer, J. (2010). Leren met multipele representaties in computergebaseerde leeromgevingen. Pedagogische Studiën, 87, 3-8.
Berthold, K., Eysink, T.H.S., & Renkl, A.
(2009). Assisting
self-explanation prompts are more effective than open prompts when learning
with multiple representations. Instructional Science, 37, 345-363.
Eysink, T.H.S., de Jong,
T., Berthold, K., Kolloffel, B., Opfermann, M., &
Wouters, P. (2009). Learner performance in multimedia
learning arrangements: An analysis across instructional approaches. American
Educational Research Journal, 46, 1107-1149.
Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F.W. & Eysink, T.H.S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370.
Kolloffel, B., Eysink, T.H.S., de Jong, T., & Wilhelm, P. (2009). The effects of representational
format on learning combinatorics from an interactive
computer simulation. Instructional Science, 37, 503-517.
Hulshof, C.D., Eysink
T.H.S., & de Jong, T. (2006). The ZAP Project: Designing interactive
computer tools for learning of psychology. Innovations in Education and
Teaching International, 43(4), 337-351.
Hulshof, C.D., Eysink,
T.H.S., Loyens, S., & de Jong, T. (2005). ZAPs:
Using interactive programs for learning psychology. Interactive Learning
Environments, 13(1-2), 39-53.
Eysink, T.H.S., de Jong, T., Hulshof, C.D. & de Jong, M. (2005). ZAP: Interactief ervaren en ontdekken in het psychologieonderwijs. In M. Mirande, J. van der Veen & M. van de Wende (Eds.), Van trend naar transformatie. ICT innovaties in het Hoger Onderwijs (pp. 201-215). Groningen/Houten, The Netherlands: Wolters-Noordhoff.
Eysink, T. (2003). Instructie voor de ontwikkeling van conceptuele kennis over logica. In: A. Lazonder & J. van Merrienboer (Eds.), Probleemoplossen en instructie: Liber amicorum voor prof.dr. Sanne Dijkstra. Twente University Press.
Eysink, T.H.S., Hulshof, C. D., Loyens, S., de Jong, T., Pieters, J. M., & te Winkel, W. (2003). Psychologie interactief ervaren en ontdekken: het ZAP-project. Onderzoek van Onderwijs, 32(4), 64-66.
Eysink, T.H.S., Dijkstra,
S., & Kuper, J. (2002). The role of guidance in
computer-based problem solving for the development of concepts of logic. Instructional
Science, 30, 307-333.
Eysink, T.H.S. (2001). Signs
for logic teaching: The effect of instructional variables on the development of
conceptual knowledge of logic. Doctoral Dissertation, Twente
University, Enschede.
Eysink, T.H.S., Dijkstra,
S., & Kuper, J. (2001). Cognitive processes in
solving variants of computer-based problems used in logic teaching. Computers
in Human Behavior, 17(1), 1-19.
Van der Pal, J., & Eysink, T. (1999). Balancing situativity and formality: The importance of relating a formal language to interactive graphics in logic instruction. Learning and Instruction, 9, 327-341.