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Psychology

D-Index
48
Citations
9164
World Ranking
5941
National Ranking
284

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
Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University
Fred Paas
Fred Paas Erasmus University Rotterdam
Tamara van Gog
Tamara van Gog Utrecht University
Ludo Verhoeven
Ludo Verhoeven Radboud University

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