Kim Dirkx

496 total citations
18 papers, 317 citations indexed

About

Kim Dirkx is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Kim Dirkx has authored 18 papers receiving a total of 317 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 8 papers in Developmental and Educational Psychology and 4 papers in Experimental and Cognitive Psychology. Recurrent topics in Kim Dirkx's work include Student Assessment and Feedback (7 papers), Innovative Teaching and Learning Methods (5 papers) and Evaluation of Teaching Practices (5 papers). Kim Dirkx is often cited by papers focused on Student Assessment and Feedback (7 papers), Innovative Teaching and Learning Methods (5 papers) and Evaluation of Teaching Practices (5 papers). Kim Dirkx collaborates with scholars based in Netherlands, United Kingdom and Australia. Kim Dirkx's co-authors include Liesbeth Kester, Paul A. Kirschner, Rob Martens, José Janssen, Gino Camp, David Boud, Vincent Hoogerheide, Renske Bouwer, Tamara van Gog and Naomi Winstone and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Psychology Review and Learning and Instruction.

In The Last Decade

Kim Dirkx

17 papers receiving 301 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Kim Dirkx Netherlands	9	176	122	77	48	43	18	317
Felicitas Biwer Netherlands	8	189 1.1×	154 1.3×	75 1.0×	42 0.9×	30 0.7×	15	393
Meng Sun China	9	115 0.7×	79 0.6×	88 1.1×	55 1.1×	87 2.0×	23	355
Soniya Gadgil United States	6	201 1.1×	226 1.9×	68 0.9×	52 1.1×	40 0.9×	12	386
Roland Riempp Germany	2	143 0.8×	126 1.0×	165 2.1×	30 0.6×	47 1.1×	3	332
Mik Fanguy South Korea	11	251 1.4×	97 0.8×	67 0.9×	28 0.6×	79 1.8×	32	428
Soojeong Jeong United States	9	87 0.5×	87 0.7×	79 1.0×	30 0.6×	32 0.7×	23	298
Jianpeng Guo China	10	233 1.3×	155 1.3×	50 0.6×	18 0.4×	38 0.9×	24	390
J. Elizabeth Richey United States	10	257 1.5×	322 2.6×	111 1.4×	72 1.5×	98 2.3×	20	547
Stephen Wee Hun Lim Singapore	11	99 0.6×	106 0.9×	131 1.7×	38 0.8×	31 0.7×	28	372
Daniel M. Belenky United States	9	194 1.1×	203 1.7×	149 1.9×	46 1.0×	14 0.3×	15	369

Countries citing papers authored by Kim Dirkx

Since Specialization

Citations

This map shows the geographic impact of Kim Dirkx'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 Kim Dirkx with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kim Dirkx more than expected).

Fields of papers citing papers by Kim Dirkx

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kim Dirkx. 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 Kim Dirkx. The network helps show where Kim Dirkx may publish in the future.

Co-authorship network of co-authors of Kim Dirkx

This figure shows the co-authorship network connecting the top 25 collaborators of Kim Dirkx. A scholar is included among the top collaborators of Kim Dirkx 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 Kim Dirkx. Kim Dirkx is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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18 of 18 papers shown

Xu, Kate M., et al.. (2024). Flexible assessments as a tool to improve student motivation: an explorative study on student motivation for flexible assessments. Frontiers in Education. 9. 3 indexed citations

Emons, Wilco H. M., et al.. (2024). Exploring the multimedia effect in testing: the role of coherence and item-level analysis. Frontiers in Education. 9. 1 indexed citations

Blankenstein, Floris M. van, et al.. (2024). Ask your peer! How requests for peer feedback affect peer feedback responses. Educational Research and Evaluation. 30(1-2). 36–57.

Bouwer, Renske & Kim Dirkx. (2023). The eye-mind of processing written feedback: Unraveling how students read and use feedback for revision. Learning and Instruction. 85. 101745–101745. 17 indexed citations

Janssen, José, et al.. (2022). Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study. International Journal of Assessment Tools in Education. 9(2). 376–396. 1 indexed citations

Dirkx, Kim, et al.. (2022). A case study of the use of the Hattie and Timperley feedback model on written feedback in thesis examination in higher education. Cogent Education. 9(1). 4 indexed citations

Winstone, Naomi, Rola Ajjawi, Kim Dirkx, & David Boud. (2021). Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education. 47(7). 1524–1536. 37 indexed citations

Janssen, José, et al.. (2021). Predicting Completion: The Road to Informed Study Decisions in Higher Online Education. Frontiers in Education. 6. 5 indexed citations

Dirkx, Kim, et al.. (2021). Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking. Instructional Science. 49(5). 589–605. 12 indexed citations

10.

Dirkx, Kim, et al.. (2020). Predicting and resolving non-completion in higher (online) education – A literature review. Educational Research Review. 29. 100313–100313. 56 indexed citations

11.

Rusman, Ellen & Kim Dirkx. (2020). Developing Rubrics to Assess Complex (Generic) Skills in the Classroom: How to Distinguish Skills’ Mastery Levels?. Practical assessment, research & evaluation. 22(12). 12. 7 indexed citations

12.

Antonaci, Alessandra, Roland Klemke, Kim Dirkx, & Marcus Specht. (2019). May the Plan be with you! A Usability Study of the Stimulated Planning Game Element Embedded in a MOOC Platform. SHILAP Revista de lepidopterología. 6(1). 49–70. 5 indexed citations

13.

Dirkx, Kim, Gino Camp, Liesbeth Kester, & Paul A. Kirschner. (2019). Do secondary school students make use of effective study strategies when they study on their own?. Applied Cognitive Psychology. 33(5). 952–957. 41 indexed citations

14.

Dirkx, Kim, et al.. (2019). In-text and rubric-referenced feedback: Differences in focus, level, and function. Active Learning in Higher Education. 22(3). 189–201. 10 indexed citations

15.

Doulougeri, Karolina, et al.. (2019). Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions. International Journal of Technology and Design Education. 31(2). 305–324. 21 indexed citations

16.

Gog, Tamara van, et al.. (2015). Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy. Educational Psychology Review. 27(2). 265–289. 53 indexed citations

17.

Dirkx, Kim, et al.. (2014). Answering questions after initial study guides attention during restudy. Instructional Science. 43(1). 59–71. 7 indexed citations

18.

Dirkx, Kim, Liesbeth Kester, & Paul A. Kirschner. (2014). The Testing Effect for Learning Principles and Procedures from Texts. The Journal of Educational Research. 107(5). 357–364. 37 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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