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ORCIDTamara van Gog
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2020 – today
- 2024
[j39]Héctor J. Pijeira Díaz
, Sophia Braumann, Janneke van der Poel, Tamara van Gog, Anique de Bruin:
Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word vector models. Br. J. Educ. Technol. 55(4): 1354-1375 (2024)- 2023
- [j38]Ellen M. Kok, Halszka Jarodzka, Matt Sibbald, Tamara van Gog:
Did You Get That? Predicting Learners' Comprehension of a Video Lecture from Visualizations of Their Gaze Data. Cogn. Sci. 47(2) (2023) - [j37]Julius Moritz Meier, Bastian de Jong, Dorien Preusterink van Montfort, Anouk Verdonschot, Margot van Wermeskerken, Tamara van Gog:
Do social cues in instructional videos affect attention allocation, perceived cognitive load, and learning outcomes under different visual complexity conditions? J. Comput. Assist. Learn. 39(4): 1339-1353 (2023) - 2022
- [j36]Gesa S. E. van den Broek, Eva Wesseling, Linske Huijssen, Maj Lettink, Tamara van Gog:
Vocabulary Learning During Reading: Benefits of Contextual Inferences Versus Retrieval Opportunities. Cogn. Sci. 46(4) (2022) - [j35]Milou van Harsel, Vincent Hoogerheide, Peter P. J. L. Verkoeijen, Tamara van Gog:
Instructing students on effective sequences of examples and problems: Does self-regulated learning improve from knowing what works and why? J. Comput. Assist. Learn. 38(1): 19-39 (2022) - [j34]Ellen M. Kok, Olle Hormann, Jeroen Rou, Evi van Saase, Marieke E. van der Schaaf, Liesbeth Kester, Tamara van Gog:
Re-viewing performance: Showing eye-tracking data as feedback to improve performance monitoring in a complex visual task. J. Comput. Assist. Learn. 38(4): 1087-1101 (2022) - [j33]Tim van Marlen, Margot van Wermeskerken, Halszka Jarodzka, Maartje E. J. Raijmakers, Tamara van Gog:
Looking through Sherlock's eyes: Effects of eye movement modelling examples with and without verbal explanations on deductive reasoning. J. Comput. Assist. Learn. 38(5): 1497-1506 (2022) - 2020
- [j32]Selina Emhardt, Ellen M. Kok, Halszka Jarodzka, Saskia Brand-Gruwel, Christian Drumm, Tamara van Gog:
How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices. Cogn. Sci. 44(9) (2020) - [j31]Lucia B. Chisari, Akvile Mockeviciute, Sterre K. Ruitenburg, Lian van Vemde, Ellen M. Kok, Tamara van Gog:
Effects of prior knowledge and joint attention on learning from eye movement modelling examples. J. Comput. Assist. Learn. 36(4): 569-579 (2020) - [c8]Selina Emhardt, Halszka Jarodzka, Saskia Brand-Gruwel, Christian Drumm, Tamara van Gog:
Introducing Eye Movement Modeling Examples for Programming Education and the Role of Teacher's Didactic Guidance. ETRA Short Papers 2020: 52:1-52:4
2010 – 2019
- 2019
- [j30]Winnifred Wijnker, Arthur Bakker, Tamara van Gog, Paul Drijvers:
Educational videos from a film theory perspective: Relating teacher aims to video characteristics. Br. J. Educ. Technol. 50(6): 3175-3197 (2019) - [j29]Anouschka van Leeuwen, Nikol Rummel, Tamara van Gog:
What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations? Int. J. Comput. Support. Collab. Learn. 14(3): 261-289 (2019) - 2018
- [j28]Margot van Wermeskerken, Susanna Ravensbergen, Tamara van Gog:
Effects of instructor presence in video modeling examples on attention and learning. Comput. Hum. Behav. 89: 430-438 (2018) - [j27]Vincent Hoogerheide, Margot van Wermeskerken, Hilke van Nassau, Tamara van Gog:
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? Comput. Hum. Behav. 89: 457-464 (2018) - [j26]Margot van Wermeskerken, Damien Litchfield, Tamara van Gog:
What Am I Looking at? Interpreting Dynamic and Static Gaze Displays. Cogn. Sci. 42(1): 220-252 (2018) - [j25]Margot van Wermeskerken, Bianca Grimmius, Tamara van Gog:
Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder. J. Comput. Assist. Learn. 34(1): 32-41 (2018) - [j24]Gertjan Rop, Anne Schüler, Peter P. J. L. Verkoeijen, Katharina Scheiter, Tamara van Gog:
Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. J. Comput. Assist. Learn. 34(4): 458-470 (2018) - [c7]Christian Hartmann, Nikol Rummel, Tamara van Gog:
Using Example-based PF Conditions to Investigate Preparatory Effects of Problem-solving Prior to Instruction. ICLS 2018 - 2017
- [j23]Margot van Wermeskerken, Tamara van Gog:
Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning. Comput. Educ. 113: 98-107 (2017) - [j22]Saskia Brand-Gruwel, Yvonne Kammerer, Ludo Van Meeuwen, Tamara van Gog:
Source evaluation of domain experts and novices during Web search. J. Comput. Assist. Learn. 33(3): 234-251 (2017) - 2016
- [j21]Bruce M. McLaren, Tamara van Gog, Craig H. Ganoe, Michael Karabinos, David J. Yaron:
The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Comput. Hum. Behav. 55: 87-99 (2016) - [j20]Tim van Marlen, Margot van Wermeskerken, Halszka Jarodzka, Tamara van Gog:
Showing a model's eye movements in examples does not improve learning of problem-solving tasks. Comput. Hum. Behav. 65: 448-459 (2016) - [j19]Wim T. J. L. Pouw, Myrto-Foteini Mavilidi, Tamara van Gog, Fred Paas:
Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity. Cogn. Process. 17(3): 269-277 (2016) - [j18]Peter Stiers, Luciana Falbo, Alexandros Goulas, Tamara van Gog, Anique de Bruin:
Reverse inference of memory retrieval processes underlying metacognitive monitoring of learning using multivariate pattern analysis. NeuroImage 132: 11-23 (2016) - 2015
- [j17]Kim Ouwehand, Tamara van Gog, Fred Paas:
Designing Effective Video-Based Modeling Examples Using Gaze and Gesture Cues. J. Educ. Technol. Soc. 18(4): 78-88 (2015) - [c6]Bruce M. McLaren, Tamara van Gog, Craig H. Ganoe, David J. Yaron, Michael Karabinos:
Worked Examples are More Efficient for Learning than High-Assistance Instructional Software. AIED 2015: 710-713 - 2014
- [j16]Tamara van Gog, Ilse Verveer, Lise Verveer:
Learning from video modeling examples: Effects of seeing the human model's face. Comput. Educ. 72: 323-327 (2014) - [j15]Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog:
Comparing the effects of worked examples and modeling examples on learning. Comput. Hum. Behav. 41: 80-91 (2014) - [c5]Bruce M. McLaren, Tamara van Gog, Craig H. Ganoe, David Yaron, Michael Karabinos:
Exploring the Assistance Dilemma: Comparing Instructional Support in Examples and Problems. Intelligent Tutoring Systems 2014: 354-361 - 2013
- [j14]Lysanne S. Post, Tamara van Gog, Fred Paas, Rolf A. Zwaan:
Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning. Comput. Hum. Behav. 29(4): 1450-1455 (2013) - [j13]Kees van den Berge, Tamara van Gog, Silvia Mamede, Henk G. Schmidt, Jan L. C. M. van Saase, Remy M. J. P. Rikers:
Acquisition of visual perceptual skills from worked examples: learning to interpret electrocardiograms (ECGs). Interact. Learn. Environ. 21(3): 263-272 (2013) - [c4]Tamara van Gog, Lysanne S. Post, Robyn ten Napel, Lian Deijkers:
Effects of Objects' "Embodiment" on the Acquisition of Problem-Solving Skills through Practice or Video-based Modeling Example Study. CogSci 2013 - [c3]Lysanne S. Post, Tamara van Gog, Fred Paas, Rolf A. Zwaan:
Effects of Gestures while Studying Language Animations. CogSci 2013 - 2012
- [j12]Ingrid A. E. Spanjers, Tamara van Gog, Pieter Wouters, Jeroen J. G. van Merriënboer:
Explaining the segmentation effect in learning from animations: The role of pausing and temporal cueing. Comput. Educ. 59(2): 274-280 (2012) - [j11]Tamara van Gog, Liesbeth Kester:
A Test of the Testing Effect: Acquiring Problem-Solving Skills From Worked Examples. Cogn. Sci. 36(8): 1532-1541 (2012) - [j10]Nelleke van Loon-Hillen, Tamara van Gog, Saskia Brand-Gruwel:
Effects of worked examples in a primary school mathematics curriculum. Interact. Learn. Environ. 20(1): 89-99 (2012) - 2011
- [j9]Tamara van Gog:
Effects of identical example-problem and problem-example pairs on learning. Comput. Educ. 57(2): 1775-1779 (2011) - [j8]Ingrid A. E. Spanjers, Pieter Wouters, Tamara van Gog, Jeroen J. G. van Merriënboer:
An expertise reversal effect of segmentation in learning from animated worked-out examples. Comput. Hum. Behav. 27(1): 46-52 (2011) - 2010
- [j7]Danny Kostons, Tamara van Gog, Fred Paas:
Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Comput. Educ. 54(4): 932-940 (2010) - [j6]Anne S. Helsdingen, Karel van den Bosch, Tamara van Gog, Jeroen J. G. van Merriënboer:
The Effects of Critical Thinking Instruction on Training Complex Decision Making. Hum. Factors 52(4): 537-545 (2010)
2000 – 2009
- 2009
- [j5]Paul Ayres, Tamara van Gog:
State of the art research into Cognitive Load Theory. Comput. Hum. Behav. 25(2): 253-257 (2009) - [j4]Tamara van Gog, Liesbeth Kester, Fleurie Nievelstein, Bas Giesbers, Fred Paas:
Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction. Comput. Hum. Behav. 25(2): 325-331 (2009) - [j3]Tamara van Gog, Halszka Jarodzka, Katharina Scheiter, Peter Gerjets, Fred Paas:
Attention guidance during example study via the model's eye movements. Comput. Hum. Behav. 25(3): 785-791 (2009) - 2008
- [j2]Marieke H. S. B. Smits, Jo Boon, Dominique Sluijsmans, Tamara van Gog:
Content and timing of feedback in a web-based learning environment: effects on learning as a function of prior knowledge. Interact. Learn. Environ. 16(2): 183-193 (2008) - [c2]Danny Kostons, Tamara van Gog, Fred Paas:
The effects of expertise and an eye movement cue on self-generated self-assessment criteria. ICLS (3) 2008: 61-62 - [c1]Tamara van Gog, Saskia Brand-Gruwel, Ludo Van Meeuwen, Fred Paas:
Uncovering cognitive processes: cued retrospective reporting based on eye-movement records. ICLS (3) 2008: 416-417 - 2004
- [j1]Gerard van den Boom, Fred Paas, Jeroen J. G. van Merriënboer, Tamara van Gog:
Reflection prompts and tutor feedback in a web-based learning environment: effects on students' self-regulated learning competence. Comput. Hum. Behav. 20(4): 551-567 (2004)
Coauthor Index
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