World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
48
Citations
9164
World Ranking
5939
National Ranking
284

Liesbeth Kester publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Liesbeth Kester sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 174 publications — 60th percentile

60% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Liesbeth Kester D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Liesbeth Kester sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 48 D-Index — 49th percentile

49% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Liesbeth Kester is affiliated with Utrecht University in the Netherlands and has a research focus spanning psychology, computer science, and social sciences. Their work is notably concentrated in subfields such as developmental and educational psychology, education, computer science applications, experimental and cognitive psychology, and artificial intelligence.

The scientist's research covers a range of topics related to education and technology. These include innovative teaching and learning methods, online and blended learning, online learning and analytics, educational games and gamification, visual and cognitive learning processes, intelligent tutoring systems and adaptive learning, as well as science education and pedagogy.

Liesbeth Kester has contributed to multiple publication venues throughout their career. Frequent venues include the Journal of Computer Assisted Learning, International Journal of Technology and Design Education, Journal of Educational Psychology, British Journal of Educational Technology, and Computers & Education.

Their collaborative work is reflected in frequent coauthorship with Bert Slof, Jeroen Janssen, Wilfried Admiraal, Timothy Gallagher, and Marieke van der Schaaf.

Recent papers authored or coauthored by Liesbeth Kester encompass the following:

  • Self-regulated learning support in flipped learning videos enhances learning outcomes, 2020, Computers & Education
  • Effects of self-regulated learning prompts in a flipped history classroom, 2020, Computers in Human Behavior
  • MOOC discussion forums: The interplay of the cognitive and the social, 2021, Computers & Education
  • Game-based learning has good chemistry with chemistry education: A three-level meta-analysis, 2022, Journal of Research in Science Teaching
  • Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics, 2022, Studies in Science Education

Best Publications

  • Taking the load off a learner's mind: Instructional design for complex learning.

    Jeroen J. G. van Merrienboer;Paul A. Kirschner;Liesbeth Kester

  • Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis

    David C.D. van Alten;Chris Phielix;Jeroen Janssen;Liesbeth Kester

  • Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning

    Jeroen J. G. van Merriënboer;Liesbeth Kester;Fred Paas;Fred Paas

  • Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

    Tamara van Gog;Tamara van Gog;Liesbeth Kester;Fred Paas;Fred Paas

  • The Four-Component Instructional Design Model : Multimedia Principles in Environments for Complex Learning

    Jeroen J. G. van Merriënboer;Liesbeth Kester

  • Supporting learners' self-regulated learning in Massive Open Online Courses

    Renée S. Jansen;Anouschka van Leeuwen;Jeroen Janssen;Rianne Conijn

  • Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education : A meta-analysis

    Renée S. Jansen;Anouschka van Leeuwen;Jeroen Janssen;Suzanne Jak

  • Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction

    Tamara van Gog;Liesbeth Kester;Fleurie Nievelstein;Bas Giesbers

  • Validation of the self-regulated online learning questionnaire

    Renée S. Jansen;Anouschka van Leeuwen;Jeroen Janssen;Liesbeth Kester

  • Selecting learning tasks : Effects of adaptation and shared control on learning efficiency and task involvement

    Gemma Corbalan;Liesbeth Kester;Jeroen J.G. van Merriënboer

  • Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology

    Wilfried Admiraal;Monika Louws;Ditte Lockhorst;Tineke Paas

  • Just-in-time information presentation and the acquisition of complex cognitive skills

    Liesbeth Kester;Paul A Kirschner;Jeroen J.G van Merriënboer;Anita Baumer

  • Towards a Personalized Task Selection Model with Shared Instructional Control

    Gemma Corbalan;Liesbeth Kester;Jeroen J. G. Van Merrienboer

  • Self-regulated learning support in flipped learning videos enhances learning outcomes

    David C.D. van Alten;Chris Phielix;Jeroen Janssen;Liesbeth Kester

  • Timing and Frequency of Mental Effort Measurement: Evidence in Favour of Repeated Measures

    Tamara van Gog;Femke Kirschner;Liesbeth Kester;Fred Paas;Fred Paas

  • The management of cognitive load during complex cognitive skill acquisition by means of computer‐simulated problem solving

    Liesbeth Kester;Paul A. Kirschner;Jeroen J. G. van Merriënboer

  • RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME

    Judith T.M. Gulikers;Theo J. Bastiaens;Paul A. Kirschner;Liesbeth Kester

  • The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes

    Judith T.M. Gulikers;Liesbeth Kester;Paul A. Kirschner;Paul A. Kirschner;Theo J. Bastiaens;Theo J. Bastiaens

  • Authenticity is in the Eye of the Beholder: Student and Teacher Perceptions of Assessment Authenticity.

    Judith T.M. Gulikers;Theo J. Bastiaens;Paul A. Kirschner;Liesbeth Kester

  • Dynamic task selection: Effects of feedback and learner control on efficiency and motivation

    Gemma Corbalan;Liesbeth Kester;Jeroen J.G. van Merriënboer

  • Just-in-time information presentation: Improving learning a troubleshooting skill.

    Liesbeth Kester;Paul A. Kirschner;Jeroen J.G. van Merriënboer

Frequent Co-Authors

Paul A. Kirschner
Paul A. Kirschner Open University in the Netherlands
Peter Sloep
Peter Sloep The Open University
Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University
Rob Koper
Rob Koper Open University in the Netherlands
Fred Paas
Fred Paas Erasmus University Rotterdam
Tamara van Gog
Tamara van Gog Utrecht University
Wim H. Gijselaers
Wim H. Gijselaers Maastricht University
Demetrios G. Sampson
Demetrios G. Sampson University of Piraeus
Ton de Jong
Ton de Jong University of Twente
Ludo Verhoeven
Ludo Verhoeven Radboud University

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Related Online Degrees & Career Pathways

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Certification expectations can vary; for example, the St. Petersburg mental health counselor certification requirements might differ from those on the West Coast. Additionally, students should explore the mental health counselor requirements in Stockton to better understand California’s pathways. By staying informed about regional requirements, you can chart an effective career path with your online psychology degree.

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