Transcript Curriculum Vitae of prof.dr. Tamara van Gog

[March 2017] 1
Curriculum Vitae of prof.dr. Tamara van Gog
1. Personal Information
Surname: van Gog
First names: Tamara Antonia Josephina Maria
Gender: Female
Date and place of birth: June 18, 1979, Raamsdonk, The Netherlands
Nationality: Dutch
Work address: Dept. of Pedagogical and Educational Sciences, Div. Education, Utrecht University
Visiting: Heidelberglaan 1, 3584 CS Utrecht, The Netherlands (Langeveld building, Room F3.26)
Postal: Langeveld building, Room F3.10, P.O. Box 80140, 3508 TC Utrecht, The Netherlands
T: +31 30 2533689
E: [email protected]
2. Education
2002-2006
1998-2001
1997-1998
PhD
Educational Technology Expertise Center, Open University of The Netherlands
1
PhD degree awarded April 28, 2006, with honors ; Dissertation:
Uncovering the problem-solving process to design effective worked examples
Master
Developmental and Educational Psychology program, specializing in Educational
Psychology, Tilburg University, degree awarded August 17, 2001
Practical report: Portfolio nader bekeken [A closer look at portfolios]
Research report: Effects of reflection prompts in an online study task on learning
Bachelor (Propedeuse)
Psychology Department, Tilburg University, degree awarded September 1998
3. Employment
04/2015- …
1/2017- …
4/20153/2016
05/20123/2015
11/200904-2012
06/200810/2009
11/200706/2008
05/200605/2008
05/200205/2006
04/2002
01-04/2002
1
2
Full Professor
Department of Education, Utrecht University, The Netherlands
Distinguished Guest Professor
0.2 fte at Eberhard Karls Universität Tübingen, Germany (seconded from UU)
Endowed Professor
0.2 fte Institute of Psychology, Erasmus University Rotterdam (seconded from UU)
Endowed Professor (bijzonder Hoogleraar) of Educational Psychology
Institute of Psychology, Erasmus University Rotterdam, The Netherlands
Associate professor
Institute of Psychology, Erasmus University Rotterdam, The Netherlands
Associate professor
2
Center for Learning Sciences and Technologies , Open University of The Netherlands
Visiting researcher
Institut für Wissensmedien/Knowledge Media Research Center, Tübingen, Germany
Assistant professor
Educational Technology Expertise Center, Open University of The Netherlands
PhD student
Educational Technology Expertise Center, Open University of The Netherlands
Data-analysis assistant in research project “Information Problem Solving”
Educational Technology Expertise Center, Open University of The Netherlands
Data-analysis assistant in research project “Thinking Science”
joint project of APS, the national center for school improvement, and the Teacher
Education Department of the Technical University Eindhoven
In Dutch: ‘cum laude’, which is the highest level of distinction in the Netherlands
Formerly known as Educational Technology Expertise Center, currently known as the Welten Institute
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03-12/2001
Junior educational consultant
Department of Education, Fontys University of Applied Sciences
4. Awards/Honors
Honors
2016
2010
Identified as one of the 20 most productive researchers in educational psychology (based on
3
an analysis of publications in five major journals) in the period 2009-2014.
Appointed as a member of De Jonge Akademie (The Young Academy) of the Royal
Netherlands Academy of Arts and Sciences for a 5-year period (March 2010-March 2015)
Awards
2015
2012
2011
2010
2007
Best Poster Award at the 17th International Conference on Artificial Intelligence in Education
(AIED 2015) for the poster Worked examples are more efficient for learning than highassistance instructional software (McLaren, Van Gog, Ganoe, Yaron, & Karabinos)
VPO PhD student Supervision Award 2011 (as supervising team together with Anique de
Bruin and Jeroen van Merriënboer; VPO = PhD student council of the VOR, the Netherlands
Educational Research Association)
Outstanding Research Publication Award of Division I ‘Education in the Professions of the
American Educational Research Association for the article “Effect of availability bias and
reflective reasoning on diagnostic accuracy among internal medicine residents” (JAMA,
2010; Mamede, Van Gog, Van den Berge, Rikers, Van Saase, Van Guldener, & Schmidt)
Best Paper Award at the joint meeting of the Special Interest Groups ‘Instructional Design’
and ‘Learning and Instruction with Computers’ of the European Association for Research on
Learning and Instruction for the paper Effects of Worked Examples, Example-Problem Pairs,
and Problem-Example Pairs Compared to Problem Solving (Van Gog, Kester, & Paas)
Erik De Corte Award for a Young and Promising Scholar in the Science of Learning and
Instruction, awarded by the European Association for Research on Learning and Instruction
(€1,200)
5. Grants
Competitive Grants
ZonMw HGOG Grant, Netherlands Organisation for Health Research and
2015
Development, Family and Elderly Medicine, for a PhD student project, awarded to
Herman Bueving and Patrick Bindels (Family Medicine, Erasmus Medical Center)
and Tamara van Gog, Silvia Mamede, Henk Schmidt, Walter van den Broek, and
Laura Zwaan (iMERR, Institute for Medical Education Research Rotterdam). Project:
Teaching reflective reasoning through modelling as a strategy to counteract
diagnostic mistakes in general practice (≈ €250,000)
st
Human Capital: 21 Century Skills Grant, Netherlands Organization for Scientific
Research (#409-15-203), for two PhD student projects (1 UU, 1 EUR), awarded to
Tamara van Gog (main applicant, UU), Tim Mainhard (UU), Peter Verkoeijen (EUR)
in collaboration with and co-financed by the Learning and Innovation Center of
Avans University of Applied Sciences (Anita Heijltjes). Project: Investing in thinking
pays good interest: Improving critical thinking skills of students and teachers in
higher professional education (€523,340).
PROO Grant for a PhD student project, Netherlands Organization for Scientific
2013
Research (#411-12-015) awarded to Tamara van Gog (main applicant) and Fred
Paas (co-applicant). Project: “Scaffolding self-regulation through modeling examples:
Effects on the acquisition of domain-specific skills and self-regulated learning skills”
(≈ €200,000).
This project is part of an ‘interlinked research project’ called “Scaffolding self3
Greenbaum, H., et al. (2016). Individual and institutional productivity in Educational Psychology journals from 2009 to 2014.
Educational Psychology Review, 28, 215–223.
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2012
2011
2008
regulation: Effects on the acquisition of domain-specific skills and self-regulated
learning skills” (main applicant: Jeroen van Merriënboer), with two other projects:
“Scaffolding self-regulation through peer-tutor guidance: Effects on the acquisition of
domain-specific skills and self-regulated learning skills” (PhD student project;
main applicant: Liesbeth Kester; co-applicant: Halszka Jarodzka; Open
University NL);
“Scaffolding self-regulation through metacognitive checklists: Effects on the
acquisition of domain-specific skills and self-regulated learning skills” (main
applicant: Jeroen van Merriënboer; Maastricht University).
Research Excellence Initiative Grant from the Erasmus University Rotterdam
Executive Board (€1,000,000) awarded to the educational psychology research
group (co-applicant with Fred Paas and Remy Rikers).
Vidi Grant, Netherlands Organization for Scientific Research (# 452-11-06)
Project: “Off with their heads! Effects of seeing a model’s head and gaze on learning
from modeling examples” (€800,000)
Kennisnet Grant for a 3-year PhD student project awarded to Tamara van Gog (main
applicant) and Sofie Loyens (co-applicant). Project: “Students’ next top model:
Effects of video-based examples with different types of models on self-efficacy and
learning” (€150,000).
Pittsburgh Science of Learning Center Grant for experiments comparing the effects
on learning from (erroneous) examples and (tutored) problem solving awarded to
Bruce McLaren (PI; Carnegie Mellon University), Dave Yaron (Co-PI; Carnegie
Mellon University) and Tamara van Gog (Co-PI). ($141,700)
PROO Grant for an interlinked research project, Netherlands Organization for Scientific
Research (# 411-10-905) awarded to Tamara van Gog (main applicant). Project:
“Yes Wii Can: An Embodied Cognition Approach to Improving the Design of
Animations for Primary Education” (≈ €780,000).
This interlinked research project has four part-projects:
PhD student project on Mathematics Animations (main applicant: Harold Bekkering;
co-applicant: Marianne van den Hurk);
PhD student project on Language Animations (main applicant: Rolf Zwaan);
PhD student project on Science Concept Animations (main applicant: Tamara van
Gog; co-applicant: Fred Paas);
Post-doc project using EEG to study the brain mechanisms involved in studying
animations designed according to the embodied cognition approach (main
applicant: Harold Bekkering; co-applicant: Marianne van den Hurk).
National Initiative Brain & Cognition Grant for a PhD student project awarded to Rolf
Zwaan (main applicant), Fred Paas (co-applicant) and Tamara van Gog (coapplicant).
This PhD student project is part of a larger project “Understanding and improving the
development of language skills in primary school children” (# 056-33-016; main
applicant: Harold Bekkering) involving one other project (post-doc; main applicant:
Harold Bekkering; co-applicants: Shirley-Ann Rueschemeyer and Marianne van den
Hurk) and a cooperation with Malmberg publishing company.
Veni Grant, Netherlands Organization for Scientific Research (# 451-08-003).
Project: “Do you see what I see? Stimulating students’ reflection through examplebased learning” (€208,000)
PROO Grant for a PhD student project, Netherlands Organization for Scientific
Research (# 411-07-152) awarded to Tamara van Gog (main applicant) and Fred
Paas (co-applicant). Project: “Fostering self-monitoring and self-regulation in learning
to solve problems” (≈ €200,000).
This project is part of an ‘interlinked research project’ called “Fostering selfmonitoring and self-regulation in primary and secondary education” (main
applicant: Anique de Bruin), with two other PhD student projects:
“Fostering self-monitoring and self-regulation in language learning” (main applicant:
Anique de Bruin; co-applicant: Henk Schmidt);
“Neural mechanisms underlying self-monitoring and self-regulation in adolescence”
(main applicant: Peter Stiers; co-applicant: Jelle Jolles).
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Open Competition Social Sciences Grant for a PhD student project, Netherlands
Organization for Scientific Research (# 400-07-017) awarded to Jeroen van
Merriënboer (main applicant) and Tamara van Gog (co-applicant).
Project: “Improving learning through adaptive design of instructional animations:
Interactions between segmentation, interactivity, and student expertise” (≈ €200,000)
Rubicon Grant, Netherlands Organization for Scientific Research (# 446-07-001).
Research visit to the Institut für Wissensmedien/Knowledge Media Research Center,
Tübingen, Germany (15-11-07 until 15-06-08). Project: “May I have your attention
please! Expert eye movements as a catalyst for students’ transfer ability” (€14,410)
2007
Small Grants
2015
2011
2010
Center for Educational Studies, Ruhr Universität Bochum Grant awarded to Nikol
Rummel and Tamara van Gog for hiring a student-assistant to conduct a study
on the effects of modeling examples in the context of productive failure (€7,500)
The Young Academy Grant awarded to Tamara van Gog, Pieter Roelfsema, and
Ysbrand van der Werf for hiring a student-assistant to conduct a study on the effects
of sleep on observational learning (€12,000)
The Young Academy Grant awarded to Tamara van Gog and Ysbrand van der Werf
for developing a web application to study effects of sleep on observational learning
(€3,960)
6. Scientific Activities
6.1 Master/PhD/Postdoc Supervision and Dissertation Evaluation
Postdocs
PhD
Completed
11
10
9
8
7
6
5
4
3
Vincent Hoogerheide (UU, 10/2015-12/2018)
Margot van Wermeskerken (NWO Vidi, 7/2013-7/2016; UU, 8/2016-7/2017)
Wim Pouw, defense scheduled for March 16, 2017, Erasmus University Rotterdam.
Dissertation: The cognitive function of manual activity in learning and problem
solving.
Wim obtained a NWO Rubicon Grant in January 2017.
Vincent Hoogerheide, October 20, 2016, Erasmus University Rotterdam.
Dissertation: Effects of observing and creating video modeling examples on
cognitive and motivational aspects of learning.
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Vincent obtained his PhD cum laude
Kim Ouwehand, January 15, 2016, Erasmus University Rotterdam.
Dissertation: Effects of observing and producing deictic gestures on memory and
learning in different age groups.
Jacqueline de Nooijer, September 10, 2015, Erasmus University Rotterdam.
Dissertation: Lending the brain a hand: The influence of motor activation on
language processing and language learning.
Martine Baars, June 6, 2014, Erasmus University Rotterdam.
Dissertation: Instructional strategies for improving self-monitoring of learning to
solve problems.
Mariëtte van Loon, May 8, 2014, Maastricht University.
Dissertation: Fostering monitoring and regulation of learning.
Anita Heijltjes, January 30, 2014, Erasmus University Rotterdam (external PhD
candidate from Avans University of Applied Sciences).
Dissertation: Cultivating critical thinking: The effects of instructions on
Economics students’ reasoning.
Ingrid Spanjers, July 5, 2012, Maastricht University.
Dissertation: Segmentation of animations: Explaining the effects on the learning
process and learning outcomes.
Danny Kostons, November 5, 2010, Open University of The Netherlands.
Dissertation: On the role of self-assessment and task-selection skills in self-
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2
1
Ongoing
13
12
11
10
9
8
7
6
5
4
3
2
1
Master
regulated learning.
Fleurie Nievelstein, September 18, 2009, Open University of The Netherlands.
Dissertation: Learning law: Expertise differences and the effect of instructional
support.
Fleurie won the Best Paper by a New Investigator Award 2009 from Division I
‘Education in the Professions’ of the American Educational Research Association
Anne Helsdingen, November 7, 2008, Open University of The Netherlands
(external PhD candidate from TNO).
Dissertation: Training complex judgment: The effects of critical thinking and
contextual interference.
Winnifred Wijnker (Freudenthal Institute, UU), project: The use of video to foster
affect and cognition in science and mathematics education: Design principles
from narrative film theory.
Josepha Kuhn (Erasmus MC), project: Teaching reflective reasoning through
modelling as a strategy to counteract diagnostic mistakes in general practice
Sophie Oudman (UU), project: Improving teacher judgment accuracy and support
adaptivity
Lara van Peppen (EUR), project: Improving critical thinking skills of students and
teachers in higher professional education
Eva Janssen (UU), project: Improving critical thinking skills of students and
teachers in higher professional education
Christian Hartmann (Ruhr-Universität Bochum), project: Vicarious failure:
Conditions for observational learning during problem-solving prior to instruction
Milou van Harsel (UU, external PhD candidate from Avans University of Applied
Sciences), project: Watch and learn: Effects of sequencing and self-regulating
example study and practice problem solving in higher education
Milou won the Best Poster Award at the 2016 meeting of EARLI SIG 6 & 7,
Dijon, France.
Monika Donker (UU), project: Moment-to-moment classroom interaction and
teacher arousal: Transactional links with daily teacher wellbeing and student
adjustment.
Charly Eielts (EUR), project: Gesturing and multimedia learning
Gertjan Rop (EUR), project: Eye tracking studies on multimedia learning
Tim van Marlen (UU), project: Off with their heads! Effects of seeing a model’s
head and gaze on learning from modeling examples
Steven Raaijmakers (UU), project: Scaffolding self-regulation through modeling
examples: Effects on the acquisition of domain-specific skills and self-regulated
learning skills
Lysanne Post (EUR), project: Yes Wii can: An embodied cognition approach to
improving the design of language animations for primary education
Marcel Tillema, Utrecht University, Research Master (2017)
Dorien Kleine-Rammelkamp, Utrecht University, Academic Master (2017)
Sanne de Leur, Utrecht University, Academic Master (2017)
Jacqueline van Tol, Utrecht University, Academic Master (2016)
Wietse Meulendijks, Utrecht University, Academic Master (2016)
Denise Koopmans, Utrecht University, Academic Master (2016)
Josepha Kuhn, Psychology, Erasmus University Rotterdam (2015)
Bianca Grimmius, Psychology, Erasmus University Rotterdam (2014)
Anna Vrins, Psychology, Erasmus University Rotterdam (2014)
Suzanne van der Straaten, Psychology, Erasmus University Rotterdam (2014)
Robyn ten Napel, Psychology, Erasmus University Rotterdam (2014)
Lian Deijkers, Psychology, Erasmus University Rotterdam (2014)
Joris Boerboom, Psychology, Erasmus University Rotterdam (2013)
Michelle Nugteren, ARP Psychology, Erasmus University Rotterdam (2013)
Rebecca Kock, Psychology, Erasmus University Rotterdam (2013)
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Sigrid Vink, Psychology, Maastricht University (2013)
Luuk van Schie, Psychology, Erasmus University Rotterdam (2012)
Anjani Kusuma, Psychology, Erasmus University Rotterdam (2011)
Paul Boekhout, Psychology, Maastricht University (2009)
Nelleke van Loon, Learning Sciences, Open University of the Netherlands (2009)
Puk Witte, Psychology, Maastricht University (2003)
Bachelor
Lian Deijkers, Psychology, Erasmus University Rotterdam (2012)
Robyn ten Napel, Psychology, Erasmus University Rotterdam (2012)
Cindy Paaij, Psychology, Erasmus University Rotterdam (2012)
Alana Liddle, Psychology, Erasmus University Rotterdam (2011)
PhD/EdD
Evaluation
PhD thesis Roy Hessels, Utrecht University (2017)
PhD thesis Suzan Nouwens, Radboud University (2016)
PhD thesis John Young, University Medical Center Utrecht (2016)
PhD thesis Mary Dankbaar, Erasmus Medical Center, Rotterdam (2015)
PhD thesis Kshitij Sharma, Swiss Federal Institute of Technology, Lausanne (2015)
PhD thesis Thomas Jaarsma, Open University of The Netherlands (2015)
PhD thesis Mario de Jonge, Erasmus University Rotterdam (2014)
PhD thesis Noortje Coppens, Erasmus University Rotterdam (2014)
PhD thesis Ellahe Chabani, Leiden University (2014)
PhD thesis Esther Chng Xue Li, Erasmus University Rotterdam (2013)
PhD thesis Serene Choo Siang Yan, Erasmus University Rotterdam (2013)
PhD thesis Eniko Bezdan, Open University of The Netherlands (2013)
PhD thesis Lydia Schaap, Erasmus University Rotterdam (2013)
PhD thesis Gera Noordzij, Erasmus University Rotterdam (2013)
PhD thesis Kiki Zanolie, Erasmus University Rotterdam (2012)
PhD thesis Lisa Vandeberge, Erasmus University Rotterdam (2012)
PhD thesis Anita Eerland, Erasmus University Rotterdam (2012)
PhD thesis Marieke Meeuwisse, Erasmus University Rotterdam (2012)
PhD thesis Alireza Monajemi, Erasmus University Rotterdam (2012)
PhD thesis Kees van den Berge, Erasmus University Rotterdam (2012)
PhD thesis Anna Wong, University of New South Wales, Australia (2011)
PhD thesis Ernesto Panadero, Autonomous University of Madrid, Spain (2011)
PhD thesis Damien Litchfield, Lancaster University, UK (2010)
PhD thesis Telle Hailikari, University of Helsinki, Finland (2009)
PhD thesis Björn de Koning, Erasmus University Rotterdam (2009)
PhD thesis Susannah Torcasio, University of New South Wales, Australia (2009)
PhD thesis Mark Kissane, University of New South Wales, Australia (2008)
PhD thesis Daantje Derks, Open University of The Netherlands (2007)
EdD thesis Arianne Rourke, University of New South Wales, Australia (2006)
(reading
and/or
defense
committee)
6.2 Teaching (excl. thesis supervision), Workshops, and Consultancy/Applied Projects
2016-2017
2016
2015-2016
Utrecht University, Department of Education
Co-coordinator of Research Master
Research Master Year 1 Course “Educational Neuroscience”: teacher, research
assignment supervisor
Bachelor Year 2 Course “Educational Psychology”: lecturer
ICO Research School, co-teacher of one day of the introductory course for PhD
students
Utrecht University, Department of Education
Research Master Year 1 Course “Educational Neuroscience”: teacher, research
assignment supervisor
Bachelor Year 2 Course “Educational Psychology”: lecturer
Erasmus University Rotterdam, Institute of Psychology (problem-based learning):
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2015
2014-2015
(5.5 month
sabbatical)
2013-2014
2013
2012-2013
2012
2011-2012
2010-2011
2010
2009-2010
2009
2008
2008
Course 3.4 “Learning and Instruction”: lecturer
ICO Research School workshop for PhD students ‘How to write a successful grant
proposal’, conducted twice at the ICO National Fall School (November 6, 2015)
Erasmus University Rotterdam, Institute of Psychology (problem-based learning):
Course 4.1 “A Closer Look at Learning”: planning group member
Course 4.3 “Professional Development”: planning group member
Course 3.4 “Learning and Instruction”: planning group member
Erasmus University Rotterdam, Institute of Psychology (problem-based learning):
Course 4.1 “A Closer Look at Learning”: planning group member
Course 4.3 “Professional Development”: practical coordinator, lecturer
Course 3.4 “Learning and Instruction”: planning group member, lecturer
Course 3.5 “Engines for Learning”: practical coordinator
Supervision of 4 Faculty of Social Sciences honors students
Supervision of practical internship Suzanne van der Straaten
Professional Development Workshop (with Jan-Willem Strijbos) “Shaping your
research career” for Junior Researchers of the European Association for Research
on Learning and Instruction at JURE 2013, Munich, Germany
Erasmus University Rotterdam, Institute of Psychology (problem-based learning):
Course 4.1 “A Closer Look at Learning”: planning group member
Course 4.3 “Professional Development”: practical coordinator, tutor, lecturer
Course 3.4 “Learning and Instruction”: planning group member, lecturer
Course 3.5 “Engines for Learning”: practical coordinator
Lecture on example-based learning in Educational Minor
Supervision of practical internship Lian Deijkers
Supervision of practical internship Joris Boerboom
Two Professional Development Workshops (with Halszka Jarodzka) “Using eye
tracking in educational research – beginners” and “Using eye tracking in educational
research – advanced” for Junior Researchers of the European Association for
Research on Learning and Instruction at JURE 2012, Regensburg, Germany
Erasmus University Rotterdam, Institute of Psychology (problem-based learning):
Course 1.8 “Human Learning”: course coordinator, lecturer
Minor 3.1 “Research in Psychology”: research project supervisor
Course 3.3 “Expertise Development”: course coordinator, tutor, lecturer
Course 3.4 “Learning and Instruction”: planning group member, lecturer
Course 3.5 “Engines for Learning”: practical coordinator
Course 4.1 “A Closer Look at Learning”: planning group member
Lecture HOVO (Higher Education for Older Adults)
Supervision of OTT (research traineeship) Caroline Umuhoza
Erasmus University Rotterdam, Institute of Psychology (problem-based learning):
Course 1.8 “Human Learning”: course coordinator, tutor, lecturer
Minor 3.1 “Research in Psychology”: research project supervisor
Course 3.4 “Learning and Instruction”: planning group member, lecturer
Course 3.5 “Engines for Learning”: practical coordinator, tutor
Supervision of OTT (research traineeship) Caroline Umuhoza
Professional development workshop on “Eye tracking” Junior Researchers of the
European Association for Research on Learning and Instruction at JURE 2010,
Frankfurt, Germany
Erasmus University Rotterdam, Institute of Psychology (problem-based learning):
Course 1.8 “Human Learning”: course coordinator, tutor, lecturer
Course 3.4 “Learning and Instruction”: planning group member, lecturer
Course 3.5 “Engines for Learning”: practical coordinator, tutor
Supervision of practical internship Vincent Louwe
ICO research school course for PhD students “A psychological approach to the design
of multimedia learning environments”
Workshop Trainingen ontwerpen volgens het 4C/ID model [Training design according
to the 4C/ID model] for trainers at COT Instituut voor Veiligheids- en
Crisismanagement [COT Institute for Safety and Crisis Management]
Summer Semester Course for Master’s students on “Blickbewegungsmodelling” [Eye
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2007
2005-2009
2003-2008
2003-2006
2003
2001
movement modelling], Institut für Wissensmedien, Tübingen, Germany
Mini-workshop on “Scientific Publishing” for PhD students, Institut für Wissensmedien,
Tübingen, Germany
Workshop “Techniques for uncovering cognitive processes: Eye tracking, concept
mapping, and verbal protocols” for students of the Master Active Learning, Open
University of The Netherlands.
Guest lectures on “Cognitive Load Theory” in Course 3.4 ‘Learning and Instruction’ for
students of the Psychology Department, Erasmus University Rotterdam.
Involvement in OTEC multimedia lab management; demonstrations for visitors
Project “Assessment for professionalization of teachers”, Ruud de Moor Centre for
Professionalization of Teachers, Open University of The Netherlands
Mini-workshop on “Scientific Publishing”, Open University of The Netherlands
Project “Didactical Models for Open University Courses”, Open University of The
Netherlands
Project “Teacher Competencies”, Fontys University of Applied Sciences
Project “Implementation N@tschool E-learning Environment”, Fontys Hogescholen
Project “Portfolio Assessment in Teacher Training”, Fontys Hogescholen
6.3 Academic Service
International
09/201108/2015
04/2014
02/2014
01/200712/2009
Coordinator of the Special Interest Group ‘Learning and Instruction with Computers’ of
the European Association for Research on Learning and Instruction
Mentor in the AERA 2014 New Faculty Mentoring Program of Division C, ‘Learning and
Instruction’, of the American Educational Research Association
Member of the AERA 2014 Outstanding Publication Award Committee of Division I,
‘Education in the Professions’, of the American Educational Research Association.
Member of the international advisory committee for the interdisciplinary project
“Resource-adaptive design of visualizations for supporting the comprehension of
complex dynamics in the natural sciences” of the Knowledge Media Research
Center and the University of Tübingen, Germany.
National
09/2015- ….
06/2015-…
04/201304/2016
04/201208/2014
11/20103/2015
07/201007/2013
Member of the committee Implementatie Sectorplan Onderwijswetenschappen
[implementation of the national ‘sector plan’ Educational Sciences]
Member of the preparatory program committee Brain, Cognition, and Education
(initiative of the National Initiative Brain and Cognition [NIHC] and the Netherlands
Initiative for Education Research [NRO])
Member of the Program Council for Fundamental Scientific Education Research, which
is part of the Netherlands Initiative for Education Research (NRO); formerly known
as NWO-PROO). From 04/2014-…. as vice-chair.
Co-chair of the Science and Society track of De Jonge Akademie
Member of the KNAW-commissie ‘Basisonderwijs en Voortgezet Onderwijs’
(Committee ‘Primary and Secondary Education’ of the Royal Netherlands Academy
of Arts and Sciences)
Member of the NIP Bestuurscommissie ‘Wetenschap’ (Governance committee
‘Science’ of the NIP, the Dutch professional association of psychologists)
Local
2016
04/2015-…
06/201306/2016
Member of preparatory committee Utrecht Young Academy (local ‘Young Academy’)
Management Research Program Department of Education, Utrecht University
Member of the Erasmus University Rotterdam Faculty of Social Sciences Funding
Advisory Board
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10/20123/2015
06/201203/2013
10/20103/2015
11/20093/2015
2003-2006
Member of the cross-sectional research council of the Institute of Psychology
Member of preparatory committee Young Erasmus (local ‘Young Academy’)
4
Founder and coordinator of Educational Psychology ‘Pubgroup’ at the Institute of
Psychology, Erasmus University Rotterdam
Coordinator of Research Meetings of the Developmental and Educational Psychology
group at the Institute of Psychology, Erasmus University Rotterdam
Member and Chair (2004-2006) of the ‘Directoraatsoverleg’ (Directorate consultation)
of the Educational Technology Expertise Center of the Open University of the
Netherlands
6.4 Outreach
Projects:
2013-2014:
2013:
2010- 2012:
Member of project team “Expeditie Moendoes”, a science game created by members
of De Jonge Akademie together with De Praktijk. First created for secondary
education in the context of De Jonge Akademie on Wheels, an extra set of cards was
added for primary education and launched in 2013. The international version was
launched in 2014.
Science Live in Science Center Nemo, see
http://www.sciencelive.nl/onderzoeken/leren-met-je-lichaam
Member of project team “De Jonge Akademie on Wheels”, a project that aims to make
students in the early years of all levels of secondary education in The Netherlands
enthusiastic about science and scientific research.
Lectures:
Van Gog, T. (2015, June). Leren van (video)voorbeelden [Learning from (video) examples].
Introductory mini-keynote on the theme ‘Learning and ICT’ at the Kennisnet-NRO research
conference 2015.
Van Gog, T. (2015, June). Voorbeeldig leren [Exemplary learning]. Keynote at research day of the
‘Lectoraat Leren & Innoveren’, Fontys University of Applied Sciences, Eindhoven.
Van Gog, T. (2014, June). Vormgeving van videovoorbeelden [Designing video examples]. Invited
pitch at Kennisnet research conference 2014.
Van Gog, T. (2014, March). Vormgeven van effectieve instructievideo’s en animaties [Designing
effective instructional videos and animations]. Invited lecture at a workshop for publishers of
primary education methods at Malmberg Educational Publisher, Den Bosch.
Van Gog, T. (2014, March). Kijk en leer [Watch and learn]. Invited lecture at the symposium Grip op
het lerende brein [Getting a grip on the learning brain] at Avans University of Applied Sciences,
Breda.
Van Gog, T. (2014, March). Voorbeeldig leren [Exemplary learning]. Dijksterhuislezing op het Koning
Willem II College, Tilburg. [Invited lecture at a school for secondary education].
Van Gog, T. (2014, January). Wetenschapsspel Expeditie Moendoes [Science game Expedition
Mundus]. Workshop namens De Jonge Akademie op Techno?Logisch!, een wetenschap en
technologiefestival voor het primair onderwijsveld van het Ministerie van OCW, Oegstgeest.
[workshop on behalf of The Young Academy at a science and technology festival for primary
education of the Ministry of Education].
Van Gog, T. (2008). De rol van het brein in leren, instructie en cognitie [The role of the brain in
learning, instruction, and cognition]. Invited lecture for teachers at Avans Hogeschool Breda.
Van Gog, T. (2007). Onderwijs innoveren met het brein in gedachten [Innovating education with the
brain in mind]. Invited lecture for teachers at RSG ‘t Rijks, Bergen op Zoom, The Netherlands.
4
Pubgroup = group of mostly PhD students and a few senior researchers who read and review future publications
by group members before they are submitted, with a twofold aim: learning to review for the PhD students and
providing feedback to the person who submitted. Afterwards having a drink together in the university pub
[March 2017] 10
Publications:
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 extraterrestrial
perspectives. Netherlands Journal of Geosciences, 95, 203-214.
Spanjers, I. A. E., Leppink, J., Van Merriënboer, J. J. G., & Van Gog, T. (2014). Waarom leren
leerlingen meer van animaties met pauzes? 4W: Weten wat werkt en waarom [Knowing what
works and why], 3(3), 30-37. Zoetermeer, The Netherlands: Kennisnet.
Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2012). Observationeel leren van videovoorbeelden
[observational learning from video examples]. 4W: Weten wat werkt en waarom [Knowing what
works and why], 1(1), 17-22. Zoetermeer, The Netherlands: Kennisnet.
Van Gog, T., & Jansen, M. (2012). Fijnproevers: Over smaak valt niet te twisten –of wel? Proeven
vanuit verschillende wetenschappelijke invalshoeken [There is no accounting for tastes –or is
there? Looking at taste from different scientific disciplines]. NVOX Magazine voor het Onderwijs
in de Natuurwetenschappen [NVOX Magazine for Science Education], 37(8), 373-375.
(description of one of the De Jonge Akademie on Wheels workshops)
6.5 Conference Organization
Chair of the Organizing Committee of the Embodied Cognition in Multimedia Learning symposium,
September 8, 2015, Rotterdam, The Netherlands.
Chair of the Organizing Committee of the 2014 joint conference of EARLI SIGs 6 & 7 (Instructional
Design & Learning and Instruction with Computers), August 27-29, Rotterdam, The Netherlands.
Member of the Organizing Committee of CLT 2013, the Sixth International Cognitive Load Theory
Conference, June 26-28, 2013, Toulouse, France.
Member of the Organizing Committee of the 2012 joint conference of EARLI SIGs 6 & 7
(Instructional Design & Learning and Instruction with Computers), September 10-13, 2012, Bari,
Italy.
Member of the Organizing Committee of CLT 2009, the Third International Cognitive Load Theory
Conference, March 2-4, 2009, Heerlen, the Netherlands.
th
Member of the International Scientific Program Committee of EARLI 2009, the 13 biennial
conference of the European Association for Research on Learning and Instruction, August 25-29,
2009, Amsterdam, The Netherlands.
Co-chair of Division C “Learning and Instruction” Section 7 “Technology Research” of AERA 2009, the
2009 annual meeting of the American Educational Research Association, April 13-17, 2009, San
Diego, USA.
th
Member of the International Relations Committee of the ICLS 2008, the 8 biannual conference of the
International Society of the Learning Sciences, June 24-28, 2008, Utrecht, The Netherlands.
th
Member of the International Scientific Program Committee of EARLI 2007, the 12 biennial
conference of the European Association for Research on Learning and Instruction, August 28September 1, 2007, Budapest, Hungary.
Co-chair of Division C “Learning and Instruction” Section 6 “Cognitive, Social and Motivational
Processes” of AERA 2007, the 2007 annual meeting of the American Educational Research
Association, April 9-13, 2007, Chicago, USA.
5
Chair of the JURE 2005 Pre-conference, August 22-23, Nicosia, Cyprus
6.6 Editorial Boards and Guest Editorship
Editorial Advisory Board
Journal of Experimental Psychology: Applied (2017-….)
Contemporary Educational Psychology (2012-….)
Learning and Instruction (2010 - ….)
5
JURE = Junior Researchers of EARLI, the European Association for Research on Learning and Instruction
[March 2017] 11
Guest editor
Special issue of Educational Psychology Review (2015, vol. 27, issue 2)
Special issue of Learning and Instruction (2012, vol. 22, issue 4)
Special issue of Educational Psychology Review (2010, vol. 22, issue 4)
Special issue of Educational Psychology Review (2010, vol. 22, issue 2)
Special issue of Learning and Instruction (2010, vol. 20, issue 2).
Themed issue of Applied Cognitive Psychology (2009, vol. 23, issue 9).
Special issue of Computers in Human Behavior (2009, vol. 25, issue 2).
Special issue of Learning and Instruction (2006, vol. 16, issue 2).
6.7 Review Activities
Professorships
2017: Appointment advisory committee (benoemingsadviescommissie) for vacancy full professorship
‘Education Sciences’, Wageningen University
2015: Appointment advisory committee (benoemingsadviescommissie) for vacancy full professorship
‘Educational Sciences’, Open University of the Netherlands [no candidate appointed]
2015: Appointment advisory committee (benoemingsadviescommissie) for vacancy full professorship
‘Learning and Instruction’, University of Groningen
2014: Appointment advisory committee (benoemingsadviescommissie) for vacancy endowed
professorship funded by Sardes, Leiden University [no candidate appointed]
2013: Advisory committee on appointment of full professor in Psychology, Lund University, Sweden
Funding Organizations
ANR (l’Agence Nationale de la Recherche, France) 2015, 2016
Selection committee Behavior & Education, NWO Veni 2013
FWO (The Research Foundation –Flanders) 2012
NWO Social Sciences (MaGW) Research Talent 2011
NWO PhD’s in the Humanities (GW) 2011
NWO Social Sciences (MaGW) Open Competition 2009
Journals
Acta Psychologica; Advances in Health Sciences Education; American Journal of Psychology;
Applied Cognitive Psychology; Applied Ergonomics; Behavior Research Methods; BMC Medical
Education; British Journal of Psychology; British Journal of Educational Psychology; Clinical
Psychology & Psychotherapy; Cognition and Instruction; Computers and Education; Computers in
Human Behavior; Contemporary Educational Psychology; Educational Psychologist; Educational
Psychology; Educational Psychology Review; Educational Research Review; European Journal of
Psychology of Education; Frontline Learning Research; Human Factors; IEEE Transactions on
Education; Instructional Science; Interactive Learning Environments; Journal of Computer
Assisted Learning; Journal of Educational Psychology; Journal of Engineering Education; Journal
of Experimental Psychology: Applied; Journal of Science and Medicine in Sport; Learning
Environments Research; Learning and Individual Differences; Learning and Instruction; Medical
Education; Memory and Cognition; Metacognition and Learning; Mind, Brain, and Education;
Musicae Scientiae; Pedagogische Studiën [Pedagogical Studies]; Scientific Studies of Reading;
Teaching and Teacher Education; Zeitschrift für Pädagogische Psychologie [German Journal of
Educational Psychology].
Conferences
AERA 2006, 2007, 2008, 2009, 2015; ICLTC 2015, 2016, 2017; CogSci 2008, 2009, 2010, 2011;
EARLI 2007, 2009, 2013, 2015, 2017; EARLI SIG 14 Meeting 2006; EARLI SIG 6 & 7 Meeting
2008, 2012, 2016; Euro-CogSci 2007; HICSS 2007; ICLS 2008, 2010; JURE 2004, 2005, 2007,
2009, 2010; SARMAC 2013
[March 2017] 12
6.8 Organizational Memberships
National
Staff member of Research School ICO [Interuniversity Center for Educational Research]
International
American Educational Research Association (AERA)
Association for Psychological Science (APS)
Cognitive Science Society (CSS)
European Association for Research on Learning and Instruction (EARLI)
7. Publications
7.1 Edited Journal Issues
Ayres, P., & Van Gog, T. (Eds.). (2009). State of the art research into Cognitive Load Theory [special
issue]. Computers in Human Behavior, 25(2).
De Bruin, A. B. H., & Van Gog, T. (Eds.) (2012). Improving self-monitoring and self-regulation: From
cognitive psychology to the classroom [special issue]. Learning and Instruction, 22(4).
Paas, F., & Van Gog, T. (Eds.). (2006). Recent worked examples research: Managing cognitive load
to foster learning and transfer [special issue]. Learning and Instruction, 16(2).
Paas, F., Van Gog, T., & Sweller, J. (Eds.) (2010). Cognitive load theory: New conceptualizations,
specifications and integrated research perspectives [special issue]. Educational Psychology
Review, 22(2).
Scheiter, K., & Van Gog, T. (Eds.). (2009). Using eye tracking in applied research to study and
stimulate the processing of information from multi-representational sources [themed issue].
Applied Cognitive Psychology, 23(9).
Van Gog, T., Paas, F., & Sweller, J. (Eds.) (2010). Cognitive load theory: Advances in research on
worked examples, animations, and cognitive load measurement [special issue]. Educational
Psychology Review, 22(4).
Van Gog, T., & Scheiter, K. (Eds.). (2010). Eye tracking as a tool to study and enhance multimedia
learning [special issue]. Learning and Instruction, 20(2).
Van Gog, T., & Sweller, J. (Eds.). (2015). The complexity of learning materials as a potential boundary
condition of the testing effect [special issue]. Educational Psychology Review, 27(2).
7.2 Journal Articles
In press
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109
Baars, M., Van Gog, T., De Bruin, A. B. H., & Paas, F. (in press). Effects of problem solving
after worked example study on secondary school children’s monitoring accuracy.
Educational Psychology. doi:10.1080/01443410.2016.1150419
,
Brand-Gruwel, S., Kammerer, Y., Van Meeuwen L., & Van Gog, T. (in press). Source
evaluation of domain experts and novices during web search. Journal of ComputerAssisted Learning. doi: 10.1111/jcal.12162
Fiorella, L., Van Gog, T., Hoogerheide, V., & Mayer, R. E. (in press). It’s all a matter of
perspective: Viewing first-person video modeling examples promotes learning of an
assembly task. Journal of Educational Psychology. doi: 10.1037/edu0000161
Pouw, W. T. J. L., Van Gog, T., Zwaan, R., & Paas, F. (in press). Commentary: 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
Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., & Van Gog, T. (in press). Effects of
performance feedback valence on perceptions of invested mental effort. Learning and
Instruction. doi: 10.1016/j.learninstruc.2016.12.002
Rop, G., Van Wermeskerken, M. M., De Nooijer, J., Verkoeijen, P. P. J. L., & Van Gog, T.
(in press). Task experience as a boundary condition for the negative effects of irrelevant
[March 2017] 13
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information on learning. Educational Psychology Review. doi:10.1007/s10648-016-93889
Rop, G., Verkoeijen, P. P. J. L., & Van Gog, T. (in press). With task experience students
learn to ignore the content, not just the location of irrelevant information. Journal of
Cognitive Psychology
Van Wermeskerken, M. M., Litchfield, D., & Van Gog, T. (in press). What am I looking at?
Interpreting dynamic and static gaze displays. Cognitive Science
2017
106
105
104
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, 112-127. doi:10.1080/01443410.2015.1109609
Mamede, S., Van Gog, T., Klein Nagelvoort-Schuit, S. C. E., Van den Berge, K., Van Daele,
P. L. A., Bueving, H., Van der Zee, T., Van den Broek, W., Van Saase, J. L. C. M., &
Schmidt, H. G. (2017). Why patients’ disruptive behaviours impair diagnostic reasoning:
A randomized experiment. BMJ: Quality and Safety, 26, 13-18. doi:10.1136/bmjqs-2015005065
Schmidt, H. G., Van Gog, T., Klein Nagelvoort-Schuit, S. C. E., Van den Berge, K., Van
Daele, P. L. A., Bueving, H., Van der Zee, T., Van den Broek, W., Van Saase, J. L. C. M.,
& Mamede, S. (2017). Do patients’ disruptive behaviours influence the accuracy of a
doctor’s diagnosis? A randomized experiment. BMJ: Quality and Safety, 26, 19-23.
doi:10.1136/bmjqs-2015-004109
2016
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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, 167-178.
doi:10.1080/23273798.2015.1062901
Hald, L. A., De Nooijer, J. A., Van Gog, T., & Bekkering, H. (2016). Optimizing word learning
via links to perceptual and motoric experience. Educational Psychology Review, 28, 495522. doi:10.1007/s10648-015-9334-2
Hoogerheide, V., Deijkers, L., Loyens, S. M. M., Heijltjes, A. E. G., & 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.
doi:10.1016/j.cedpsych.2016.02.005
Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2016). Learning from video modeling
examples: Does gender matter? Instructional Science, 44, 69-86. doi:10.1007/s11251015-9360-y
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. doi:10.1016/j.learninstruc.2016.02.004
McLaren, B., 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, 87-99. doi:10.1016/j.chb.2015.08.038
Ouwehand, K., Van Gog, T., & Paas, F. (2016a). Compensatory effects of pointing and
predictive cueing on age-related declines in visuospatial working memory. Memory and
Cognition, 44, 950-965. doi:10.3758/s13421-016-0611-1
Ouwehand, K., Van Gog, T., & Paas, F. (2016b). Effects of pointing compared with naming
and observing during encoding on item and source memory in young and older adults.
Memory, 24, 1243-1255. doi:10.1080/09658211.2015.1094492
Pouw, W. T. J. L., Eielts, C. E., 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, 91-104. doi:10.1111/mbe.12105
Pouw, W. T. J. L., Mavilidi, M., 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, 269-277. doi:10.1007/s10339-0160757-6
Pouw, W. T. J. L., Eielts, C. E., Van Gog, T., Zwaan, R. A., & Paas, F. (2016). Augmenting
instructional animations with a body analogy to help children learn about physical
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systems. Frontiers in Psychology, 7, 860. doi: 10.3389/fpsyg.2016.00860
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. doi:
10.1016/j.neuroimage.2016.02.008
Van Marlen, T., Van Wermeskerken, M. 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. doi:10.1016/j.chb.2016.08.041
2015
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Dyer, J. O., Hudon, A., Montpetit-Tourangeau, K., Charlin, B., Mamede, S., & Van Gog, T.
(2015). Example-based learning: Comparing the effects of additionally providing three
different integrative learning activities on physiotherapy intervention knowledge. BMC
Medical Education, 15, 37. doi:10.1186/s12909-015-0308-3
Heijltjes, A. E. G., 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, 487-506. doi:10.1007/s11251-015-9347-8
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.
doi:10.1016/j.learninstruc.2015.03.002
Ouwehand, K., Van Gog, T., & Paas, F. (2015a). Designing effective video-based modeling
examples using gaze and gesture cues. Educational Technology and Society, 18, 78–88.
Ouwehand, K., Van Gog, T., & Paas, F. (2015b). Effects of gestures on older adults'
learning from video-based models. Applied Cognitive Psychology, 29, 115–128.
doi:10.1002/acp.3097
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. doi:10.1007/s11251014-9328-3
Van Gog, T. (2015). Commentary: Learning from erroneous examples in medical education.
Medical Education, 49, 142-144. doi:10.1111/medu.12655
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, 265-289.
doi:10.1007/s10648-015-9297-3
Van Gog, T., & Sweller, J. (2015). Not new, but nearly forgotten: The testing effect
decreases or even disappears as the complexity of learning materials increases.
Educational Psychology Review, 27, 247-264. doi:10.1007/s10648-015-9310-x
Van Loon, M., 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.
doi:10.1016/j.cedpsych.2015.04.003
Van Schalkwijk, F. J., Benjamins, J. S., Migliorati, F., De Nooijer, J. A., Van Someren, E. J.,
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. doi:
10.1016/j.nlm.2015.08.003
2014
79
78
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Baars, M., Van Gog, T., De Bruin, A. B. H., & Paas, F. (2014). Effects of problem solving
after worked example study on primary school children's monitoring accuracy. Applied
Cognitive Psychology, 28, 382-391. doi:10.1002/acp.3008
Baars, M., Vink, S., Van Gog, T., De Bruin, A. B. H., & 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.
doi:10.1016/j.learninstruc.2014.04.004
De Nooijer, J., Van Gog, T., Paas, F., & Zwaan, R. A. (2014). Words in action: Using
gestures to improve verb learning in primary school children. Gesture, 14, 47–70.
doi:10.1075/gest.14.1.03noo
Heijltjes, A. E. G., Van Gog, T., Leppink, J., & Paas, F. (2014). Improving critical thinking:
Effects of dispositions and instructions on economics students’ reasoning skills. Learning
and Instruction, 29, 31-42. doi:10.1016/j.learninstruc.2013.07.003
Heijltjes, A. E. G., Van Gog, T., & Paas, F. (2014). Improving students' critical thinking:
Empirical support for explicit instructions combined with practice. Applied Cognitive
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Psychology, 28, 518-530. doi:10.1002/acp.3025
Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2014a). Comparing the effects of worked
examples and modeling examples on learning. Computers in Human Behavior, 41, 8091. doi:10.1016/j.chb.2014.09.013
Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2014b). Effects of creating video-based
modeling examples on learning and transfer. Learning and Instruction, 33, 108-119.
doi:10.1016/j.learninstruc.2014.04.005
Ibiapina, C., Mamede, S., Moura, A. S., Eloi-Santos, S., & Van Gog, T. (2014). Effects of
free, cued, and modelled reflection on medical students’ diagnostic competence. Medical
Education, 48, 796-805. doi:10.1111/medu.12435
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.
doi:10.1016/j.learninstruc.2013.12.001
Mamede, S., Van Gog, T., Moura, A. S., De Farias, R. M. D., Peixoto, J. M., & Schmidt, H.
G. (2014). How can students' diagnostic competence benefit most from practice with
clinical cases? Effects of structured reflection on future diagnosis of the same and novel
diseases. Academic Medicine, 89, 121-127. doi:10.1097/ACM.0000000000000076
Mamede, S., Van Gog, T., Van den Berge, K., Van Saase, J. L. C. M., & Schmidt, H. G.
(2014). Why do doctors make mistakes? The role of salient distracting clinical features.
Academic Medicine, 89, 114-120. doi:10.1097/ACM.0000000000000077
Pouw, W. T. J. L., Van Gog, T., & Paas, F. (2014). An embedded and embodied cognition
review of instructional manipulatives. Educational Psychology Review, 26, 51-72.
doi:10.1007/s10648-014-9255-5
Pouw, W. T. J. L., De Nooijer, J., Van Gog, T., Zwaan, R., & Paas, F. (2014). Toward a
more embedded/extended perspective on the cognitive function of gestures. Frontiers in
Psychology, 5, 359. doi:10.3389/fpsyg.2014.00359
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, 285-291.
doi:10.1097/ACM.0000000000000107
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.
doi:10.1016/j.compedu.2013.12.004
Van Loon, M., 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.
doi:10.1016/j.actpsy.2014.06.007
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.
doi:10.1016/j.learninstruc.2014.07.006
2013
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Baars, M., Visser, S., Van Gog, T., De Bruin, A. B. H., & Paas, F. (2013). Completion of
partially worked-out examples as a generation strategy for improving monitoring
accuracy. Contemporary Educational Psychology, 38, 395-406.
doi:10.1016/j.cedpsych.2013.09.001
Bjerrum, A. S., Hilberg, O., Van Gog, T., Charles, P., & Eika, B. (2013). Effects of modeling
examples in complex procedural skills training: A randomized study. Medical Education,
47, 888–898. doi:10.1111/medu.12199
De Nooijer, J., Van Gog, T., Paas, F., & Zwaan, R. A. (2013a). Effects of imitating gestures
during encoding or during retrieval of novel verbs on children’s test performance. Acta
Psychologica, 144, 173-179. doi:10.1016/j.actpsy.2013.05.013
De Nooijer, J., Van Gog, T., Paas, F., & Zwaan, R. A. (2013b). 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, 2515-2521.
doi:10.1177/0956797613498908
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
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Instruction, 25, 62-70. doi:10.1016/j.learninstruc.2012.11.004
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, 1058-1072. doi:10.3758/s13428-013-0334-1
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, 118–125.
doi:10.1016/j.cedpsych.2012.12.004
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, 1450-1455.
doi:10.1016/j.chb.2013.01.005
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,
263-272. doi:10.1080/10494820.2011.554422
Van Loon, M., De Bruin, A. B. H., Van Gog, T., & Van Merriënboer, J. J. G. (2013a).
Activation of inaccurate prior knowledge affects primary-school students' metacognitive
judgments and calibration. Learning and Instruction, 24, 15-25.
doi:10.1016/j.learninstruc.2012.08.005
Van Loon, M., De Bruin, A. B. H., Van Gog, T., & Van Merriënboer, J. J. G. (2013b). The
effect of delayed-JOLs and sentence generation on children's monitoring accuracy and
regulation of idiom study. Metacognition and Learning, 8, 173-191. doi:10.1007/s11409013-9100-0
2012
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2011
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, 245-252.
doi:10.1016/j.learninstruc.2012.01.003
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, 121-132. doi:10.1016/j.learninstruc.2011.08.004
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. British
Medical Journal: Quality & Safety, 21, 295-300. doi:10.1136/bmjqs-2011-000518
Mamede, S., Van Gog, T., Moura, A. S., De Farias, 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, 464–472.
doi: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, 352358. doi:10.1002/acp.1832
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, 274-280. doi:10.1016/j.compedu.2011.12.024
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,
149-154. doi:10.1080/10401334.2012.664970
Van den Berge, K., Mamede, S., Van Gog, T., Van Saase, J. L. C. M., & Rikers, R. M. J. P.
(2012). Consistency in diagnostic suggestions does not influence the tendency to accept
them. Canadian Medical Education Journal, 3(2), 98-106.
Van Gog, T., & Kester, L. (2012). A test of the testing effect: Acquiring problem-solving skills
from worked examples. Cognitive Science, 36, 1532–1541. doi:10.1111/cogs.12002
Van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012). Timing and frequency of mental
effort measurement: Evidence in favor of repeated measures. Applied Cognitive
Psychology,26, .833-839. doi:10.1002/acp.2883
Van Loon-Hillen, N. H., Van Gog, T., & Brand-Gruwel, S. (2012). Effects of worked
examples in a primary school mathematics curriculum. Interactive Learning
Environments, 20, 89-99. doi:10.1080/10494821003755510
[March 2017] 17
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Helsdingen, A., Van Gog, T., & Van Merriënboer, J. J. G. (2011a). The effects of practice
schedule on learning a complex judgment task. Learning and Instruction, 21, 126-136.
doi:10.1016/j.learninstruc.2009.12.001
Helsdingen, A., Van Gog, T., & Van Merriënboer, J. J. G. (2011b). Effects of practice
schedule and critical thinking instruction on learning and transfer of a complex judgment
task. Journal of Educational Psychology, 103, 383–398. doi: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, 408–413. doi:10.1002/acp.1707
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, 46-52. doi:10.1016/j.chb.2010.05.011
Van Gog, T. (2011). Effects of identical example-problem and problem-example pairs on
learning. Computers & Education, 57, 1775–1779. doi:10.1016/j.compedu.2011.03.019
Van Gog, T., Kester, L., & Paas, F. (2011a). Effects of concurrent monitoring on cognitive
load and performance as a function of task complexity. Applied Cognitive Psychology,
25, 584–587. doi:10.1002/acp.1726
Van Gog, T., Kester, L., & Paas, F. (2011b). Effects of worked examples, example-problem,
and problem-example pairs on novices’ learning. Contemporary Educational Psychology,
36, 212–218. doi:10.1016/j.cedpsych.2010.10.004
2010
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Antonenko, P., Paas, F., Grabner, R., & Van Gog, T. (2010). Using electroencephalography
(EEG) to measure cognitive load. Educational Psychology Review, 22, 425-438.
doi:10.1007/s10648-010-9130-y
Boekhout, P., Van Gog, T., Van de Wiel, M., Gerards-Last, D., & Geraets, J. (2010).
Example-based learning: Effects of model expertise in relation to student expertise.
British Journal of Educational Psychology, 80, 557–566.
doi:10.1348/000709910X497130
Helsdingen, A., Van den Bosch, K., Van Gog, T., & Van Merriënboer, J. J. G. (2010). The
effects of critical thinking instruction on learning complex judgment and decision making.
Human Factors, 52, 537-545. doi:10.1177/0018720810377069
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, 146154. doi:10.1016/j.learninstruc.2009.02.019
Kostons, D., Van Gog, T., & Paas, F. (2010). Self-assessment and task selection in learnercontrolled instruction: Differences between effective and ineffective learners. Computers
& Education, 54, 932-940. doi:10.1016/j.compedu.2009.09.025
Mamede, S., Van Gog, T., Van den Berge, K., Rikers, R. M. J. P., 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, 1198-1203.
doi:10.1001/jama.2010.1276
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, 23-35. doi:10.1007/s11251-008-9076-3
Paas, F., Van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations,
specifications and integrated research perspectives. Educational Psychology Review, 22,
115-121. doi:10.1007/s10648-010-9133-8
Spanjers, I. A. E., Van Gog, T., & Van Merriënboer, J. J. G. (2010). A theoretical analysis of
how segmentation of dynamic visualizations enhances students’ learning. Educational
Psychology Review, 22, 411-423. doi:10.1007/s10648-010-9135-6
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, 375-378. doi:10.1007/s10648-010-9145-4
Van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and
social-cognitive research perspectives. Educational Psychology Review, 22, 155-174.
doi:10.1007/s10648-010-9134-7
Van Gog, T., & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia
learning. Learning and Instruction, 20, 95-99. doi:10.1016/j.learninstruc.2009.02.009
Van Gog, T., Sluijsmans, D. M. A., Joosten-Ten Brinke, D., & 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,
311-324. doi:10.1007/s11423-008-9099-0
[March 2017] 18
2009
20
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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, 376-386. doi:10.1016/j.learninstruc.2009.02.005
Ayres, P., & Van Gog, T. (2009). State of the art research into Cognitive Load Theory.
Computers in Human Behavior, 25, 253-257. doi:10.1016/j.chb.2008.12.007
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, 1256-1265. doi: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, 1209-1214. doi:10.1002/acp.1524
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, 785-791. doi:10.1016/j.chb.2009.02.007
Van Gog, T., Kester, L., Nievelstein, F., Giesbers, B., & Paas, F. (2009). Uncovering
cognitive processes: Different techniques that can contribute to cognitive load research
and instruction. Computers in Human Behavior, 25, 325-331.
doi:10.1016/j.chb.2008.12.021
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, 21-30. doi:10.1007/s10648-0089094-3
2008
13
12
11
10
9
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, 1043–1064. doi:10.1080/09541440701674777
Rikers, R. M. J. P., Van Gog, T., & Paas, F. (2008). The effects of constructivist learning
environments: A commentary. Instructional Science, 36, 463-467. doi:10.1007/s11251008-9067-4
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, 183-193.
doi:10.1080/10494820701365952
Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in
educational research. Educational Psychologist, 43, 16-26.
doi: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, 211-222. doi:10.1016/j.learninstruc.2007.03.003
2007
8
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, 91-97. doi:10.1080/00461520701263350
2006
7
6
Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to
increase germane cognitive load. Learning and Instruction, 16, 87-91.
doi: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,
154-164. doi:10.1016/j.learninstruc.2006.02.003
2005
5
4
3
Van Gog, T., Ericsson, K. A., Rikers, R. M. J. P., & 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. doi:10.1007/BF02504799
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, 205-221. doi:10.1002/acp.1112
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, 237-244.
doi:10.1037/1076-898X.11.4.237
[March 2017] 19
2004
2
1
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, 551-567.
doi:10.1016/j.chb.2003.10.001
Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked
examples: Improving transfer performance through enhanced understanding.
Instructional Science, 32, 83-98. doi:10.1023/B:TRUC.0000021810.70784.b0
7.3 Books & Book Chapters
2015
Leppink, J., Van Gog, T., 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). New York: Wiley-Blackwell. doi:10.1002/9781118838983.ch18
2014
Antonenko, P., Van Gog, T., & Paas, F. (2014). Implications of neuroimaging for educational research.
In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on
th
educational communications and technology (pp. 51-63; 4 ed.). New York: Springer.
doi:10.1007/978-1-4614-3185-5_5
Van Gog, T. (2014). The signaling (or cueing) principle in multimedia learning. In R. E. Mayer (Ed.),
nd
The Cambridge handbook of multimedia learning (2 rev. ed.) (pp. 263-278). New York:
Cambridge University Press. doi:10.1017/CBO9781139547369.014
2013
Ouwehand, K., Van Gog, T., & Paas, F. (2013). The use of gesturing to facilitate older adults' learning
from computer-based dynamic visualizations. In, R. Z. Zheng, R. D. Hill, & M. K. Gardner (Eds.),
Engaging older adults with modern technology: Internet use and information access needs (pp.
33-58). IGI Global. doi:10.4018/978-1-4666-1966-1.ch003
Van Gog, T. (2013). Time on task. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to
student achievement (pp. 432-433). New York: 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). New
York: Springer. doi:10.1007/978-1-4419-5546-3_10
2012
Paas, F., van Merrienboer, J. J. G., & Van Gog, T. (2012). Designing instruction for the contemporary
learning landscape. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology
handbook: Vol. 3. Application to learning and teaching (pp. 335–357). Washington, DC: American
Psychological Association. doi:10.1037/13275-013
Van Gog, T. (2012). Expertise. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 12381240). New York: Springer. doi:10.1007/978-1-4419-1428-6_95
Van Gog, T., & Paas, F. (2012). Cognitive load measurement. In N. Seel (Ed.), Encyclopedia of the
Sciences of Learning (pp. 599-601). New York: Springer. doi:10.1007/978-1-4419-1428-6_412
2009
De Jong, T., Van Gog, T., Jenks, K., Manlove, S., Van Hell, J. G., Jolles, J., Van Merriënboer, J. J. G.,
Van Leeuwen, T., & Boschloo, A. (2009). Explorations in learning and the brain: On the potential
of cognitive neuroscience for educational science. New York: Springer. doi:10.1007/978-0-38789512-3
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, vol. 5 (pp. 166-194).
Santa Monica, CA: Human Factors and Ergonomics Society. doi:10.1518/155723409X448053
2008
Boshuizen, H. P. A., Phythian-Sence, C., Wagner, R. K., Gravemeijer, K., Van der Aalsvoort, G. M.,
Nievelstein, F., Van Gog, T., et al. (2008). Instructional models in domains and professions. In J.
M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research
on educational communications and technology (pp 537-566). New York: Erlbaum/Routledge.
doi:10.4324/9780203880869.ch41
[March 2017] 20
Van Gog, T., Paas, F., Savenye, W., Robinson, R., Niemczyk, M., Atkinson, R., et al. (2008). Data
collection and analysis. In J. M. Spector, M. D. Merrill, J. J. G. Van Merriënboer, & M. P. Driscoll
(Eds.), Handbook of research on educational communications and technology (3rd rev. ed.) (pp.
763-806). New York: Erlbaum/Routledge. doi:10.4324/9780203880869.ch55
7.4 Inaugural Lecture
Van Gog, T. (2013). Voorbeeldig leren [Exemplary learning]. Inaugurele rede, Erasmus
Universiteit Rotterdam, 20 september 2013 [Inaugural lecture, Erasmus University
Rotterdam, September 20, 2013]. Beschikbaar via http://hdl.handle.net/1765/51024
7.5 Dissertation
Van Gog, T. (2006). Uncovering the problem-solving process to design effective worked examples.
Doctoral Dissertation, Open University of The Netherlands, Heerlen, The Netherlands.
7.6 Conference Proceedings (selection, rigorously peer-reviewed)
2015
McLaren, B., Van Gog, T., Ganoe, C., Yaron, D., & Karabinos, M. (2015). Worked examples are more
efficient for learning than high-assistance instructional software. Lecture Notes in Computer
Science, 9112: Artificial Intelligence in Education (pp. 710-713). doi: 10.1007/978-3-319-197739_98
2014
McLaren, B., Van Gog, T., Ganoe, C., Yaron, D., & Karabinos, M. (2014). Exploring the assistance
dilemma: Comparing instructional support in examples and problems. In S. Trausan-Matu, K. E.
Boyer, M. Crosby, & K. Panourgia (Eds.), Lecture Notes in Computer Science, 8474: Intelligent
Tutoring Systems (pp. 354-361). Berlin: Springer. doi: 10.1007/978-3-319-07221-0_44
2013
Van Gog, T., Post, L. S., Ten Napel, R. J., & Deijkers, L. (2013). Effects of objects’ ‘embodiment’ on
learning from problem solving practice and video-based modeling example study. In M. Knauff, M.
Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the
Cognitive Science Society (pp. 3621-3626). Austin, TX: Cognitive Science Society.
2010
Van Gog, T., Kostons, D., & Paas, F. (2010). Teaching students self-assessment and task-selection
skills with video-based modeling examples. In S. Ohlsson & R. Catrambone (Eds.), Proceedings
nd
of the 32 Annual Conference of the Cognitive Science Society (pp. 296-301). Austin, TX:
Cognitive Science Society.
2009
Jarodzka, H., Scheiter, K., Gerjets, P., Van Gog, T., & Dorr, M. (2009). How to convey perceptual
st
skills by displaying experts’ gaze data. In N. Taatgen & H. van Rijn (Eds.), Proceedings of the 31
Annual Conference of the Cognitive Science Society (pp. 2920-2925). Austin, TX: Cognitive
Science Society.
Van Gog, T., & Paas, F. (2009). Effects of concurrent performance monitoring on cognitive load as a
st
function of task complexity. In N. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31 Annual
Conference of the Cognitive Science Society (pp. 1605-1608). Austin, TX: Cognitive Science
Society.
8. Invited Lectures for Scientific Audience (selection from recent years)
Forthcoming
th
Van Gog, T. (2017, August). Eye follow you: Effects of gaze cues on learning. Keynote at the 17
biennial conference of the European Association for Research on Learning and Instruction
(EARLI), Tampere, Finland.
2016
[March 2017] 21
Van Gog, T. (2016, August). Look at you: Observational learning from video examples. Keynote at the
joint meeting of EARLI Special Interest Groups 6 & 7 (Instructional Design & Learning and
Instruction with Computers), Dijon, France.
Van Gog, T. (2016, June). The social side of learning from video modeling examples. Invited
presentation at the Symposium ‘Current and Future Trends in Technology-based Learning’,
Leibniz-Institut für Wissensmedien, Tübingen, Germany.
Van Gog, T. (2016, April). Selecting appropriate journals and contemporary topics in publishing.
Invited presentation in the professional development workshop on How to Get Published (directed
by Patricia Alexander) at the annual meeting of the American Educational Research Association.
Van Gog, T. (2016, March). Investing in thinking pays good interest: Improving critical thinking skills of
students and teachers in higher professional education. Invited project presentation at the kick off
meeting of the Human Capital: 21st-Century Skills program, Netherlands Initiative for Education
Research (NRO), Den Haag, The Netherlands.
2015
Van Gog, T. (2015, June). Leren door ‘doceren’ [Learning by ‘teaching’]. Keynote at the symposium
Professionele ontwikkeling van docenten [professional development of teachers] on the occasion
of the farewell lecture of prof.dr. Jos Beishuizen, Free University, Amsterdam, The Netherlands.
2014
Van Gog, T. (2014, June). Voorbeeldig leren [Example-based learning]. Keynote at the Onderwijs
Research Dagen 2014 [Educational Research Days], Groniningen, The Netherlands.
2013
Van Gog, T. (2013, April). Targeting and selecting appropriate journals. Invited presentation in the
professional development workshop on How to Get Published: Guidance from Emerging and
Established Scholars (directed by Patricia Alexander) at the annual meeting of the American
Educational Research Association.
Van Gog, T. (2013, December). Eye tracking. Invited presentation at a meeting of the scientific
research network ‘Learning in Transition’, hosted by the Institute for Education and Information
Sciences, University of Antwerp, Belgium.
2012
Van Gog, T. (2012, November). Eye tracking as a tool to study and enhance multimedia learning.
Keynote at the Workshop “The use of visualizations and technology in the Digital Classroom”,
Lund, Sweden.
Van Gog, T. (2012, January). Example-based learning: Recent studies and new directions. Invited
presentation in the Pittsburgh Science of Learning Center Colloquium, Carnegie Mellon University,
Pittsburgh, PA, USA.
2010
Van Gog, T. (2010, December). Eye tracking as a tool to study and enhance cognitive processes in
multimedia learning. Invited public lecture at the School of Education of the University of New
South Wales, Sydney, Australia.
Van Gog, T. (2010, November). Voorbeeldig leren/Exemplary learning. Keynote at the ICO Research
School Meeting, Utrecht, The Netherlands.
Van Gog, T. (2010, September). De rol van het brein in onderzoek naar leren en instructie [the role of
the brain in research on learning and instruction]. Invited presentation at the Symposium
BreinINzicht [BrainINsight] of the Flemish Educational Inspection. Blankenberge, Belgium.
Van Gog, T. (2010, July). Diverse perspectives on example-based learning. Keynote at the JURE
2010 conference, Frankfurt, Germany.