Onan, E., Biwer, F., Abel, R., Wiradhany, W., & de Bruin, A. (2024). Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice. npj Science of Learning, 9(1), Article 33. https://doi.org/10.1038/s41539-024-00245-7
Keulers, E. H. H., Falbo, L., de Bruin, A., & Stiers, P. L. J. (2024). Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices. Trends in Neuroscience and Education, 35, Article 100223. Advance online publication. https://doi.org/10.1016/j.tine.2024.100223
Pijeira-Diaz, H. J., Subramanya, S., van de Pol, J., & de Bruin, A. (2024). Evaluating Sentence-BERT-powered learning analytics for automated assessment of students' causal diagrams. Journal of Computer Assisted Learning. Advance online publication. https://doi.org/10.1111/jcal.12992
David, L., Biwer, F., Crutzen, R., & de Bruin, A. (2024). The challenge of change: understanding the role of habits in university students' self-regulated learning. Higher Education. Advance online publication. https://doi.org/10.1007/s10734-024-01199-w
Nicholson, J., Plovnick, C., van der Vleuten, C., de Bruin, A. B. H., & Kalet, A. (2024). Librarian-Led Assessment of Medical Students' Evidence-Based Medicine Competency: Facilitators and Barriers. Perspectives on Medical Education, 13(1), 160-168. https://doi.org/10.5334/pme.1145
Braumann, S., van de Pol, J., Kok, E., Pijeira-Díaz, H. J., van Wermeskerken, M., de Bruin, A. B. H., & van Gog, T. (2024). The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension. Contemporary Educational Psychology, 76, Article 102251. https://doi.org/10.1016/j.cedpsych.2023.102251
Blissett, S., Mensour, E., Shaw, J. M., Martin, L., Gauthier, S., de Bruin, A., Siu, S., & Sibbald, M. (2024). Trainee selection of tasks in postgraduate medical education: Is there a role for 'cherry-picking' to optimise learning?Medical Education, 58(3), 308-317. https://doi.org/10.1111/medu.15180
Noushad, B., Van Gerven, P. W. M., & de Bruin, A. B. H. (2024). Exploring the use of metacognitive monitoring cues following a diagram completion intervention. Advances in Health Sciences Education. Advance online publication. https://doi.org/10.1007/s10459-023-10309-9
Braumann, S., van Wermeskerken, M., van de Pol, J., Pijeira-Diaz, H. J., de Bruin, A. B. H., & van Gog, T. (2024). Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self-scoring instructions. Applied Cognitive Psychology, 38(1), Article e4170. https://doi.org/10.1002/acp.4170
Pijeira-Diaz, H. J., Braumann, S., van de Pol, J., van Gog, T., & de Bruin, A. B. H. (2024). Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word vector models. British Journal of Educational Technology, Article 13431. https://doi.org/10.1111/bjet.13431
