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.
- 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)
- Children’s learning
- Cognitive processes
- Inquiry learning
- Computer-based learning environments
- Instructional design
- Individual differences
- Cognitive science
- Learning with multimedia
- Psychological Design
- Learning in children and adolescents
- Eysink, T.H.S., Gersen, L., & Gijlers, H. (2015). Inquiry learning for gifted children. High Ability Studies, 26, 63-74. DOI: 10.1080/13598139.2015.1038379
- Eysink, T.H.S. & de Jong, T. (2012). Does instructional approach matter? How elaboration plays a crucial role in multimedia learning. The Journal of the Learning Sciences, 21, 583-625. DOI: 10.1080/10508406.2011.611776.
- 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.
- 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.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.
See my personal website for a complete overview of my publications.