|Serious games for higher education: a framework for reducing design complexity|
W Westera, RJ Nadolski, HGK Hummel, IGJH Wopereis
Journal of Computer Assisted Learning 24 (5), 420-432, 2008
|EMERGO: A methodology and toolkit for developing serious games in higher education|
RJ Nadolski, HGK Hummel, HJ Van Den Brink, RE Hoefakker, ...
Simulation & Gaming 39 (3), 338-352, 2008
|Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills|
HGK Hummel, J Van Houcke, RJ Nadolski, T Van der Hiele, H Kurvers, ...
British Journal of Educational Technology 42 (6), 1029-1041, 2011
|Towards multimodal emotion recognition in e-learning environments|
K Bahreini, R Nadolski, W Westera
Interactive Learning Environments 24 (3), 590-605, 2016
|Optimizing the number of steps in learning tasks for complex skills|
RJ Nadolski, PA Kirschner, JJG Van Merriënboer
British Journal of Educational Psychology 75 (2), 223-237, 2005
|Combining social-and information-based approaches for personalised recommendation on sequencing learning activities|
H Hummel, H Drachsler, J Janssen, R Nadolski, R Koper, AJB Flores, ...
International Journal of Learning Technology 3 (2), 152-168, 2007
|Effects of the ISIS Recommender System for navigation support in self-organised Learning Networks|
H Drachsler, H Hummel, B Van den Berg, J Eshuis, W Waterink, ...
Journal of Educational Technology & Society 12 (3), 115-126, 2009
|Simulating light-weight personalised recommender systems in learning networks: A case for pedagogy-oriented and rating-based hybrid recommendation strategies|
R Nadolski, B Van den Berg, A Berlanga, H Drachsler, H Hummel, ...
Journal of Artificial Societies and Social Simulation 12 (1), 1-4, 2009
|Implications of learning analytics for serious game design|
JB Hauge, R Berta, G Fiucci, BF Manjón, C Padrón-Nápoles, W Westra, ...
2014 IEEE 14th international conference on advanced learning technologies …, 2014
|A model for optimizing step size of learning tasks in competency-based multimedia practicals|
RJ Nadolski, PA Kirschner, JJG van Merriënboer, HGK Hummel
Educational Technology Research and Development 49 (3), 87-101, 2001
|CopperCore service integration-integrating IMS learning design and IMS question and test interoperability|
H Vogten, H Martens, R Nadolski, C Tattersall, P Van Rosmalen, R Koper
Sixth IEEE International Conference on Advanced Learning Technologies (ICALT …, 2006
|Developing an approach for Learning Design players|
P McAndrew, R Nadolski, A Little
Journal of Interactive Media in Education 2005 (1), 2005
|Competence Description for Personal Recommendations: The importance of identifying the complexity of learning and performance situations|
FJ Prins, RJ Nadolski, AJ Berlanga, H Drachsler, HGK Hummel, R Koper
Journal of Educational Technology & Society 11 (3), 141-152, 2008
|Towards real-time speech emotion recognition for affective e-learning|
K Bahreini, R Nadolski, W Westera
Education and information technologies 21 (5), 1367-1386, 2016
|Process support in learning tasks for acquiring complex cognitive skills in the domain of law|
RJ Nadolski, PA Kirschner, JJG van Merriënboer
Learning and Instruction 16 (3), 266-278, 2006
|Serious gaming analytics: What students log files tell us about gaming and learning|
W Westera, R Nadolski, H Hummel
International Journal of Serious Games 1 (2), 35-50, 2014
|Deploying Serious Games for Management in Higher Education: lessons learned and good practices|
JB Hauge, F Bellotti, R Nadolski, M Kickmeier-Rust, R Berta, MB Carvalho
|Field assessment of serious games for entrepreneurship in higher education|
JB Hauge, F Bellotti, R Berta, MB Carvalho, A De Gloria, E Lavagnino, ...
Journal of Convergence Information Technology 8 (13), 1, 2013
|OpenScout: Competence based management education with community-improved open educational resources|
M Kalz, M Specht, R Nadolski, Y Bastiaens, N Leirs, J Pawlowski
|Cueing for schema construction: designing problem-solving multimedia practicals|
HGK Hummel, RJ Nadolski
Contemporary Educational Psychology 27 (2), 229-249, 2002