Publications
2023
Scholarly publications
van den Broek, G., Gerritsen, S. L., Oomen, I. T. J., Velthoven, E., van Boxtel, F. H. J., Kester, L., & van Gog, T. (2023). Optimizing multiple-choice questions for retrieval practice: Delayed display of answer alternatives enhances vocabulary learning. Journal of Educational Psychology. https://doi.org/10.1037/edu0000810
Meier, J., de Jong, B., van Montfort, D. P., Verdonschot, A., van Wermeskerken, M., & van Gog, T. (2023). Do social cues in instructional videos affect attention allocation, perceived cognitive load, and learning outcomes under different visual complexity conditions? Journal of Computer Assisted Learning, 39(4), 1339-1353. https://doi.org/10.1111/jcal.12803
Oudman, S., van de Pol, J., & van Gog, T. (2023). Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance. Teaching and Teacher Education, 122, 1-16. [103982]. https://doi.org/10.1016/j.tate.2022.103982
Kuhn, J., Mamede, S., van den Berg, P., Zwaan, L., van Peet, P., Bindels, P., & van Gog, T. (2023). Learning deliberate reflection in medical diagnosis: does learning-by-teaching help? Advances in Health Sciences Education, 28(1), 13-26. https://doi.org/10.1007/s10459-022-10138-2
2022
Scholarly publications
Pijeira-Díaz, H., Snel, J., Braumann, S., van de Pol, J., van Gog, T., & de Bruin, A. B. H. (2022). Comparing the Accuracy of Automatic Scoring Solutions for a Text Comprehension Diagramming Intervention. In Companion Proceedings of the 12th International Conference on Learning Analytics & Knowledge LAK22: Learning Analytics for Transition, Disruption and Social Chang (pp. 64-66). Society for Learning Analytics Research. https://www.solaresearch.org/core/lak22-companion-proceedings/
https://dspace.library.uu.nl/bitstream/handle/1874/425958/Comparing_the_Accuracy_of_Automatic_Scoring_Solutions_for_a_Text_Comprehension_Diagramming_Intervention.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/425958/Comparing_the_Accuracy_of_Automatic_Scoring_Solutions_for_a_Text_Comprehension_Diagramming_Intervention.pdf?sequence=1
van den Broek, G. S. E., Wesseling, E., Huijssen, L., Lettink, M., & van Gog, T. (2022). Vocabulary Learning During Reading: Benefits of Contextual Inferences Versus Retrieval Opportunities. Cognitive Science, 46(4), 1-28. [e13135]. https://doi.org/10.1111/cogs.13135
Ouwehand, K., de Nooijer, J., van Gog, T., & Paas, F. (2022). Action-speech and gesture-speech integration in younger and older adults: An event-related potential study. Journal of Neurolinguistics, 64, 1-12. [101100]. https://doi.org/10.1016/j.jneuroling.2022.101100
van Peppen, L. M., van Gog, T., Verkoeijen, P. P. J. L., & Alexander, P. A. (2022). Identifying obstacles to transfer of critical thinking skills. Journal of Cognitive Psychology, 34(2), 261-288. https://doi.org/10.1080/20445911.2021.1990302
Hartmann, C., van Gog, T., & Rummel, N. (2022). Productive versus vicarious failure: Do students need to fail themselves in order to learn? Applied Cognitive Psychology, 36(6), 1219-1233. https://doi.org/10.1002/acp.4004
Emhardt, S. N., Jarodzka, H., Brand-Gruwel, S., Drumm, C., Niehorster, D. C., & van Gog, T. (2022). What is my teacher talking about? Effects of displaying the teacher’s gaze and mouse cursor cues in video lectures on students’ learning. Journal of Cognitive Psychology, 34(7), 846-864. https://doi.org/10.1080/20445911.2022.2080831
van Harsel, M., Hoogerheide, V., Janssen, E., Verkoeijen, P., & van Gog, T. (2022). How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems? Instructional Science, 50(5), 703-728. https://doi.org/10.1007/s11251-022-09589-2
van Marlen, T., van Wermeskerken, M., Jarodzka, H., Raijmakers, M., & van Gog, T. (2022). Looking through Sherlock's eyes: Effects of eye movement modelling examples with and without verbal explanations on deductive reasoning. Journal of Computer Assisted Learning, 38(5), 1497-1506. https://doi.org/10.1111/jcal.12712
Kok, E., Hormann, O., Rou, J., van Saase, E., van der Schaaf, M., Kester, L., & van Gog, T. (2022). Re-viewing performance: Showing eye-tracking data as feedback to improve performance monitoring in a complex visual task. Journal of Computer Assisted Learning, 38(4), 1087-1101. https://doi.org/10.1111/jcal.12666
Mainhard, T., Donker, M. H., & van Gog, T. (2022). When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions. British Journal of Educational Psychology, 92(4), 1384-1402. https://doi.org/10.1111/bjep.12506
van Gog, T. (2022). The signaling (or cueing) principle in multimedia learning. In R. E. Mayer, & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd rev. ed.) (pp. 221-230). Cambridge University Press. https://doi.org/10.1017/9781108894333.022
Kuhn, J., van den Berg, P., Mamede, S., Zwaan, L., Bindels, P., & van Gog, T. (2022). Improving medical residents’ self-assessment of their diagnostic accuracy: does feedback help? Advances in Health Sciences Education, 27(1), 189-200. https://doi.org/10.1007/s10459-021-10080-9
van Harsel, M., Hoogerheide, V., Verkoeijen, P., & van Gog, T. (2022). Instructing students on effective sequences of examples and problems: Does self-regulated learning improve from knowing what works and why? Journal of Computer Assisted Learning, 38(1), 19-39. https://doi.org/10.1111/jcal.12589
Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022). Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work? Educational Psychology Review, 34(2), 575-607. [794]. https://doi.org/10.1007/s10648-021-09643-4
Oudman, S., van de Pol, J., & van Gog, T. (2022). Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation. Metacognition and Learning, 17(1), 213-239. https://doi.org/10.1007/s11409-021-09281-9
Professional publications
van Harsel, M., Hoogerheide, V., Verkoeijen, P. P. J. L., & van Gog, T. (2022). Probleem-oplossen in het hoger onderwijs door (zelfgestuurd) leren van voorbeelden en oefenproblemen. Tijdschrift voor Hoger Onderwijs, 40(2), 61-78. https://www.tvho.nl/article.php?id=731
2021
Scholarly publications
Szulewski, A., van Gog, T., Paas, F., & Sweller, J. (Accepted/In press). Cognitive load theory: researching and planning teaching to maximise learning. In J. Cleland, & R. E. Mayer (Eds.), Researching medical education (2nd, rev. ed.)
van Gog, T., & Bosker, R. (2021). Wetenschapstoets Nationaal Programma Onderwijs. Tweede kamer der Staten-Generaal. https://www.tweedekamer.nl/kamerstukken/detail?id=2021D19405
van den Broek, G., van Gog, T., Jansen, E., Pleijsant, M., & Kester, L. (2021). Multimedia Effects During Retrieval Practice: Images That Reveal the Answer Reduce Vocabulary Learning. Journal of Educational Psychology, 113(8), 1587-1608. https://doi.org/10.1037/edu0000499
Hartmann, C., van Gog, T., & Rummel, N. (2021). Preparatory effects of problem solving versus studying examples prior to instruction. Instructional Science, 49(1), 1-21. https://doi.org/10.1007/s11251-020-09528-z
Coppens, L. C., Postema, C. E. S., Schüler, A., Scheiter, K., & van Gog, T. (2021). Development of Attention and Accuracy in Learning a Categorization Task. Frontiers in Psychology, 12, 1-7. [544135]. https://doi.org/10.3389/fpsyg.2021.544135
Knoop-Van Campen, C. A. N., Kok, E., Doornik, R. V., Vries, P. D., Immink, M., Jarodzka, H., & Gog, T. V. (2021). How teachers interpret displays of students’ gaze in reading comprehension assignments. Frontline Learning Research, 9(4), 116-140. https://doi.org/10.14786/flr.v9i4.881
van de Pol, J., van den Boom-Muilenburg, S. N., & van Gog, T. (2021). Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning. Metacognition and Learning, 16(3), 769-799. https://doi.org/10.1007/s11409-021-09268-6
van de Pol, J., van Gog, T., & Thiede, K. (2021). Erratum: The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension (Teaching and Teacher Education (2021) 104, (S0742051X21001104), (10.1016/j.tate.2021.103386)). Teaching and Teacher Education, 107, [103482]. https://doi.org/10.1016/j.tate.2021.103482
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E., & van Gog, T. (2021). Learning to avoid biased reasoning: Effects of interleaved practice and worked examples. Journal of Cognitive Psychology, 33(3), 304-326. https://doi.org/10.1080/20445911.2021.1890092
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E., & van Gog, T. (2021). Enhancing students’ critical thinking skills: Is comparing correct and erroneous examples beneficial? Instructional Science, 49(6), 747-777. https://doi.org/10.1007/s11251-021-09559-0
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E., & van Gog, T. (2021). Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills. Collabra: Psychology, 7(1), 1-15. [28881]. https://doi.org/10.1525/collabra.28881
Janssen, E., Velinga, S., de Neys, W., & Van Gog, T. (2021). Recognizing biased reasoning: Conflict detection during decision-making and decision-evaluation. Acta Psychologica, 217, [103322]. https://doi.org/10.1016/j.actpsy.2021.103322
Wijnker, W., Tan, E. S., Bakker, A., van Gog, T. A. J. M., & Drijvers, P. H. M. (2021). Film as the Engine for Learning A Model to Assess Film’s Interest Raising Potential. Projections (New York), 15(2), 56-90. https://doi.org/10.3167/proj.2021.150203
Donker, M. H., van Vemde, L., Hessen, D. J., van Gog, T., & Mainhard, T. (2021). Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions. Learning and Instruction, 73, 1-14. [101414]. https://doi.org/10.1016/j.learninstruc.2020.101414
Professional publications
Janssen, E., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., & van Gog, T. (2021). Studenten leren kritisch te denken begint bij de docent. Tijdschrift voor Hoger Onderwijs, 39(2), 23-31.
2020
Scholarly publications
van de Pol, J., van Loon, M. H., van Gog, T., Braumann, S., & de Bruin, A. (2020). Mapping and drawing to improve students’ and teachers’ monitoring and regulation of students’ learning from texts: Current findings and future directions. Educational Psychology Review, 32, 951.
Kuhn, J., van den Berg, P., Mamede, S., Zwaan, L., Diemers, A., Bindels, P., & van Gog, T. (2020). Can We Teach Reflective Reasoning in General-Practice Training Through Example-Based Learning and Learning by Doing? Health Professions Education, 6(4), 506-515. https://doi.org/10.1016/j.hpe.2020.07.004
Loibl, K., Tillema, M., Rummel, N., & van Gog, T. (2020). The effect of contrasting cases during problem solving prior to and after instruction. Instructional Science, 48(2), 115-136. https://doi.org/10.1007/s11251-020-09504-7
Hartmann, C., van Gog, T., & Rummel, N. (2020). Do examples of failure effectively prepare students for learning from subsequent instruction? Applied Cognitive Psychology, 34(4), 879-889. https://doi.org/10.1002/acp.3651
Emhardt, S., Jarodzka, H., Brand-Gruwel, S., Drumm, C., & Van Gog, T. (2020). Introducing eye movement modeling examples for programming education and the role of teacher's didactic guidance. In S. N. Spencer (Ed.), Proceedings ETRA 2020 Short Papers - ACM Symposium on Eye Tracking Research and Applications, ETRA 2020 [52] Association for Computing Machinery (ACM). https://doi.org/10.1145/3379156.3391978
van de Pol, J., van Loon, M., van Gog, T., Braumann, S., & de Bruin, A. (2020). Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions. Educational Psychology Review, 32(4), 951-977. https://doi.org/10.1007/s10648-020-09560-y
Emhardt, S. N., van Wermeskerken, M., Scheiter, K., & van Gog, T. (2020). Inferring task performance and confidence from displays of eye movements. Applied Cognitive Psychology, 34(6), 1430-1443. https://doi.org/10.1002/acp.3721
Coppens, L., de Jonge, M., van Gog, T., & Kester, L. (2020). The effect of practice test modality on perceived mental effort and delayed final test performance. Journal of Cognitive Psychology, 32(8), 764-770. https://doi.org/10.1080/20445911.2020.1822366
Janssen, E. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Mainhard, T., van Peppen, L. M., & van Gog, T. (2020). Psychometric properties of the Actively Open-minded Thinking scale. Thinking Skills and Creativity, 36(6), [100659]. https://doi.org/10.1016/j.tsc.2020.100659
van Gog, T., Hoogerheide, V., & van Harsel, M. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review, 32(4), 1055-1072. https://doi.org/10.1007/s10648-020-09544-y
van Harsel, M., Hoogerheide, V., Verkoeijen, P., & van Gog, T. (2020). Examples, practice problems, or both? Effects on motivation and learning in shorter and longer sequences. Applied Cognitive Psychology, 34(4), 793-812. https://doi.org/10.1002/acp.3649
EFG-MRE (2020). Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda. Educational Psychology Review, 32(4), 903-915. https://doi.org/10.1007/s10648-020-09576-4
Emhardt, S. N., Kok, E. M., Jarodzka, H., Brand-Gruwel, S., Drumm, C., & van Gog, T. (2020). How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices. Cognitive Science, 44(9), [e12893]. https://doi.org/10.1111/cogs.12893
Chisari, L. B., Mockevičiūtė, A., Ruitenburg, S., van Vemde, L., Kok, E. M., & van Gog, T. A. J. M. (2020). Effects of prior knowledge and joint attention on learning from eye movement modelling examples. Journal of Computer Assisted Learning, 36(4), 569-579. https://doi.org/10.1111/jcal.12428
Donker, M. H., van Gog, T., Goetz, T., Roos, A. L., & Mainhard, T. (2020). Associations between teachers’ interpersonal behavior, physiological arousal, and lesson-focused emotions. Contemporary Educational Psychology, 63, [101906]. https://doi.org/10.1016/j.cedpsych.2020.101906
Donker, M. H., Erisman, M. C., van Gog, T., & Mainhard, T. (2020). Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies. Frontiers in Psychology, 11, [867]. https://doi.org/10.3389/fpsyg.2020.00867
Merkt, M., Lux, S., Hoogerheide, V., van Gog, T., & Schwan, S. (2020). A Change of Scenery: Does the Setting of an Instructional Video Affect Learning? Journal of Educational Psychology, 112(6), 1273–1283. https://doi.org/10.1037/edu0000414
Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2020). Timing Matters! Explaining Between Study Phases Enhances Students' Learning. Journal of Educational Psychology, 112(4), 841–853. https://doi.org/10.1037/edu0000396
Eielts, C., Pouw, W., Ouwehand, K., van Gog, T., Zwaan, R. A., & Paas, F. (2020). Co-thought gesturing supports more complex problem solving in subjects with lower visual working-memory capacity. Psychological Research, 84, 502–513. https://doi.org/10.1007/s00426-018-1065-9
2019
Scholarly publications
van Gog, T., Rummel, N., & Renkl, A. (2019). Learning How to Solve Problems by Studying Examples. In J. Dunlosky, & K. A. Rawson (Eds.), The Cambridge Handbook of Cognition and Education (pp. 183-208). (Cambridge Handbooks in PSychology). Cambridge University Press [etc.]. https://doi.org/10.1017/9781108235631.009
Hoogerheide, V., Visee, J., Lachner, A., & van Gog, T. (2019). Generating an instructional video as homework activity is both effective and enjoyable. Learning and Instruction, 64, [101226]. https://doi.org/10.1016/j.learninstruc.2019.101226
Leppink, J., Paas, F., van Gog, T. A. J. M., & Van Merrienboer, J. (2019). How to measure effects of self-regulated learning with checklists on the acquisition of task selection skills. In S. Tindall-Ford, S. Agostinho, & J. Sweller (Eds.), Advances in cognitive load theory: rethinking teaching (pp. 66-79). (Local/global issues in education). Routledge.
van de Pol, J., de Bruin, A. B. H., van Loon, M. H., & van Gog, T. (2019). Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability. Contemporary Educational Psychology, 56, 236-249. https://doi.org/10.1016/j.cedpsych.2019.02.001
Raaijmakers, S. F., Baars, M., Paas, F., van Merriënboer, J. J. G., & van Gog, T. (2019). Effects of self-assessment feedback on self-assessment and task-selection accuracy. Metacognition and Learning, 14(1), 21-42. https://doi.org/10.1007/s11409-019-09189-5
Mamede, S., Figueiredo-Soares, T., Elói Santos, S. M., de Faria, R. M. D., Schmidt, H. G., & van Gog, T. (2019). Fostering novice students' diagnostic ability: the value of guiding deliberate reflection. Medical Education, 53(6), 628-637. https://doi.org/10.1111/medu.13829
Ouwehand, K., Dijkstra, K., van Gog, T., & Paas, F. (2019). Effects of Pointing Gestures on Memory for (In)Congruent Stimuli in Children and Young Adults. Mind, Brain, and Education, 13(2), 92-99. https://doi.org/10.1111/mbe.12194
van Harsel, M., Hoogerheide, V., Verkoeijen, P., & van Gog, T. (2019). Effects of different sequences of examples and problems on motivation and learning. Contemporary Educational Psychology, 58, 260-275. https://doi.org/10.1016/j.cedpsych.2019.03.005
Janssen, E. M., Mainhard, T., Buisman, R. S. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., van Peppen, L. M., & van Gog, T. (2019). Training higher education teachers’ critical thinking and attitudes towards teaching it. Contemporary Educational Psychology, 58, 310-322. https://doi.org/10.1016/j.cedpsych.2019.03.007
van Leeuwen, A., Rummel, N., & van Gog, T. (2019). What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations? International Journal of Computer-Supported Collaborative Learning, 14, 261-289. https://doi.org/10.1007/s11412-019-09299-x
Janssen, E. M., Meulendijks, W., Mainhard, T., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., van Peppen, L. M., & van Gog, T. (2019). Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking. Teaching and Teacher Education, 84, 139-149. https://doi.org/10.1016/j.tate.2019.05.008
Coppens, L. C., Hoogerheide, V., Snippe, E. M., Flunger, B., & van Gog, T. (2019). Effects of problem–example and example–problem pairs on gifted and nongifted primary school students’ learning. Instructional Science, 47(3), 279-297. https://doi.org/10.1007/s11251-019-09484-3
Sewell, J. L., Maggio, L. A., ten Cate, O., van Gog, T., Young, J. Q., & O’Sullivan, P. S. (2019). Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53. Medical Teacher, 41(3), 256-270. https://doi.org/10.1080/0142159X.2018.1505034
van Marlen, T., van Wermeskerken, M., & van Gog, T. (2019). Effects of visual complexity and ambiguity of verbal instructions on target identification. Journal of Cognitive Psychology, 31, 206-214. https://doi.org/10.1080/20445911.2018.1552700
Hoogerheide, V., Renkl, A., Fiorella, L., Paas, F., & van Gog, T. (2019). Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance. Journal of Educational Psychology, 111(1), 45-56. https://doi.org/10.1037/edu0000272
Hoogerheide, V., Staal, J., Schaap, L., & van Gog, T. (2019). Effects of study intention and generating multiple choice questions on expository text retention. Learning and Instruction, 60, 191-198. https://doi.org/10.1016/j.learninstruc.2017.12.006
Wijnker, W., Bakker, A., van Gog, T. A. J. M., & Drijvers, P. H. M. (2019). Educational Videos from a Film Theory Perspective: Relating Teacher Aims to Video Characteristics. British Journal of Educational Technology, 50(6), 3175-3197. https://doi.org/10.1111/bjet.12725
2018
Scholarly publications
van den Broek, G. S. E., Pleijsant, M., Jansen, E., Kester, L., & van Gog, T. A. J. M. (2018). The effect of images that facilitate retrieval practice on learning outcomes and motivation. Paper presented at Earli Special interest group meeting 6/7 2018.
https://dspace.library.uu.nl/bitstream/handle/1874/385193/Earli_SIG6_7_2018_poster_proposal_Images_during_Retrieval._Gesa_van_den_Broek.docx?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/385193/Earli_SIG6_7_2018_poster_proposal_Images_during_Retrieval._Gesa_van_den_Broek.docx?sequence=1
van Gog, T. A. J. M., & Rummel, N. (2018). Example-based learning. In F. Fischer, S. Goldman, C. Hmelo-Silver, & P. Reimann (Eds.), International Handbook of the Learning Sciences (1st Edition ed., pp. 201-209). Routledge.
Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & van Gog, T. (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34(4), 458-470. https://doi.org/10.1111/jcal.12287
Hartmann, C., Rummel, N., & Gog, T. V. (2018). Using example-based pf conditions to investigate preparatory effects of problem-solving prior to instruction. In Proceedings of International Conference of the Learning Sciences, ICLS (2018-June ed., Vol. 3, pp. 1681-1682). (Proceedings of International Conference of the Learning Sciences, ICLS).
Pouw, W., van Gog, T., Zwaan, R. A., Agostinho, S., & Paas, F. (2018). Co-thought gestures in children's mental problem solving: Prevalence and effects on subsequent performance. Applied Cognitive Psychology, 32(1), 66-80. https://doi.org/10.1002/acp.3380
Baars, M., van Gog, T., de Bruin, A., & Paas, F. (2018). Accuracy of primary school children's immediate and delayed judgments of learning about problem-solving tasks. Studies in Educational Evaluation, 58, 51-59. https://doi.org/10.1016/j.stueduc.2018.05.010
Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Gog, T. V. (2018). The effect of layout and pacing on learning from diagrams with unnecessary text. Applied Cognitive Psychology, 32(5), 610-621. https://doi.org/10.1002/acp.3445
Donker, M. H., van Gog, T. A. J. M., & Mainhard, M. T. (2018). A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analysesof Physiologyand Interpersonal Behavior. Frontline Learning Research, 6(3), 162-185. https://doi.org/10.14786/flr.v6i3.372
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E. M., Koopmans, D., & van Gog, T. (2018). Effects of Self-Explaining on Learning and Transfer of Critical Thinking Skills. Frontiers in Education, 3, [100]. https://doi.org/10.3389/feduc.2018.00100
Donker, M. H., Mainhard, M. T., & van Gog, T. A. J. M. (2018). Processes Measures of Teachers’ Physiology and Interpersonal Behavior. Poster session presented at Wearables in Practice symposium, Amsterdam, Netherlands.
Donker, M. H., Mainhard, M. T., & van Gog, T. A. J. M. (2018). Assessing Teachers’ Emotional Processes through Online Measures of Interpersonal Behavior and Physiological Responses. Paper presented at Second Network Meeting of the Scientific Community on 'Learning Strategies in Social and Informal Learning Contexts', Antwerpen, Belgium.
van Marlen, T., van Wermeskerken, M., Jarodzka, H., & van Gog, T. (2018). Effectiveness of eye movement modeling examples in problem solving: The role of verbal ambiguity and prior knowledge. Learning and Instruction, 58, 274-283. https://doi.org/10.1016/j.learninstruc.2018.07.005
Raaijmakers, S. F., Baars, M., Paas, F., Van Merrienboer, J., & van Gog, T. A. J. M. (2018). Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains? Applied Cognitive Psychology, 32(2), 270-277. https://doi.org/10.1002/acp.3392
Oudman, S., van de Pol, J., Bakker, A., Moerbeek, M., & van Gog, T. (2018). Effects of different cue types on the accuracy of primary school teachers’ judgments of students’ mathematical understanding. Teaching and Teacher Education, 76, 214-226. https://doi.org/10.1016/j.tate.2018.02.007
Van Wermeskerken, M., Ravensbergen, S., & Van Gog, T. (2018). Effects of instructor presence in video modeling examples on attention and learning. Computers in Human Behavior, 89, 430-438. https://doi.org/10.1016/j.chb.2017.11.038
Hoogerheide, V., van Wermeskerken, M., van Nassau, H., & van Gog, T. (2018). Model-observer similarity and task-appropriateness in learning from video modeling examples: Do model and student gender affect test performance, self-efficacy, and perceived competence? Computers in Human Behavior, 89, 457-464. https://doi.org/10.1016/j.chb.2017.11.012
Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., Van Merriënboer, J., & van Gog, T. A. J. M. (2018). Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? Instructional Science, 46(2), 273-290. https://doi.org/10.1007/s11251-017-9434-0
van Wermeskerken, M., Grimmius, B., & van Gog, T. (2018). Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder. Journal of Computer Assisted Learning, 34(1), 32-41. https://doi.org/10.1111/jcal.12211
van Wermeskerken, M., Litchfield, D., & van Gog, T. (2018). What Am I Looking at? Interpreting Dynamic and Static Gaze Displays. Cognitive Science, 42(1), 220-252. https://doi.org/10.1111/cogs.12484
Rop, G., van Wermeskerken, M., de Nooijer, J. A., Verkoeijen, P. P. J. L., & van Gog, T. (2018). Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning. Educational Psychology Review, 30(1), 229-253. https://doi.org/10.1007/s10648-016-9388-9
2017
Scholarly publications
Hetmanek, A., & van Gog, T. A. J. M. (2017). Förderung von diagnostischer Kompetenz: Potenziale von Ansätzen aus der medizinischen Ausbildung. In Diagnostische Kompetenz von Lehrkräften (pp. 209-216). Waxmann Verlag.
Pouw, W. T. J. L., van Gog, T. A. J. M., Zwaan, R., & Paas, F. (2017). Are gesture and speech mismatches produced by an integrated gesture-speech system? A more dynamically embodied perspective is needed for understanding gesture-related learning. Behavioral and Brain Sciences, 40, [e68]. https://doi.org/10.1017/S0140525X15003039
Montpetit-tourangeau, K., Dyer, J., Hudon, A., Windsor, M., Charlin, B., Mamede, S., & Van Gog, T. (2017). Fostering clinical reasoning in physiotherapy: Comparing the effects of concept map study and concept map completion after example study in novice and advanced learners. BMC Medical Education, 17(1), [238]. https://doi.org/10.1186/s12909-017-1076-z
Brand-Gruwel, S., Kammerer, Y., Van Meeuwen, L., & van Gog, T. (2017). Source evaluation of domain experts and novices during Web search. Journal of Computer Assisted Learning, 33(3), 234-251. https://doi.org/10.1111/jcal.12162
Schmidt, H. G., Van Gog, T., Ce Schuit, S., Van Den Berge, K., Van Daele, P. L. A., Bueving, H., Zee, T., Van Den Broek, W. W., Van Saase, J. L. C. M., & Mamede, S. (2017). Do patients' disruptive behaviours influence the accuracy of a doctor's diagnosis? A randomised experiment. BMJ Quality and Safety, 26(1), 19-23. https://doi.org/10.1136/bmjqs-2015-004109
Mamede, S., Van Gog, T., Schuit, S. C. E., Van Den Berge, K., Van Daele, P. L. A., Bueving, H., Zee, T., Van Den Broek, W. W., Van Saase, J. L. C. M., & Schmidt, H. G. (2017). Why patients' disruptive behaviours impair diagnostic reasoning: A randomised experiment. BMJ Quality and Safety, 26(1), 13-18. https://doi.org/10.1136/bmjqs-2015-005065
Rop, G., Verkoeijen, P. P. J. L., & van Gog, T. (2017). With task experience students learn to ignore the content, not just the location of irrelevant information. Journal of Cognitive Psychology, 29(5), 599-606. https://doi.org/10.1080/20445911.2017.1299154
Baars, M., van Gog, T., de Bruin, A., & Paas, F. (2017). Effects of problem solving after worked example study on secondary school children’s monitoring accuracy. Educational Psychology, 37(7), 810-834. https://doi.org/10.1080/01443410.2016.1150419
van Wermeskerken, M., & van Gog, T. (2017). Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning. Computers and Education, 113, 98-107. https://doi.org/10.1016/j.compedu.2017.05.013
Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., & van Gog, T. A. J. M. (2017). Effects of performance feedback valence on perceptions of invested mental effort. Learning and Instruction, 51, 36-46. https://doi.org/10.1016/j.learninstruc.2016.12.002
Fiorella, L., van Gog, T., Hoogerheide, V., & Mayer, R. (2017). It’s all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task. Journal of Educational Psychology, 109(5), 653-665. https://doi.org/10.1037/edu0000161
Hoogerheide, V., Loyens, S. M. M., Jadi, F., Vrins, A., & van Gog, T. (2017). Testing the model-observer similarity hypothesis with text-based worked examples. Educational Psychology, 37(2), 112-127. https://doi.org/10.1080/01443410.2015.1109609
Other output
Donker, M. H., Mainhard, M. T., & van Gog, T. A. J. M. (2017). Implicit and explicit emotion regulation strategies of teachers: Relations with teachers' interpersonal behavior and wellbeing. Paper presented at ICO National Spring School, Utrecht, Netherlands.
Donker, M. H., Mainhard, M. T., & van Gog, T. A. J. M. (2017). Intensive longitudinal data of teachers’ interpersonal behavior and affective responses. Poster session presented at 5TH BIENNIAL CONFERENCE OF THE SOCIETY FOR AMBULATORY ASSESSMENT, Esch-sur-Alzette, Luxembourg.
Donker, M. H., Mainhard, M. T., & van Gog, T. A. J. M. (2017). Teachers' physiology and emotions in the classroom. Paper presented at 17th Biennial EARLI Conference, Tampere, Finland.
Donker, M. H., Mainhard, M. T., & van Gog, T. A. J. M. (2017). Continuous Assessment of Teachers’ Interpersonal Behaviour and Emotions. Paper presented at First network meeting of the Scientific Community on ‘Learning strategies in social and informal learning contexts’, Bruges, Belgium.
2016
Scholarly publications
de Nooijer, J. A., Gootjes, L., van Gog, T., Paas, F., & Zwaan, R. A. (2016). Picturing meaning: an ERP study on the integration of left or right-handed first-person perspective pictures into a sentence context. Language, Cognition and Neuroscience, 31(2), 167-178. https://doi.org/10.1080/23273798.2015.1062901
Pouw, W. T. J. L., van Gog, T., Zwaan, R. A., & Paas, F. (2016). Augmenting instructional animations with a body analogy to help children learn about physical systems. Frontiers in Psychology, 7(JUN), [860]. https://doi.org/10.3389/fpsyg.2016.00860
Ouwehand, K., van Gog, T., & Paas, F. (2016). Compensatory effects of pointing and predictive cueing on age-related declines in visuospatial working memory. Memory and Cognition, 44(6), 950-965. https://doi.org/10.3758/s13421-016-0611-1
Pouw, W. T. J. L., Mavilidi, M. F., van Gog, T., & Paas, F. (2016). Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity. Cognitive Processing, 17(3), 269-277. https://doi.org/10.1007/s10339-016-0757-6
Pouw, W. T. J. L., Eielts, C., van Gog, T., Zwaan, R. A., & Paas, F. (2016). Does (Non-)Meaningful Sensori-Motor Engagement Promote Learning With Animated Physical Systems? Mind, Brain, and Education, 10(2), 91-104. https://doi.org/10.1111/mbe.12105
Stiers, P., Falbo, L., Goulas, A., van Gog, T., & de Bruin, A. (2016). Reverse inference of memory retrieval processes underlying metacognitive monitoring of learning using multivariate pattern analysis. NeuroImage, 132, 11-23. https://doi.org/10.1016/j.neuroimage.2016.02.008
Hald, L. A., de Nooijer, J., van Gog, T., & Bekkering, H. (2016). Optimizing Word Learning via Links to Perceptual and Motoric Experience. Educational Psychology Review, 28(3), 495-522. https://doi.org/10.1007/s10648-015-9334-2
van Marlen, T., van Wermeskerken, M., Jarodzka, H., & van Gog, T. (2016). Showing a model's eye movements in examples does not improve learning of problem-solving tasks. Computers in Human Behavior, 65, 448-459. https://doi.org/10.1016/j.chb.2016.08.041
Hoogerheide, V., Deijkers, L., Loyens, S. M. M., Heijltjes, A., & van Gog, T. (2016). Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them. Contemporary Educational Psychology, 44-45, 95-106. https://doi.org/10.1016/j.cedpsych.2016.02.005
Hoogerheide, V., van Wermeskerken, M., Loyens, S. M. M., & van Gog, T. (2016). Learning from video modeling examples: Content kept equal, adults are more effective models than peers. Learning and Instruction, 44, 22-30. https://doi.org/10.1016/j.learninstruc.2016.02.004
Ouwehand, K., Gog, T. V., & Paas, F. (2016). Effects of pointing compared with naming and observing during encoding on item and source memory in young and older adults. Memory, 24(9), 1243-1255. https://doi.org/10.1080/09658211.2015.1094492
McLaren, B. M., van Gog, T., Ganoe, C., Karabinos, M., & Yaron, D. (2016). The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Computers in Human Behavior, 55(A), 87-99. https://doi.org/10.1016/j.chb.2015.08.038
Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2016). Learning from video modeling examples: Does gender matter? Instructional Science, 44(1), 69-86. https://doi.org/10.1007/s11251-015-9360-y
Kleinhans, M. G., Verkade, A. J., Van Wessel, T., Bastings, M. A. S., Marra, W. A., Van Gog, T., Van Westrenen, W., & Reichwein, M. (2016). Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives. Netherlands Journal of Geosciences, 95(2), 203-214. https://doi.org/10.1017/njg.2015.2
Other output
Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., van Merrienboer, J. J. G., & van Gog, T. A. J. M. (2016). Het effect van videovoorbeelden op het leren van zelf-regulatievaardigheden. Paper presented at Onderwijs Research Dagen 2016, Rotterdam, Netherlands.
Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., van Merrienboer, J. J. G., & van Gog, T. A. J. M. (2016). Using video modeling examples to improve self-assessment and task-selection skills. Paper presented at AERA 2016, Washington D.C., United States.
Raaijmakers, S. F., Baars, M., Paas, F., van Merrienboer, J. J. G., & van Gog, T. A. J. M. (2016). Improving self-assessment with accuracy feedback: Effects on subsequent self-assessment and task-selection accuracy.
Donker, M. H., Mainhard, M. T., & van Gog, T. A. J. M. (2016). Moment-to-moment interpersonal teacher behavior in relation to teachers' physiological activation.. 136-137.
2015
Scholarly publications
McLaren, B. M., van Gog, T., Ganoe, C., Yaron, D., & Karabinos, M. (2015). Worked examples are more efficient for learning than high-assistance instructional software. In Artificial Intelligence in Education (pp. 710-713). (Lecture Notes in Computer Science ; Vol. 9112). Springer. https://doi.org/10.1007/978-3-319-19773-9_98
van Gog, T., Leppink, J., Paas, F., & Sweller, J. (2015). Cognitive load theory: Researching and planning teaching to maximise learning. In J. Cleland, & S. J. Durning (Eds.), Researching medical education (pp. 207-218). Wiley-Blackwell. https://doi.org/10.1002/9781118838983.ch18
Van Schalkwijk, F., Benjamins, J. S., Migliorati, F., de Nooijer, J. A., Someren, E. J. W., van Gog, T., & van der Werf, Y. D. (2015). The role of sleep timing in children’s observational learning. Neurobiology of Learning and Memory, 125, 98-105. https://doi.org/10.1016/j.nlm.2015.08.003
Ouwehand, K., van Gog, T., & Paas, F. (2015). Designing Effective Video-Based Modeling Examples Using Gaze and Gesture Cues. Educational Technology & Society, 18(4), 78-88.
https://dspace.library.uu.nl/bitstream/handle/1874/327208/Cues.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/327208/Cues.pdf?sequence=1
Dyer, J., Hudon, A., Montpetit-tourangeau, K., Charlin, B., Mamede, S., & Van Gog, T. (2015). Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge. BMC Medical Education, 15, [37]. https://doi.org/10.1186/s12909-015-0308-3
Van Gog, T., & Sweller, J. (2015). Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review, 27(2), 247-264. https://doi.org/10.1007/s10648-015-9310-x
Van Loon, M. H., Dunlosky, J., Van Gog, T., Van Merriënboer, J. J. G., & De Bruin, A. B. H. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39-48. https://doi.org/10.1016/j.cedpsych.2015.04.003
Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34-42. https://doi.org/10.1016/j.learninstruc.2015.03.002
2014
Scholarly publications
van Gog, T. (2014). The signaling (or cueing) principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 263-278). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.014
Popularising publications
Antonenko, P., van Gog, T., & Paas, F. (2014). Implications of neuroimaging for educational research. In J. M. Spector, D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 51). Springer US. https://doi.org/10.1007/978-1-4614-3185-5_5
2013
Scholarly publications
van Gog, T. (2013). Time on task. In J. A. C. Hattie, & E. M. Anderman (Eds.), International guide to student achievement (pp. 432-433). Routledge.
van Gog, T., & Jarodzka, H. (2013). Eye tracking as a tool to study and enhance cognitive and metacognitive processes in computer-based learning environments. In R. Azevedo, & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 143-156). Springer US. https://doi.org/10.1007/978-1-4419-5546-3_10
van Loon, M. H., de Bruin, A. B. H., van Gog, T., & van Merrienboer, J. J. G. (2013). The effect of delayed-JOLs and sentence generation on children's monitoring accuracy and regulation of idiom study. Metacognition and Learning, 8(2), 173-191. https://doi.org/10.1007/s11409-013-9100-0
Baars, M., Visser, S., van Gog, T., de Bruin, A., & Paas, F. (2013). Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy. Contemporary Educational Psychology, 38(4), 395-406. https://doi.org/10.1016/j.cedpsych.2013.09.001
Other output
van Gog, T. (2013). Voorbeeldig leren. Erasmus University Rotterdam. http://hdl.handle.net/1765/51024
2012
Scholarly publications
Van den Berge, K., Mamede, S., van Gog, T., van Saase, J., & Rikers, R. (2012). Consistency in diagnostic suggestions does not influence the tendency to accept them. Canadian Medical Education Journal, 3(2), e98.
van Gog, T., & Paas, F. (2012). Cognitive load measurement. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 599). Springer US.
van Gog, T. (2012). Expertise. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1238). Springer US.
Professional publications
Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2012). Observationeel leren van videovoorbeelden. 4W: Weten wat werkt en waarom, 1, 17. http://4w.kennisnet.nl/artikelen/2013/02/13/observationeel-leren-van-videovoorbeelden/
2011
Scholarly publications
Paas, F., van Gog, T., & van Merriënboer, J. J. G. (2011). Designing instruction for the contemporary learning landscape. In K. R. H., S. Graham, & T. U. (Eds.), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 335). American Psychological Association.
2010
Scholarly publications
Helsdingen, A. S., van den Bosch, K., van Gog, T., & van Merriënboer, J. J. G. (2010). The effects of critical thinking instruction on training complex decision making. Human Factors, 52(4), 537-45.
2009
Scholarly publications
Paas, F., & van Gog, T. (2009). Principles for designing effective and efficient training of complex cognitive skills. In F. Durso (Ed.), Reviews of human factors and ergonomics (pp. 166). Human Factors and Ergnomics Society.
2008
Scholarly publications
van Gog, T., Paas, F., Savenye, W., Robinson, R., Niemczyk, M., Atkinson, R., Johnson, T. E., D. L., OC., Rikers, R., Ayres, P., Duley, A., Ward, P., & Hancock, P. A. (2008). Data collection and analysis. In J. M. Spector, D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 763)
2006
Scholarly publications
van Gog, T. (2006). Uncovering the problem-solving process to design effective worked examples. Open University of The Netherlands.
2005
Scholarly publications
van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2005). Uncovering expertise-related differences in troubleshooting performance: Combining eye movement and concurrent verbal protocol data. Applied Cognitive Psychology, 19(2), 205-221. https://doi.org/10.1002/acp.1112
Van Gog, T., Ericsson, K. A., Rikers, R., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development, 53(3), 73-81.
2004
Scholarly publications
Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32(1-2), 83-98.
Van Den Boom, G., Paas, F., Van Merriënboer, J. J. G., & Van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students' self-regulated learning competence. Computers in Human Behavior, 20(4), 551-567. https://doi.org/10.1016/j.chb.2003.10.001