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Acquisition of troubleshooting skills in a computer simulation: Worked example vs. conventional problem solving instructional strategies., , and . Comput. Hum. Behav., 23 (4): 1809-1819 (2007)Mining the contribution of intensive care clinical course to outcome after traumatic brain injury., , , , , , , , and . npj Digit. Medicine, (2023)Viewing or visualising - which concept map strategy works best on problem-solving performance?, and . Br. J. Educ. Technol., 36 (2): 193-203 (2005)Progression of mental models throughout the phases of a computer-based instructional simulation: Supportive information, practice, and performance., , and . Comput. Hum. Behav., 25 (3): 723-730 (2009)Effect of worked examples on mental model progression in a computer-based simulation learning environment., , , , and . J. Comput. High. Educ., 22 (2): 135-147 (2010)Cognitive presence in asynchronous online learning: a comparison of four discussion strategies., , , , and . J. Comput. Assist. Learn., 27 (3): 216-227 (2011)The leap to ordinal: functional prognosis after traumatic brain injury using artificial intelligence., , , , , , , and . CoRR, (2022)Dynamic prediction of mortality after traumatic brain injury using a machine learning algorithm., , , , , , , , , and 1 other author(s). npj Digit. Medicine, (2022)Contribution of clinical course to outcome after traumatic brain injury: mining patient trajectories from European intensive care unit data., , , , , , , , and . CoRR, (2023)