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Dynamics of Youth (DoY)

2025

Scholarly publications

van Gog, T. (2025). Invited commentary: Towards more inclusive and Integrated approaches to reading and writing feedback research. Learning and Instruction, 96, Article 102079. Advance online publication. https://doi.org/10.1016/j.learninstruc.2025.102079

Donker, M. H., Scheepers, D., van Gog, T., van den Hove, M., McIntyre, N., & Mainhard, T. (2025). Handling Demanding Situations: Associations between Teachers’ Interpersonal Behavior, Physiological Responses, and Emotions. Journal of Experimental Education, 93(1), 91-109. https://doi.org/10.1080/00220973.2023.2249837
https://research-portal.uu.nl/ws/files/250854381/Handling_Demanding_Situations_Associations_between_Teachers_Interpersonal_Behavior_Physiological_Responses_and_Emotions.pdf

2024

Scholarly publications

Flunger, B., Lilleholt, L., Böhm, R., Verdonschot, A., van Gog, T., & Zettler, I. (2024). Testing self-supportive strategies to regulate autonomy and motivation. PLoS One, 19(10 October), Article e0311264. https://doi.org/10.1371/journal.pone.0311264
https://research-portal.uu.nl/ws/files/243752034/journal.pone.0311264.pdf

Janssen, E. M., Mutis, Y. F., & van Gog, T. (2024). Looks real, feels fake: conflict detection in deepfake videos. Thinking and Reasoning. Advance online publication. https://doi.org/10.1080/13546783.2024.2391794

van Gog, T., Janssen, E., Lucas, F., & Taheij, M. (2024). A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat. Educational Psychology Review, 36(2), Article 54. https://doi.org/10.1007/s10648-024-09861-6
https://research-portal.uu.nl/ws/files/226639735/s10648-024-09861-6.pdf

Hepner, S. L., Oudman, S., Carlson, T. E., van de Pol, J., & van Gog, T. (2024). Improving (meta)comprehension: Feedback and self-assessment. Learning and Instruction, 92, Article 101922. https://doi.org/10.1016/j.learninstruc.2024.101922
https://dspace.library.uu.nl/bitstream/handle/1874/452835/1-s2.0-S0959475224000495-main.pdf?sequence=1

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

Kuhn, J., Mamede, S., van den Berg, P., Zwaan, L., Elshout, G., Bindels, P., & van Gog, T. (2024). Teaching medical students to apply deliberate reflection. Medical Teacher, 46(1), 65-72. https://doi.org/10.1080/0142159X.2023.2229504
https://dspace.library.uu.nl/bitstream/handle/1874/452088/Teaching_medical_students_to_apply_deliberate_reflection.pdf?sequence=1

van de Pol, J., Rowan, E., Janssen, E., & van Gog, T. (2024). Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension. Metacognition and Learning, 19(2), 635-659. https://doi.org/10.1007/s11409-024-09383-0
https://research-portal.uu.nl/ws/files/228387677/s11409-024-09383-0.pdf

Oudman, S., van de Pol, J., Janssen, E., & van Gog, T. (2024). Primary school students’ awareness of their monitoring and regulation judgment accuracy. Learning and Instruction, 92, 1-16. Article 101907. https://doi.org/10.1016/j.learninstruc.2024.101907
https://dspace.library.uu.nl/bitstream/handle/1874/438420/1-s2.0-S0959475224000343-main.pdf?sequence=1

Flunger, B., Verdonschot, A., Zitzmann, S., Hornstra, L., & van Gog, T. (2024). A Bayesian approach to students’ perceptions of teachers’ autonomy support. Learning and Instruction, 91, 1-17. Article 101873. https://doi.org/10.1016/j.learninstruc.2023.101873
https://dspace.library.uu.nl/bitstream/handle/1874/438267/1-s2.0-S0959475223001421-main.pdf?sequence=1

Korteland, R.-J., Kok, E., Hulshof, C., & Van gog, T. (2024). Teaching through their eyes: effects on optometry teachers’ adaptivity and students’ learning when teachers see students’ gaze. Advances in Health Sciences Education, 29(5), 1735-1748. https://doi.org/10.1007/s10459-024-10325-3
https://research-portal.uu.nl/ws/files/245784895/s10459-024-10325-3.pdf

Kok, E. M., Niehorster, D. C., van der Gijp, A., Rutgers, D. R., Auffermann, W. F., van der Schaaf, M., Kester, L., & van Gog, T. (2024). The effects of gaze-display feedback on medical students’ self-monitoring and learning in radiology. Advances in Health Sciences Education, 29(5), 1689-1710. https://doi.org/10.1007/s10459-024-10322-6
https://research-portal.uu.nl/ws/files/245784928/s10459-024-10322-6.pdf

Braumann, S., van Wermeskerken, M., van de Pol, J., Pijeira-Díaz, H. J., de Bruin, A. B. H., & van Gog, T. (2024). Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self-scoring instructions. Applied Cognitive Psychology, 38(1), Article e4170. https://doi.org/10.1002/acp.4170
https://dspace.library.uu.nl/bitstream/handle/1874/435473/Applied_Cognitive_Psychology_-_2024_-_Braumann_-_Causal_diagramming_to_improve_students_monitoring_accuracy_and_text.pdf?sequence=1

Pijeira-Díaz, H., Braumann, S., van de Pol, J., van Gog, T., & de Bruin, A. (2024). Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word-vector models. British Journal of Educational Technology, 55(4), 1354-1375. https://doi.org/10.1111/bjet.13431
https://research-portal.uu.nl/ws/files/227597264/Brit_J_Educational_Tech_-_2024_-_Pijeira_D_az_-_Towards_adaptive_support_for_self_regulated_learning_of_causal_relations_.pdf

Braumann, S., van de Pol, J., Kok, E., Pijeira-Díaz, H. J., van Wermeskerken, M., de Bruin, A. B. H., & van Gog, T. (2024). The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension. Contemporary Educational Psychology, 76, 1-21. Article 102251. https://doi.org/10.1016/j.cedpsych.2023.102251
https://dspace.library.uu.nl/bitstream/handle/1874/435046/1-s2.0-S0361476X23001054-main.pdf?sequence=1

2023

Scholarly publications

Janssen, E., & van Gog, T. (2023). Disentangling the effects of message content and message sharer on students’ views of political misinformation. Journal of Experimental Psychology. Applied, 29(4), 693 – 711. https://doi.org/10.1037/xap0000495
https://dspace.library.uu.nl/bitstream/handle/1874/434988/Disentangling_the_Effects_of_Message_Content_and_Message_Sharer_on_Students_Views_of_Political_Misinformation.pdf?sequence=1

Janssen, E. M., van Gog, T., van de Groep, L., de Lange, A. J., Knopper, R. L., Onan, E., Wiradhany, W., & de Bruin, A. B. H. (2023). The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them. Educational Psychology Review, 35(3), 1-34. Article 85 . https://doi.org/10.1007/s10648-023-09797-3
https://dspace.library.uu.nl/bitstream/handle/1874/434953/s10648-023-09797-3.pdf?sequence=1

Beckers, J., Bolkenbaas, S., Verbree, A. R., Schils, T., van Gog, T., & de Bruin, A. (2023). Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? Frontiers in Education, 8, 1-9. Article 1149332. https://doi.org/10.3389/feduc.2023.1149332
https://dspace.library.uu.nl/bitstream/handle/1874/434800/feduc-08-1149332.pdf?sequence=1

Oudman, S., van de Pol, J., van Loon, M., & van Gog, T. (2023). Primary school teachers’ judgments of their students’ monitoring and regulation skills. Contemporary Educational Psychology, 75, Article 102226. https://doi.org/10.1016/j.cedpsych.2023.102226
https://dspace.library.uu.nl/bitstream/handle/1874/433329/1-s2.0-S0361476X23000802-main.pdf?sequence=1

Kok, E. M. M., Jarodzka, H., Sibbald, M., & van Gog, T. (2023). Did You Get That? Predicting Learners' Comprehension of a Video Lecture from Visualizations of Their Gaze Data. Cognitive Science, 47(2), 1-39. Article e13247. https://doi.org/10.1111/cogs.13247
https://dspace.library.uu.nl/bitstream/handle/1874/433077/Cognitive_Science_-_2023_-_Kok_-_Did_You_Get_That_Predicting_Learners_Comprehension_of_a_Video_Lecture_from.pdf?sequence=1

Emhardt, S. N., Kok, E., van Gog, T., Brandt-Gruwel, S., van Marlen, T., & Jarodzka, H. (2023). Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning: a Systematic Literature Review on Eye Movement Modeling Examples. Educational Psychology Review, 35(1), 1-34. Article 23. https://doi.org/10.1007/s10648-023-09731-7
https://dspace.library.uu.nl/bitstream/handle/1874/433078/s10648-023-09731-7.pdf?sequence=1

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, 115(8), 1087-1109. https://doi.org/10.1037/edu0000810
https://dspace.library.uu.nl/bitstream/handle/1874/434234/Optimizing_Multiple-Choice_Questions_for_Retrieval_Practice_Delayed_Display_of_Answer_Alternatives_Enhances_Vocabulary_Learning.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/429896/Computer_Assisted_Learning_-_2023_-_Meier_-_Do_social_cues_in_instructional_videos_affect_attention_allocation_perceived.pdf?sequence=1

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. Article 103982. https://doi.org/10.1016/j.tate.2022.103982
https://dspace.library.uu.nl/bitstream/handle/1874/425875/1_s2.0_S0742051X22003572_main.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/429340/s10459-022-10138-2.pdf?sequence=1

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

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. Article e13135. https://doi.org/10.1111/cogs.13135
https://dspace.library.uu.nl/bitstream/handle/1874/424096/Cognitive_Science_2022_Broek_Vocabulary_Learning_During_Reading_Benefits_of_Contextual_Inferences_Versus_Retrieval.pdf?sequence=1

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. Article 101100. https://doi.org/10.1016/j.jneuroling.2022.101100
https://dspace.library.uu.nl/bitstream/handle/1874/423941/1_s2.0_S0911604422000446_main.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/423930/Identifying_obstacles_to_transfer_of_critical_thinking_skills.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/424310/Applied_Cognitive_Psychology_2022_Hartmann_Productive_versus_vicarious_failure_Do_students_need_to_fail_themselves.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/423929/What_is_my_teacher_talking_about_Effects_of_displaying_the_teacher_s_gaze_and_mouse_cursor_cues_in_video_lectures_on_students_learning.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 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
https://dspace.library.uu.nl/bitstream/handle/1874/423081/Computer_Assisted_Learning_2022_Marlen_Looking_through_Sherlock_s_eyes_Effects_of_eye_movement_modelling_examples.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/421921/Computer_Assisted_Learning_2022_Kok_Re_viewing_performance_Showing_eye_tracking_data_as_feedback_to_improve.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/424331/Brit_J_of_Edu_Psychol_2022_Mainhard_When_closeness_is_effortful_Teachers_physiological_activation_undermines.pdf?sequence=1

Szulewski, A., van Gog, T., Paas, F., & Sweller, J. (2022). Cognitive load theory: researching and planning teaching to maximise learning. In J. Cleland, & R. E. Mayer (Eds.), Researching medical education (2nd, rev. ed.) Wiley. https://doi.org/10.1002/9781119839446.ch27
https://research-portal.uu.nl/ws/files/230835031/Pages_from_Researching-ME-2nd.pdf

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
https://dspace.library.uu.nl/bitstream/handle/1874/423977/s10459_021_10080_9.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

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
https://dspace.library.uu.nl/bitstream/handle/1874/423450/s11409_021_09281_9.pdf?sequence=1

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

2021

Scholarly publications

van Gog, T. (2021). The Signaling (or Cueing) Principle in Multimedia Learning. In R. E. Mayer, & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (3 ed., pp. 221-230). Cambridge University Press. https://doi.org/10.1017/9781108894333.022
https://dspace.library.uu.nl/bitstream/handle/1874/424007/the_signaling_or_cueing_principle_in_multimedia_learning.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/424152/Multimedia_Effects_During_Retrieval_Practice_Images_That_Reveal_the_Answer_Reduce_Vocabulary_Learning.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/416349/Hartmann2021_Article_PreparatoryEffectsOfProblemSol.pdf?sequence=1

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. Article 544135. https://doi.org/10.3389/fpsyg.2021.544135
https://dspace.library.uu.nl/bitstream/handle/1874/416348/fpsyg_12_544135.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/413866/881_Article_Text_8297_1_10_20211207.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/418964/Pol2021_Article_ExploringTheRelationsBetweenTe.pdf?sequence=1

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, Article 103482. https://doi.org/10.1016/j.tate.2021.103482
https://dspace.library.uu.nl/bitstream/handle/1874/413336/1_s2.0_S0742051X21002079_main.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/413292/20445911.2021.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/413291/Peppen2021_Article_EnhancingStudentsCriticalThink.pdf?sequence=1

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. Article 28881. https://doi.org/10.1525/collabra.28881
https://dspace.library.uu.nl/bitstream/handle/1874/413290/collabra_2021_7_1_28881.pdf?sequence=1

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, Article 103322. https://doi.org/10.1016/j.actpsy.2021.103322
https://dspace.library.uu.nl/bitstream/handle/1874/413289/1_s2.0_S000169182100072X_main.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/430732/Film_as_the_Engine_for_Learnin.PDF?sequence=1

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. Article 101414. https://doi.org/10.1016/j.learninstruc.2020.101414
https://dspace.library.uu.nl/bitstream/handle/1874/410332/1_s2.0_S095947522030709X_main.pdf?sequence=1

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.
https://dspace.library.uu.nl/bitstream/handle/1874/413293/TvHO_39_02_03_Janssen_et_al.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/410672/1_s2.0_S2452301120300675_main.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/410655/Loibl2020_Article_TheEffectOfContrastingCasesDur.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/410654/acp.3651.pdf?sequence=1

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 Article 52 Association for Computing Machinery. https://doi.org/10.1145/3379156.3391978
https://dspace.library.uu.nl/bitstream/handle/1874/414815/3379156.3391978.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/410653/Pol2020_Article_MappingAndDrawingToImproveStud.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/410652/acp.3721.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/410651/The_effect_of_practice_test_modality_on_perceived_mental_effort_and_delayed_final_test_performance.pdf?sequence=1

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), Article 100659. https://doi.org/10.1016/j.tsc.2020.100659
https://dspace.library.uu.nl/bitstream/handle/1874/410636/Psychometric_properties_of_the_Actively_Open_minded_Thinking_scale.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

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), Article e12893. https://doi.org/10.1111/cogs.12893
https://dspace.library.uu.nl/bitstream/handle/1874/409511/cogs.12893.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/408932/jcal.12428.pdf?sequence=1

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, Article 101906. https://doi.org/10.1016/j.cedpsych.2020.101906
https://dspace.library.uu.nl/bitstream/handle/1874/408912/1_s2.0_S0361476X20300710_main.pdf?sequence=1

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, Article 867. https://doi.org/10.3389/fpsyg.2020.00867
https://dspace.library.uu.nl/bitstream/handle/1874/408314/fpsyg_11_00867.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

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
https://dspace.library.uu.nl/bitstream/handle/1874/407582/Eielts2020_Article_Co_thoughtGesturingSupportsMor.pdf?sequence=1

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. https://doi.org/10.1017/9781108235631.009
https://dspace.library.uu.nl/bitstream/handle/1874/390693/learning_how_to_solve_problems_by_studying_examples.pdf?sequence=1

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

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
https://dspace.library.uu.nl/bitstream/handle/1874/381882/Students_and_teachers_monitoring.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/381881/Raaijmakers2019_Article_EffectsOfSelf_assessmentFeedba.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/381880/Mamede_et_al_2019_Medical_Education.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/381879/Ouwehand_et_al_2019_Mind_Brain_and_Education.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

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
https://dspace.library.uu.nl/bitstream/handle/1874/381877/Janssen_Training.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/389121/VanLeeuwen2019_Article_WhatInformationShouldCSCLTeach.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/386365/Identifying_characteristics_associated_with_higher_education.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

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
https://dspace.library.uu.nl/bitstream/handle/1874/381826/Cognitive_load_theory_for_training_health_professionals_in_the_workplace_A_BEME_review_of_studies_among_diverse_professions_BEME_Guide_No_53.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/381825/Effects_of_visual_complexity_and_ambiguity_of_verbal_instructions_on_target_identification.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

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
https://dspace.library.uu.nl/bitstream/handle/1874/388352/Wijnker_et_al_2019_British_Journal_of_Educational_Technology.pdf?sequence=1

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. Poster session presented at Earli Special interest group meeting 6/7 2018.
https://research-portal.uu.nl/ws/files/65048278/2018_08_20_van_den_Broek_et_al._A0_poster_Retrieval_with_images.pdf

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
https://dspace.library.uu.nl/bitstream/handle/1874/376760/rop.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/376759/pouw.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/376158/accuracy.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/376758/Rop_et_al_2018_Applied_Cognitive_Psychology.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/376728/372_Article_Text_3265_1_10_20181219.pdf?sequence=3

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, Article 100. https://doi.org/10.3389/feduc.2018.00100
https://dspace.library.uu.nl/bitstream/handle/1874/375090/vanpeppen.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/370790/1_s2.0_S0959475217306497_main.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/373313/Raaijmakers_et_al_2018_Applied_Cognitive_Psychology.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/374971/oudman.pdf?sequence=1

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
https://research-portal.uu.nl/ws/files/247379253/1-s2.0-S0747563217306763-main.pdf

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

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
https://dspace.library.uu.nl/bitstream/handle/1874/364240/10.1007_2Fs11251_017_9434_0.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/363237/Wermeskerken_et_al_2018_Journal_of_Computer_Assisted_Learning_1_.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/362124/Wermeskerken_et_al_2018_Cognitive_Science.pdf?sequence=1

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
https://research-portal.uu.nl/ws/files/246978918/s10648-016-9388-9.pdf

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, Article e68. https://doi.org/10.1017/S0140525X15003039
https://dspace.library.uu.nl/bitstream/handle/1874/361241/pouw.pdf?sequence=1

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), Article 238. https://doi.org/10.1186/s12909-017-1076-z
https://dspace.library.uu.nl/bitstream/handle/1874/361240/fostering.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/359150/web_search.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/359147/rop.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/352691/Seeing.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/358958/Performance.pdf?sequence=1

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

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), Article 860. https://doi.org/10.3389/fpsyg.2016.00860
https://dspace.library.uu.nl/bitstream/handle/1874/347062/augmenting.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/347061/compensatory.pdf?sequence=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
https://dspace.library.uu.nl/bitstream/handle/1874/347060/gesturing.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/347059/pouw.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/342027/Showing.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

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
https://dspace.library.uu.nl/bitstream/handle/1874/346694/pointing.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/346693/efficiency.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

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
https://dspace.library.uu.nl/bitstream/handle/1874/347733/moon_mars_and_mundus_primary_school_children_discover_the_nature_and_science_of_planet_earth_from_experimentation_and_extraterrestrial_perspectives.pdf?sequence=4

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
https://dspace.library.uu.nl/bitstream/handle/1874/327002/Examples.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/329549/sleep.pdf?sequence=1

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

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, Article 37. https://doi.org/10.1186/s12909-015-0308-3
https://dspace.library.uu.nl/bitstream/handle/1874/327179/art_3A10.1186_2Fs12909_015_0308_3.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/321823/2Fs10648_015_9310_x.pdf?sequence=1

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

Schmeck, A., Opfermann, M., van Gog, T., Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings. Instructional Science, 43, 93-114. https://doi.org/10.1007/s11251-014-9328-3
https://dspace.library.uu.nl/bitstream/handle/1874/327550/cognitive.pdf?sequence=1

Ouwehand, K., van Gog, T., & Paas, F. (2015). Effects of gestures on older adults' learning from video-based models. Applied Cognitive Psychology, 29(1), 115-128. https://doi.org/10.1002/acp.3097

van Gog, T. (2015). Learning from erroneous examples in medical education. Medical Education, 49(2), 142-144. https://doi.org/10.1111/medu.12655
https://dspace.library.uu.nl/bitstream/handle/1874/321821/Gog_2015_Medical_Education.pdf?sequence=1

Heijltjes, A., van Gog, T., Leppink, J., & Paas, F. (2015). Unraveling the effects of critical thinking instructions, practice, and self-explanation on students’ reasoning performance. Instructional Science, 43(4), 487-506. https://doi.org/10.1007/s11251-015-9347-8

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

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

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

Baars, M., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of problem solving after worked example study on primary school children's monitoring accuracy. Applied Cognitive Psychology, 28(3), 382-391. https://doi.org/10.1002/acp.3008

Ibiapina, C., Mamede, S., Moura, A., Elói-Santos, S., & van Gog, T. (2014). Effects of free, cued and modelled reflection on medical students' diagnostic competence. Medical Education, 48(8), 796-805. https://doi.org/10.1111/medu.12435

Pouw, W. T. J. L., de Nooijer, J. A., van Gog, T., Zwaan, R. A., & Paas, F. (2014). Toward a more embedded/extended perspective on the cognitive function of gestures. Frontiers in Psychology, 5(APR), Article Article 359. https://doi.org/10.3389/fpsyg.2014.00359
https://dspace.library.uu.nl/bitstream/handle/1874/321677/toward.pdf?sequence=1

Mamede, S., Van Gog, T., Sampaio, A. M., De Faria, R. M. D., Maria, J. P., & Schmidt, H. G. (2014). How can students' diagnostic competence benefit most from practice with clinical cases? the effects of structured reflection on future diagnosis of the same and novel diseases. Academic Medicine, 89(1), 121-127. https://doi.org/10.1097/ACM.0000000000000076

Wijnia, L., Loyens, S. M. M., van Gog, T., Derous, E., & Schmidt, H. G. (2014). Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers. Learning and Instruction, 34, 22-31. https://doi.org/10.1016/j.learninstruc.2014.07.006

Heijltjes, A., Van Gog, T., & Paas, F. (2014). Improving students' critical thinking: Empirical support for explicit instructions combined with practice. Applied Cognitive Psychology, 28(4), 518-530. https://doi.org/10.1002/acp.3025

McLaren, B. M., Van Gog, T., Ganoe, C., Yaron, D., & Karabinos, M. (2014). Exploring the assistance dilemma: Comparing instructional support in examples and problems. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 8474 LNCS, pp. 354-361). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 8474 LNCS). Springer. https://doi.org/10.1007/978-3-319-07221-0-44

van Loon, M. H., de Bruin, A. B. H., van Gog, T., van Merriënboer, J. J. G., & Dunlosky, J. (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica, 151, 143-154. https://doi.org/10.1016/j.actpsy.2014.06.007

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

Mamede, S., Van Gog, T., Van Den Berge, K., Van Saase, J. L. C. M., & Schmidt, H. G. (2014). Why do doctors make mistakes? A study of the role of salient distracting clinical features. Academic Medicine, 89(1), 114-120. https://doi.org/10.1097/ACM.0000000000000077

Baars, M., Vink, S., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, 92-107. https://doi.org/10.1016/j.learninstruc.2014.04.004

Schmidt, H. G., Mamede, S., Van Den Berge, K., Van Gog, T., Van Saase, J. L. C. M., & Rikers, R. M. J. P. (2014). Exposure to media information about a disease can cause doctors to misdiagnose similar-looking clinical cases. Academic Medicine, 89(2), 285-291. https://doi.org/10.1097/ACM.0000000000000107

Heijltjes, A., van Gog, T., Leppink, J., & Paas, F. (2014). Improving critical thinking: Effects of dispositions and instructions oneconomics students' reasoning skills. Learning and Instruction, 29, 31-42. https://doi.org/10.1016/j.learninstruc.2013.07.003

Pouw, W. T. J. L., van Gog, T., & Paas, F. (2014). An Embedded and Embodied Cognition Review of Instructional Manipulatives. Educational Psychology Review, 26(1), 51-72. https://doi.org/10.1007/s10648-014-9255-5

Van Gog, T., Verveer, I., & Verveer, L. (2014). Learning from video modeling examples: Effects of seeing the human model's face. Computers & Education, 72, 323-327. https://doi.org/10.1016/j.compedu.2013.12.004

Leppink, J., Paas, F., van Gog, T., van der Vleuten, C. P. M., & van Merriënboer, J. J. G. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42. https://doi.org/10.1016/j.learninstruc.2013.12.001

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. 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. 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

Post, L. S., Van Gog, T., Paas, F., & Zwaan, R. A. (2013). Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning. Computers in Human Behavior, 29(4), 1450-1455. https://doi.org/10.1016/j.chb.2013.01.005

Nievelstein, F., van Gog, T., van Dijck, G., & Boshuizen, H. P. A. (2013). The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases. Contemporary Educational Psychology, 38(2), 118-125. https://doi.org/10.1016/j.cedpsych.2012.12.004

Van Loon, M. H., de Bruin, A. B. H., van Gog, T., & van Merriënboer, J. J. G. (2013). Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration. Learning and Instruction, 24(1), 15-25. https://doi.org/10.1016/j.learninstruc.2012.08.005

van den Berge, K., van Gog, T., Mamede, S., Schmidt, H. G., van Saase, J. L. C. M., & Rikers, R. M. J. P. (2013). Acquisition of visual perceptual skills from worked examples: Learning to interpret electrocardiograms (ECGs). Interactive Learning Environments, 21(3), 263-272. https://doi.org/10.1080/10494820.2011.554422

Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2013). Learning to see: Guiding students' attention via a Model's eye movements fosters learning. Learning and Instruction, 25, 62-70. https://doi.org/10.1016/j.learninstruc.2012.11.004

Bjerrum, A. S., Hilberg, O., van Gog, T., Charles, P., & Eika, B. (2013). Effects of modelling examples in complex procedural skills training: A randomised study. Medical Education, 47(9), 888-898. https://doi.org/10.1111/medu.12199

De Nooijer, J. A., Van Gog, T., Paas, F., & Zwaan, R. A. (2013). Effects of imitating gestures during encoding or during retrieval of novel verbs on children's test performance. Acta Psychologica, 144(1), 173-179. https://doi.org/10.1016/j.actpsy.2013.05.013

de Nooijer, J. A., van Gog, T., Paas, F., & Zwaan, R. A. (2013). When Left Is Not Right: Handedness Effects on Learning Object-Manipulation Words Using Pictures With Left- or Right-Handed First-Person Perspectives. Psychological Science, 24(12), 2515-2521. https://doi.org/10.1177/0956797613498908

Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058-1072. https://doi.org/10.3758/s13428-013-0334-1

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.

van Gog, T. (2012). Expertise. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1238). Springer.

van Loon-Hillen, N., van Gog, T., & Brand-Gruwel, S. (2012). Effects of worked examples in a primary school mathematics curriculum. Interactive Learning Environments, 20(1), 89-99. https://doi.org/10.1080/10494821003755510

Mamede, S., Splinter, T. A. W., Van Gog, T., Rikers, R. M. J. P., & Schmidt, H. G. (2012). Exploring the role of salient distracting clinical features in the emergence of diagnostic errors and the mechanisms through which reflection counteracts mistakes. BMJ Quality & Safety, 21(4), 295-300. https://doi.org/10.1136/bmjqs-2011-000518

Kostons, D., van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. https://doi.org/10.1016/j.learninstruc.2011.08.004

van den Berge, K., Mamede, S., van Gog, T., Romijn, J. A., van Guldener, C., van Saase, J. L. C. M., & Rikers, R. M. J. P. (2012). Accepting Diagnostic Suggestions by Residents: A Potential Cause of Diagnostic Error in Medicine. Teaching and Learning in Medicine, 24(2), 149-154. https://doi.org/10.1080/10401334.2012.664970

Mamede, S., van Gog, T., Moura, A. S., de Faria, R. M. D., Peixoto, J. M., Rikers, R. M. J. P., & Schmidt, H. G. (2012). Reflection as a strategy to foster medical students' acquisition of diagnostic competence. Medical Education, 46(5), 464-472. https://doi.org/10.1111/j.1365-2923.2012.04217.x

Spanjers, I. A. E., Van Gog, T., & Van Merriënboer, J. J. G. (2012). Segmentation of Worked Examples: Effects on Cognitive Load and Learning. Applied Cognitive Psychology, 26(3), 352-358. https://doi.org/10.1002/acp.1832

de Bruin, A. B. H., & van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22(4), 245-252. https://doi.org/10.1016/j.learninstruc.2012.01.003

Spanjers, I. A. E., Van Gog, T., Wouters, P., & Van Merriënboer, J. J. G. (2012). Explaining the segmentation effect in learning from animations: The role of pausing and temporal cueing. Computers & Education, 59(2), 274-280. https://doi.org/10.1016/j.compedu.2011.12.024

van Gog, T., & Kester, L. (2012). A test of the testing effect: Acquiring problem-solving skills from worked examples. Cognitive Science, 36(8), 1532-1541. https://doi.org/10.1111/cogs.12002

van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012). Timing and frequency of mental effort measurement: Evidence in favour of repeated measures. Applied Cognitive Psychology, 26(6), 833-839. https://doi.org/10.1002/acp.2883

Ouwehand, K., van Gog, T., & Paas, F. (2012). The use of gesturing to facilitate older adults' learning from computer-based dynamic visualizations. In Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs (pp. 33-58). IGI Global. https://doi.org/10.4018/978-1-4666-1966-1.ch003

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.

Spanjers, I. A. E., Wouters, P., Van Gog, T., & Van Merriënboer, J. J. G. (2011). An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior, 27(1), 46-52. https://doi.org/10.1016/j.chb.2010.05.011

Helsdingen, A. S., van Gog, T., & van Merriënboer, J. J. G. (2011). The effects of practice schedule on learning a complex judgment task. Learning and Instruction, 21(1), 126-136. https://doi.org/10.1016/j.learninstruc.2009.12.001

Helsdingen, A., van Gog, T., & van Merriënboer, J. (2011). The Effects of Practice Schedule and Critical Thinking Prompts on Learning and Transfer of a Complex Judgment Task. Journal of Educational Psychology, 103(2), 383-398. https://doi.org/10.1037/a0022370

Nievelstein, F., van Gog, T., van Dijck, G., & Boshuizen, H. P. A. (2011). Instructional support for novice law students: Reducing search processes and explaining concepts in cases. Applied Cognitive Psychology, 25(3), 408-413. https://doi.org/10.1002/acp.1707

Van Gog, T., Kester, L., & Paas, F. (2011). Effects of concurrent monitoring on cognitive load and performance as a function of task complexity. Applied Cognitive Psychology, 25(4), 584-587. https://doi.org/10.1002/acp.1726

van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices' learning. Contemporary Educational Psychology, 36(3), 212-218. https://doi.org/10.1016/j.cedpsych.2010.10.004

Van Gog, T. (2011). Effects of identical example-problem and problem-example pairs on learning. Computers & Education, 57(2), 1775-1779. https://doi.org/10.1016/j.compedu.2011.03.019

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.

Nievelstein, F., van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2010). Effects of conceptual knowledge and availability of information sources on law students' legal reasoning. Instructional Science, 38(1), 23-35. https://doi.org/10.1007/s11251-008-9076-3

Jarodzka, H., Scheiter, K., Gerjets, P., & van Gog, T. (2010). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction, 20(2), 146-154. https://doi.org/10.1016/j.learninstruc.2009.02.019

van Gog, T., & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20(2), 95-99. https://doi.org/10.1016/j.learninstruc.2009.02.009

Kostons, D., van Gog, T., & Paas, F. (2010). Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Computers & Education, 54(4), 932-940. https://doi.org/10.1016/j.compedu.2009.09.025

Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22(2), 115-121. https://doi.org/10.1007/s10648-010-9133-8

van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review, 22(2), 155-174. https://doi.org/10.1007/s10648-010-9134-7

van Gog, T., Sluijsmans, D. M. A., Brinke, D. J. T., & Prins, F. J. (2010). Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains. Educational Technology Research and Development, 58(3), 311-324. https://doi.org/10.1007/s11423-008-9099-0

Mamede, S., Van Gog, T., Van Den Berge, K., Rikers, R., Van Saase, J. L. C. M., Van Guldener, C., & Schmidt, H. G. (2010). Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents. JAMA - The Journal of The American Medical Association, 304(11), 1198-1203. https://doi.org/10.1001/jama.2010.1276

Spanjers, I. A. E., van Gog, T., & van Merriënboer, J. J. G. (2010). A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning. Educational Psychology Review, 22(4), 411-423. https://doi.org/10.1007/s10648-010-9135-6

Antonenko, P., Paas, F., Grabner, R., & van Gog, T. (2010). Using Electroencephalography to Measure Cognitive Load. Educational Psychology Review, 22(4), 425-438. https://doi.org/10.1007/s10648-010-9130-y

Boekhout, P., van Gog, T., van de Wiel, M. W. J., Gerards-Last, D., & Geraets, J. (2010). Example-based learning: Effects of model expertise in relation to student expertise. British Journal of Educational Psychology, 80(4), 557-566. https://doi.org/10.1348/000709910X497130

van Gog, T., Paas, F., & Sweller, J. (2010). Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement. Educational Psychology Review, 22(4), 375-378. https://doi.org/10.1007/s10648-010-9145-4

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.

Van Gog, T., Paas, F., Marcus, N., Ayres, P., & Sweller, J. (2009). The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations. Educational Psychology Review, 21(1), 21-30. https://doi.org/10.1007/s10648-008-9094-3

van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009). Attention guidance during example study via the model's eye movements. Computers in Human Behavior, 25(3), 785-791. https://doi.org/10.1016/j.chb.2009.02.007

Amadieu, F., van Gog, T., Paas, F., Tricot, A., & Mariné, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19(5), 376-386. https://doi.org/10.1016/j.learninstruc.2009.02.005

Kostons, D., Van Gog, T., & Paas, F. (2009). How do I do? Investigating effects of expertise and performance-process records on self-assessment. Applied Cognitive Psychology, 23(9), 1256-1265. https://doi.org/10.1002/acp.1528

Scheiter, K., & Van Gog, T. (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23(9), 1209-1214. https://doi.org/10.1002/acp.1524

De Jong, T., Van Gog, T., Jenks, K., Manlove, S., Van Hell, J., Jolles, J., Van Merrienboer, J., Van Leeuwen, T., & Boschloo, A. (2009). Explorations in learning and the brain: On the potential of cognitive neuroscience for educational science. Springer. https://doi.org/10.1007/978-0-387-89512-3

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)

Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43(1), 16-26. https://doi.org/10.1080/00461520701756248

van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18(3), 211-222. https://doi.org/10.1016/j.learninstruc.2007.03.003

Smits, M. H. S. B., Boon, J., Sluijsmans, D. M. A., & van Gog, T. (2008). Content and timing of feedback in a web-based learning environment: Effects on learning as a function of prior knowledge. Interactive Learning Environments, 16(2), 183-193. https://doi.org/10.1080/10494820701365952

Rikers, R., Van Gog, T., & Paas, F. (2008). The effects of constructivist learning environments: A commentary. Instructional Science, 36(5-6 EFFECTS OF CONSTR), 463-467. https://doi.org/10.1007/s11251-008-9067-4

Nievelstein, F., Van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2008). Expertise-related differences in conceptual and ontological knowledge in the legal domain. European Journal of Cognitive Psychology, 20(6), 1043-1064. https://doi.org/10.1080/09541440701674777

Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2008). Guiding Students' Attention During Example Study by Showing the Model's Eye Movements. In Beyond Knowledge: The Legacy of Competence: Meaningful Computer-based Learning Environments (pp. 189-196). Springer. https://doi.org/10.1007/978-1-4020-8827-8_26

Kostons, D., Van Gog, T., & Paas, F. (2008). The effects of expertise and an eye movement cue on self-generated self-assessment criteria. Computer-Supported Collaborative Learning, (PART 3), 61-62.

Paas, F., Van Gog, T., Kirschner, F., Marcus, N., Ayres, P., & Sweller, J. (2008). Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education. In Beyond Knowledge: The Legacy of Competence: Meaningful Computer-based Learning Environments (pp. 7-9). Springer. https://doi.org/10.1007/978-1-4020-8827-8_2

Van Gog, T., Brand-Gruwel, S., Van Meeuwen, L., & Paas, F. (2008). Uncovering cognitive processes: Cued retrospective reporting based on eye-movement records. Computer-Supported Collaborative Learning, (PART 3), 416-417.

Boshuizen, H. P. A., Phythian-Sence, C., Wagner, R. K., Gravemeijer, K. P. E., van der Aalsvoort, G. M., Nievelstein, F., van Gog, T., Prins, F. J., Dornan, T., & Scherpbier, A. (2008). Instructional models in domains and professions. In J. M. Spector, M. D. Merrill, J. J. G. Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 537-566). Lawrence Erlbaum.

2007

Scholarly publications

Schmidt, H. G., Loyens, S. M. M., Van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97.

2006

Scholarly publications

van Gog, T. (2006). Uncovering the problem-solving process to design effective worked examples. Open University of The Netherlands.

Paas, F., & van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16(2 SPEC. ISS.), 87-91. https://doi.org/10.1016/j.learninstruc.2006.02.004

van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16(2 SPEC. ISS.), 154-164. https://doi.org/10.1016/j.learninstruc.2006.02.003

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.

van Gog, T., Paas, F., van Merriënboer, J. J. G., & Witte, P. (2005). Uncovering the problem-solving process: cued retrospective reporting versus concurrent and retrospective reporting. Journal of Experimental Psychology. Applied, 11(4), 237-244. https://doi.org/10.1037/1076-898X.11.4.237

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

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Prof. dr. Tamara van Gog

Prof. dr. Tamara van Gog

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2025

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2023

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2022

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2021

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2016

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2014

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2013

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2012

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2011

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2010

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2009

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2008

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2007

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2006

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