| The worked-example effect: Not an artefact of lousy control conditions R Schwonke, A Renkl, C Krieg, J Wittwer, V Aleven, R Salden Computers in human behavior 25 (2), 258-266, 2009 | 285 | 2009 |
| The expertise reversal effect and worked examples in tutored problem solving RJCM Salden, V Aleven, R Schwonke, A Renkl Instructional Science 38, 289-307, 2010 | 174 | 2010 |
| Mental effort and performance as determinants for the dynamic selection of learning tasks in air traffic control training RJCM Salden, F Paas, NJ Broers, JJG Van Merrienboer Instructional science 32, 153-172, 2004 | 159 | 2004 |
| Accounting for beneficial effects of worked examples in tutored problem solving RJCM Salden, KR Koedinger, A Renkl, V Aleven, BM McLaren Educational Psychology Review 22, 379-392, 2010 | 135 | 2010 |
| Worked examples and tutored problem solving: redundant or synergistic forms of support? RJCM Salden, VA Aleven, A Renkl, R Schwonke Topics in Cognitive Science 1 (1), 203-213, 2009 | 124 | 2009 |
| A comparison of approaches to learning task selection in the training of complex cognitive skills RJCM Salden, F Paas, JJG van Merriënboer Computers in Human Behavior 22 (3), 321-333, 2006 | 111 | 2006 |
| Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer RJCM Salden, F Paas, JJG Van Merriënboer Learning and Instruction 16 (4), 350-362, 2006 | 100 | 2006 |
| Metacognitive support promotes an effective use of instructional resources in intelligent tutoring R Schwonke, A Ertelt, C Otieno, A Renkl, V Aleven, RJCM Salden Learning and Instruction 23, 136-150, 2013 | 79 | 2013 |
| Can tutored problem solving benefit from faded worked-out examples R Schwonke, J Wittwer, V Aleven, R Salden, C Krieg, A Renkl European Cognitive Science Conference, 23-27, 2007 | 64 | 2007 |
| Effectiveness of cognitive-load based adaptive instruction in genetics education L Mihalca, RJCM Salden, G Corbalan, F Paas, M Miclea Computers in Human Behavior 27 (1), 82-88, 2011 | 55 | 2011 |
| Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes R Schwonke, A Renkl, R Salden, V Aleven Computers in Human Behavior 27 (1), 58-62, 2011 | 51 | 2011 |
| Dynamic task selection in flight management system training RJCM Salden, F Paas, J Van der Pal, JJG van Merrienboer The International Journal of Aviation Psychology 16 (2), 157-174, 2006 | 21 | 2006 |
| Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation? C Otieno, R Schwonke, R Salden, A Renkl Proceedings of the annual meeting of the cognitive science society 35 (35), 2013 | 11 | 2013 |
| Comparing worked examples and tutored problem solving: Pure vs. mixed approaches R Weitz, R Salden, R Kim, N Heffernan Proceedings of the Annual Meeting of the Cognitive Science Society 32 (32), 2010 | 10 | 2010 |
| Dynamic Selection of Learning Tasks According to the 4C/ID-Model. JJG Van Merrienboer, R Salden, G Corbalan, M De Croock, L Kester, ... Association for Educational Communications and Technology, 2004 | 5 | 2004 |
| Dynamic Task Selection in aviation training RJCM Salden | 4 | 2005 |
| Selection of Learning Tasks Based on Performance and Cognitive Load Scores as a Way To Optimize the Learning Process. RJCM Salden, F Paas, JJG van Merrienboer | 4 | 2001 |
| Measuring learning progress via self-explanations versus problem solving-A Suggestion for optimizing adaptation in intelligent tutoring systems C Otieno, R Schwonke, A Renkl, V Aleven, R Salden Proceedings of the Annual Meeting of the Cognitive Science Society 33 (33), 2011 | 3 | 2011 |
| Can Tutored Problem Solving Be Improved By Learning from Examples? R Salden, V Aleven, A Renkl Proceedings of the Annual Meeting of the Cognitive Science Society 29 (29), 2007 | 3 | 2007 |
| Are worked examples and tutored problem solving synergistic forms of support? R Salden, V Aleven, R Schwonke, A Renkl Proceedings of the 8th international conference on International conference …, 2008 | 2 | 2008 |
