Janine Swaak

947 total citations
20 papers, 639 citations indexed

About

Janine Swaak is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Janine Swaak has authored 20 papers receiving a total of 639 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 5 papers in Experimental and Cognitive Psychology and 5 papers in Education. Recurrent topics in Janine Swaak's work include Innovative Teaching and Learning Methods (8 papers), Visual and Cognitive Learning Processes (5 papers) and Knowledge Management and Sharing (3 papers). Janine Swaak is often cited by papers focused on Innovative Teaching and Learning Methods (8 papers), Visual and Cognitive Learning Processes (5 papers) and Knowledge Management and Sharing (3 papers). Janine Swaak collaborates with scholars based in Netherlands and Spain. Janine Swaak's co-authors include Ton de Jong, Wouter van Joolingen, Joseph Kessels, Ingrid Mulder, Francisco Esquembre, E. Martín, Hans Spada, Peter Reimann, Julie‐Ann Sime and Shaaron Aınsworth and has published in prestigious journals such as Journal of Research in Science Teaching, Learning and Instruction and Journal of Computer Assisted Learning.

In The Last Decade

Janine Swaak

20 papers receiving 553 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Janine Swaak Netherlands	11	358	307	188	107	74	20	639
Michael Yacci United States	5	273 0.8×	238 0.8×	85 0.5×	114 1.1×	50 0.7×	13	568
Bas Kollöffel Netherlands	11	266 0.7×	302 1.0×	142 0.8×	55 0.5×	43 0.6×	22	612
Tessa H.S. Eysink Netherlands	13	451 1.3×	358 1.2×	266 1.4×	104 1.0×	33 0.4×	37	756
Paul Brna United Kingdom	17	337 0.9×	277 0.9×	107 0.6×	249 2.3×	63 0.9×	69	845
Roland Hübscher United States	10	530 1.5×	416 1.4×	57 0.3×	120 1.1×	51 0.7×	28	932
Barbara C. Buckley United States	11	455 1.3×	547 1.8×	73 0.4×	87 0.8×	58 0.8×	17	814
Gamze Özoğul United States	17	338 0.9×	449 1.5×	244 1.3×	114 1.1×	103 1.4×	41	830
Hsin‐Chin Chen Taiwan	14	204 0.6×	130 0.4×	96 0.5×	85 0.8×	32 0.4×	37	610
Patricia D. Mautone United States	8	366 1.0×	288 0.9×	425 2.3×	182 1.7×	123 1.7×	9	841
Cynthia D’Angelo United States	11	434 1.2×	332 1.1×	72 0.4×	70 0.7×	41 0.6×	36	705

Countries citing papers authored by Janine Swaak

Since Specialization

Citations

This map shows the geographic impact of Janine Swaak's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Janine Swaak with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Janine Swaak more than expected).

Fields of papers citing papers by Janine Swaak

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Janine Swaak. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Janine Swaak. The network helps show where Janine Swaak may publish in the future.

Co-authorship network of co-authors of Janine Swaak

This figure shows the co-authorship network connecting the top 25 collaborators of Janine Swaak. A scholar is included among the top collaborators of Janine Swaak based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Janine Swaak. Janine Swaak is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

1.

Swaak, Janine. (2005). Survival in the knowledge economy: feeding the animal in our specialists. VINE. 35(3). 121–131. 1 indexed citations

2.

Swaak, Janine, et al.. (2005). Empowering train drivers: designing and testing context information. 2005. 17–24. 1 indexed citations

3.

Swaak, Janine, et al.. (2005). Involvement matters. 304–304. 10 indexed citations

4.

Mulder, Ingrid, Janine Swaak, & Joseph Kessels. (2004). In Search of Reflective Behavior and Shared Understanding in Ad Hoc Expert Teams. CyberPsychology & Behavior. 7(2). 141–154. 17 indexed citations

5.

Swaak, Janine, Ton de Jong, & Wouter van Joolingen. (2004). The effects of discovery learning and expository instruction on the acquisition of definitional and intuitive knowledge. Journal of Computer Assisted Learning. 20(4). 225–234. 61 indexed citations

6.

Mulder, Ingrid & Janine Swaak. (2003). ICT innovation: starting with the team A collaborative design workshop on selecting technology for collaboration. Educational Technology & Society. 6. 1 indexed citations

7.

Efimova, L. & Janine Swaak. (2003). Converging Knowledge Management, Training and e-learning: Scenarios to Make it Work. Zenodo (CERN European Organization for Nuclear Research). 5 indexed citations

8.

Mulder, Ingrid, Janine Swaak, & Joseph Kessels. (2002). Assessing group learning and shared understanding in technology mediated interaction. Educational Technology & Society. 5(1). 35–47. 69 indexed citations

9.

Swaak, Janine & Ton de Jong. (2001). Learner vs. System Control in Using Online Support for Simulation-based Discovery Learning. Learning Environments Research. 4(3). 217–241. 50 indexed citations

10.

Swaak, Janine & Ton de Jong. (2001). Discovery simulations and the assessment of intuitive knowledge. Journal of Computer Assisted Learning. 17(3). 284–294. 50 indexed citations

11.

Jong, Ton de, et al.. (1999). The integration of computer simulation and learning support: An example from the physics domain of collisions. Journal of Research in Science Teaching. 36(5). 597–615. 5 indexed citations

12.

Jong, Ton de, et al.. (1999). The integration of computer simulation and learning support: An example from the physics domain of collisions. Journal of Research in Science Teaching. 36(5). 597–615. 74 indexed citations

13.

Jong, Ton de, Shaaron Aınsworth, Peter Reimann, et al.. (1998). Acquiring knowledge in science and mathematics : the use of multiple representations in technology based learning environments. UvA-DARE (University of Amsterdam). 1. 9–41. 82 indexed citations

14.

Jong, Tim de, et al.. (1998). Self‐directed learning in simulation‐based discovery environments. Journal of Computer Assisted Learning. 14(3). 235–246. 44 indexed citations

15.

Swaak, Janine, Wouter van Joolingen, & Ton de Jong. (1998). Supporting simulation-based learning; the effects of model progression and assignments on definitional and intuitive knowledge. Learning and Instruction. 8(3). 235–252. 95 indexed citations

16.

Swaak, Janine, et al.. (1997). Evaluating simulation discovery environments with learners. University of Twente Research Information. 2 indexed citations

17.

Swaak, Janine, et al.. (1996). Support for simulation-based learning: The effects of model progression and assignments on learning about oscillatory motion. Data Archiving and Networked Services (DANS). 4 indexed citations

18.

Swaak, Janine & Ton de Jong. (1996). Measuring intuitive knowledge in science: The development of the what-if test. Studies In Educational Evaluation. 22(4). 341–362. 61 indexed citations

19.

Martin, E., et al.. (1995). Support for simulation-based learning : The effects of assignments and model progression in learning about collisions. 5 indexed citations

20.

Jong, Ton de, et al.. (1995). Support for simulation-based learning : The effects of assignments in learning about transmission lines. University of Twente Research Information. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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