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Dr. Vincent Hoogerheide

Universitair docent 
Sociale Wetenschappen
Educatie en Pedagogiek
Educatie
Educatie
Martinus J. Langeveldgebouw
Heidelberglaan 1
Kamer F3.24
3584 CS Utrecht

Dr. Vincent Hoogerheide

Universitair docent
Educatie
030 253 2657
v.hoogerheide@uu.nl
Profiel Publicaties Activiteiten In de media Onderwijs Nevenwerkzaamheden Contact
Profiel Publicaties Activiteiten In de media Onderwijs Nevenwerkzaamheden Contact

Publicaties

2024

Wetenschappelijke publicaties

Pieplenbosch, J., van den Broek, G., Hoogerheide, V., & van Gog, T. (2024). Training task-selection skills: The effect of prompts and explicit instruction on transfer. Applied Cognitive Psychology, 38(3), Article e4200. https://doi.org/10.1002/acp.4200
https://dspace.library.uu.nl/bitstream/handle/1874/452784/Applied_Cognitive_Psychology_-_2024_-_Pieplenbosch_-_Training_task_selection_skills_The_effect_of_prompts_and_explicit.pdf?sequence=1

2023

Wetenschappelijke publicaties

Hoch, E., Sidi, Y., Ackerman, R., Hoogerheide, V., & Scheiter, K. (2023). Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective. Educational Psychology Review, 35(2), Article 61. https://doi.org/10.1007/s10648-023-09779-5
https://dspace.library.uu.nl/bitstream/handle/1874/434909/s10648-023-09779-5.pdf?sequence=1

2022

Wetenschappelijke publicaties

Sepp, S., Wong, M., Hoogerheide, V., & Castro-Alonso, J. C. (2022). Shifting online: 12 tips for online teaching derived from contemporary educational psychology research. Journal of Computer Assisted Learning, 38(5), 1304-1320. https://doi.org/10.1111/jcal.12715
https://dspace.library.uu.nl/bitstream/handle/1874/423643/Computer_Assisted_Learning_2022_Sepp_Shifting_online_12_tips_for_online_teaching_derived_from_contemporary.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/423633/s11251_022_09589_2.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/423965/Computer_Assisted_Learning_2021_Harsel_Instructing_students_on_effective_sequences_of_examples_and_problems_Does.pdf?sequence=1
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. Article 794. https://doi.org/10.1007/s10648-021-09643-4
https://dspace.library.uu.nl/bitstream/handle/1874/423964/s10648_021_09643_4.pdf?sequence=1

Vakpublicaties

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
https://dspace.library.uu.nl/bitstream/handle/1874/423942/TvHO_2022_02_04_Van_Harsel_et_al.pdf?sequence=1

2021

Wetenschappelijke publicaties

Lachner, A., Jacob, L., & Hoogerheide, V. (2021). Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining? Learning and Instruction, 74, 1-13. Article 101438. https://doi.org/10.1016/j.learninstruc.2020.101438
https://dspace.library.uu.nl/bitstream/handle/1874/413782/1_s2.0_S0959475220307337_main.pdf?sequence=1

2020

Wetenschappelijke publicaties

Hoogerheide, V., & Roelle, J. (2020). Example-based learning: New theoretical perspectives and use-inspired advances to a contemporary instructional approach. Applied Cognitive Psychology, 34(4), 787-792. https://doi.org/10.1002/acp.3706
https://dspace.library.uu.nl/bitstream/handle/1874/410634/acp.3706.pdf?sequence=1
Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020). Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased? Educational Psychology Review, 32(4), 1003-1027. https://doi.org/10.1007/s10648-020-09555-9
https://dspace.library.uu.nl/bitstream/handle/1874/410633/Scheiter2020_Article_LookingAtMentalEffortAppraisal.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/410632/Gog2020_Article_TheRoleOfMentalEffortInFosteri.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/410631/acp.3649.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/410630/Bruin2020_Article_SynthesizingCognitiveLoadAndSe.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/407757/00004760_202008000_00012.pdf?sequence=1
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

2019

Wetenschappelijke publicaties

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, Article 101226. https://doi.org/10.1016/j.learninstruc.2019.101226
https://dspace.library.uu.nl/bitstream/handle/1874/387444/1_s2.0_S0959475219301161_main.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/381878/Van_Harsel_Effects.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/384159/Coppens2019_Article_EffectsOfProblemExampleAndExam.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/377931/Enhancing.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/381824/1_s2.0_S0959475217300051_main.pdf?sequence=1

Populariserende publicaties

Hoogerheide, V. (2019). The challenge of making homework effective and enjoyable: Having students create their own instructional videos is a promising pathway to effective learning . Web publication/site https://bold.expert/the-challenge-of-making-homework-effective-and-enjoyable

2018

Wetenschappelijke publicaties

de Koning, B. B., Hoogerheide, V., & Boucheix, J. M. (2018). Developments and Trends in Learning with Instructional Video. Computers in Human Behavior, 89, 395-398. https://doi.org/10.1016/j.chb.2018.08.055
https://dspace.library.uu.nl/bitstream/handle/1874/376723/Developments.pdf?sequence=1
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
https://research-portal.uu.nl/ws/files/247048753/1-s2.0-S0747563217306519-main.pdf
Hoogerheide, V., Vink, M., Finn, B., Raes, A., & Paas, F. (2018). How to bring the news… Peak-end effects in children’s affective responses to peer assessments of their social behavior. Cognition and Emotion, 32(5), 114-1121. https://doi.org/10.1080/02699931.2017.1362375
https://research-portal.uu.nl/ws/files/247048185/How_to_bring_the_news_peak-end_effects_in_children_s_affective_responses_to_peer_assessments_of_their_social_behavior.pdf

2017

Wetenschappelijke publicaties

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
https://dspace.library.uu.nl/bitstream/handle/1874/356693/video.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/347457/Testing.pdf?sequence=1

2016

Wetenschappelijke publicaties

Hoogerheide, V. (2016). Effects of observing and creating video modeling examples on cognitive and motivational aspects of learning. Erasmus Universiteit Rotterdam.
https://dspace.library.uu.nl/bitstream/handle/1874/343238/Hoogerheide_proefschrift.PDF?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/343127/Gaining.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/342007/Learning.pdf?sequence=1
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
https://dspace.library.uu.nl/bitstream/handle/1874/327207/video.pdf?sequence=1

2015

Wetenschappelijke publicaties

van Gog, T., Kester, L., Dirkx, K., Hoogerheide, V., Boerboom, J., & Verkoeijen, P. P. J. L. (2015). Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy. Educational Psychology Review, 27(2), 265-289. https://doi.org/10.1007/s10648-015-9297-3
https://dspace.library.uu.nl/bitstream/handle/1874/327549/Testing.pdf?sequence=1

2014

Wetenschappelijke publicaties

Mavilidi, M.-F., Hoogerheide, V., & Paas, F. (2014). A Quick and Easy Strategy to Reduce Test Anxiety and Enhance Test Performance. Applied Cognitive Psychology, 28(5), 720-726. https://doi.org/10.1002/acp.3058
Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2014). Comparing the effects of worked examples and modeling examples on learning. Computers in Human Behavior, 41, 80-91. https://doi.org/10.1016/j.chb.2014.09.013
Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2014). Effects of creating video-based modeling examples on learning and transfer. Learning and Instruction, 33, 108-119. https://doi.org/10.1016/j.learninstruc.2014.04.005

2012

Wetenschappelijke publicaties

Hoogerheide, V., & Paas, F. (2012). Remembered Utility of Unpleasant and Pleasant Learning Experiences: Is All Well that Ends Well? Applied Cognitive Psychology, 26(6), 887-894. https://doi.org/10.1002/acp.2890

Vakpublicaties

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/

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