Knoop-van Campen, C.A.N., Segers, E. & Verhoeven, L. Impact of audio on navigation strategies in children and adults with dyslexia. Annals of Dyslexia, 1-19.
Knoop-van Campen*, C. A. N., Kok*, E., Doornik, R. van, Vries, P. de, Immink, M., Gog, T. van, & Jarodzka, H. (2021). How teachers interpret displays of students’ gaze in reading comprehension assignments. Frontline Learning Research, 9(4), 116 - 140.
* shared first authorship
Knoop-van Campen, C. A. N., Doest., D. ter, Verhoeven, L., & Segers, E. (2021). The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia. Annals of Dyslexia, 1-20.
Knoop-van Campen, C. A. N., Wise, A. F., & Molenaar, I. (2021). The equalizing effect of teacher dashboards on feedback type and allocation in a K-12 classroom. Interactive Learning Environments, 1-17.
Leeuwen, A. van, Knoop-van Campen, C. A. N., Molenaar, I., & Rummel, N. (2021). How teacher characteristics relate to how teachers use dashboards: Results from two case studies in K-12. Journal of Learning Analytics, 8(2), 6-21.
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Knoop-van Campen, C. A. N., & Molenaar, I. (2020). How teachers integrate dashboards into their feedback practices. Frontline Learning Research, 8(4), 37-51.
Knoop-van Campen, C. A. N., Segers, E, & Verhoeven, L. (2020). Effects of audio support on multimedia learning processes and outcomes in students with dyslexia. Computers & Education, 150, 103858.
Knoop-van Campen, C. A. N, Segers, E., & Verhoeven, L. (2019). Modality and redundancy effects, and their relation to executive functioning in children with dyslexia. Research in developmental disabilities, 90, 41-50.
Molenaar, I. & Knoop-van Campen, C. A. N. (2019). How teachers make dashboard information actionable. IEEE Transactions on Learning Technologies, 12(3), 347-355.
Knoop‐van Campen, C. A. N., Segers, E., & Verhoeven, L. (2018). The modality and redundancy effects in multimedia learning in children with dyslexia. Dyslexia, 24(2), 140-155.
Knoop‐van Campen, C. A. N., Segers, E., & Verhoeven, L. (2018). How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia. Dyslexia, 24(2), 156-169.
Van Leeuwen, A., Rummel, N., Holstein, K., McLaren, B. M., Aleven, V., Molenaar, I., Knoop-van Campen, C. A. N., Schwarz, B., Prusak, N., Swidan, O., Segal, A., & Gal, K. (2018). Orchestration tools for teachers in the context of individual and collaborative learning: what information do teachers need and what do they do with it?. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count. London, UK.
Molenaar, I. & Knoop-van Campen, C. A. N. (2017). Teacher dashboards in practice: usage and impact. In European Conference on Technology Enhanced Learning (pp. 125-138). Springer, Cham. (Best paper award EC-TEL).
Molenaar, I., Knoop-van Campen, C. A. N., & Hasselman, F. (2017). The effects of a learning analytics empowered technology on students' arithmetic skill development. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 614-615). ACM.
Molenaar, I. & Knoop-van Campen, C. A. N. (2017, Sept). How Teachers Differ in Using Dashboards: the Classroom Observation App. Paper presented at the CROSS MMLA: Multimodal Learning Analytics Across Spaces Workshop at European Conference on Technology Enhanced Learning 2017, Tallinn, Estland.
Molenaar, I. & Knoop-van Campen, C. A. N. (2016). Learning analytics in practice: the effects of adaptive educational technology Snappet on students' arithmetic skills. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Conference (pp. 538-539). ACM.
Praktijk Publicaties
Knoop-van Campen, C. A. N., & Kok, E. (2022). Eye-tracking in het leesonderwijs: Als je weet waar de leerling naar kijkt, wat zou je dan doen? Tijdschrift voor Remedial Teaching, 9, 26-18.
Knoop-van Campen, C. A. N., Segers, E., & Verhoeven, L. (2020). De invloed van audio-ondersteuning op de leesstrategieën van middelbare schoolleerlingen met dyslexie. In E. Segers & R. Van Steensel (Reds.), De nieuwe lezer. Delft: Eburon.
Knoop-van Campen, C. A. N., Segers, E, & Verhoeven, L. (2019). Kinderen met dyslexie leren efficiënter met audio-ondersteuning. Tijdschrift voor Remedial Teachers, 3, 20-23.
Knoop-van Campen, C. A. N., Segers, E., & Verhoeven, L. (2017). Multimedialeren bij kinderen met dyslexie. In R. Van Steensel & E. Segers (Reds.), Succesvol lezen in het onderwijs. Delft: Eburon.
Molenaar, I., Bakker, M., Knoop-van Campen, C. A. N., & Hasselman, F. W. (2017). Onderwijsvernieuwing met een adaptief leermiddel: richting gepersonaliseerd leren. Nijmegen: The Adaptive Learning Lab, Behavioural Science Institute, Radboud Universiteit.
Molenaar, I., Knoop-van Campen, C. A. N., & van Gorp, K. (2016). Rapportage Kennisnet: onderzoek naar Snappet; gebruik en effectiviteit. Nijmegen: Behavioural Science Institute, Radboud Universiteit.
Position paper (contributor)
Xhomaqi, B., Todd, A., Boivin, P., & Ramírez, J. B. (2019). 21st century learning environments. LifeLong Learning Platform (LLLP) Position Paper. Brussels, Belgium.