| How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia CAN Knoop‐van Campen, E Segers, L Verhoeven Dyslexia 24 (2), 156-169, 2018 | 124 | 2018 |
| How teachers make dashboard information actionable I Molenaar, CAN Knoop-van Campen IEEE Transactions on Learning Technologies 12 (3), 347-355, 2018 | 111 | 2018 |
| Effects of audio support on multimedia learning processes and outcomes in students with dyslexia CAN Knoop-van Campen, E Segers, L Verhoeven Computers & Education 150, 103858, 2020 | 99 | 2020 |
| Teacher dashboards in practice: Usage and impact I Molenaar, CAN Knoop-van Campen European conference on technology enhanced learning, 125-138, 2017 | 71 | 2017 |
| The modality and redundancy effects in multimedia learning in children with dyslexia CAN Knoop‐van Campen, E Segers, L Verhoeven Dyslexia 24 (2), 140-155, 2018 | 43 | 2018 |
| How teacher characteristics relate to how teachers use dashboards: Results from two case studies in K-12 A van Leeuwen, CAN Knoop-van Campen, I Molenaar, N Rummel Journal of Learning Analytics 8 (2), 6-21, 2021 | 42 | 2021 |
| Learning analytics in practice: the effects of adaptive educational technology Snappet on students' arithmetic skills I Molenaar, CAN Knoop-van Campen Proceedings of the sixth international conference on learning analytics …, 2016 | 34 | 2016 |
| How Teachers Integrate Dashboards into Their Feedback Practices. CAN Knoop-van Campen, I Molenaar Frontline Learning Research 8 (4), 37-51, 2020 | 25 | 2020 |
| Modality and redundancy effects, and their relation to executive functioning in children with dyslexia CAN Knoop-van Campen, E Segers, L Verhoeven Research in developmental disabilities 90, 41-50, 2019 | 24 | 2019 |
| The equalizing effect of teacher dashboards on feedback in K-12 classrooms CAN Knoop-van Campen, A Wise, I Molenaar Interactive Learning Environments 31 (6), 3447-3463, 2023 | 23 | 2023 |
| Orchestration tools for teachers in the context of individual and collaborative learning: what information do teachers need and what do they do with it? A van Leeuwen, N Rummel, K Holstein, BM McLaren, V Aleven, ... International Society of the Learning Sciences, Inc.[ISLS]., 2018 | 17 | 2018 |
| Onderzoek naar Snappet; gebruik en effectiviteit I Molenaar, C Van Campen, K Van Gorp Zoetermeer (Netherlands): Kennisnet, 2016 | 14 | 2016 |
| The effects of a learning analytics empowered technology on students' arithmetic skill development I Molenaar, CAN Knoop-van Campen, F Hasselman Proceedings of the seventh international learning analytics & knowledge …, 2017 | 10 | 2017 |
| The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia CAN Knoop-van Campen, D Ter Doest, L Verhoeven, E Segers Annals of dyslexia, 1-20, 2022 | 8 | 2022 |
| How teachers interpret displays of students’ gaze in reading comprehension assignments CAN Knoop-van Campen, E Kok, R van Doornik, P de Vries, M Immink, ... Frontline Learning Research 9 (4), 116-140, 2021 | 7 | 2021 |
| Rapportage Kennisnet. Onderzoek naar Snappet; gebruik en effectiviteit I Molenaar, CAN Knoop-van Campen, K Gorp [Sl]:[Sn], 2016 | 6 | 2016 |
| How teachers differ in using dashboards: The classroom observation app I Molenaar, CAN Knoop-van Campen | 3 | 2017 |
| Impact of audio on navigation strategies in children and adults with dyslexia CAN Knoop-van Campen, E Segers, L Verhoeven Annals of dyslexia 73 (2), 165-183, 2023 | 2 | 2023 |
| Onderwijsvernieuwing met een adaptief leermiddel. Richting gepersonaliseerd leren I Molenaar, M Bakker, CAN Knoop-van Campen, F Hasselman Nijmegen: Behavioural Science Institute, Radboud University, 2017 | 2* | 2017 |
| Rapportage Kennisnet I Molenaar, CAN van Campen, K van Gorp Onderzoek naar Snappet, 2016 | 2 | 2016 |
Inge MolenaarRadboud universityAdresse e-mail validée de pwo.ru.nl
