Tamara van Gog

Publication Activity (10 Years)

Years Active: 2004-2024
Publications (10 Years): 26

Top Topics

Designing Effective

Worked Examples

Erroneous Examples

Top Venues

J. Comput. Assist. Learn.

Comput. Hum. Behav.

Publications

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) (2024)
Julius 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) (2023)
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)
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) (2022)
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) (2022)
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) (2022)
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)
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)
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) (2020)
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)
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) (2019)
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) (2019)
Margot van Wermeskerken, Damien Litchfield, Tamara van Gog
What Am I Looking at? Interpreting Dynamic and Static Gaze Displays. Cogn. Sci. 42 (1) (2018)
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) (2018)
Christian Hartmann, Nikol Rummel, Tamara van Gog
Using Example-based PF Conditions to Investigate Preparatory Effects of Problem-solving Prior to Instruction. ICLS (2018)
Margot van Wermeskerken, Susanna Ravensbergen, Tamara van Gog
Effects of instructor presence in video modeling examples on attention and learning. Comput. Hum. Behav. 89 (2018)
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) (2018)
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 (2018)
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) (2017)
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 (2017)
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) (2016)
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 (2016)
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 (2016)
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 (2016)
Kim Ouwehand, Tamara van Gog, Fred Paas
Designing Effective Video-Based Modeling Examples Using Gaze and Gesture Cues. J. Educ. Technol. Soc. 18 (4) (2015)
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)
Tamara van Gog, Ilse Verveer, Lise Verveer
Learning from video modeling examples: Effects of seeing the human model's face. Comput. Educ. 72 (2014)
Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog
Comparing the effects of worked examples and modeling examples on learning. Comput. Hum. Behav. 41 (2014)
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)
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) (2013)
Lysanne S. Post, Tamara van Gog, Fred Paas, Rolf A. Zwaan
Effects of Gestures while Studying Language Animations. CogSci (2013)
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) (2013)
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)
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) (2012)
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) (2012)
Tamara van Gog, Liesbeth Kester
A Test of the Testing Effect: Acquiring Problem-Solving Skills From Worked Examples. Cogn. Sci. 36 (8) (2012)
Tamara van Gog
Effects of identical example-problem and problem-example pairs on learning. Comput. Educ. 57 (2) (2011)
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) (2011)
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) (2010)
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) (2010)
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) (2009)
Paul Ayres, Tamara van Gog
State of the art research into Cognitive Load Theory. Comput. Hum. Behav. 25 (2) (2009)
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) (2009)
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) (2008)
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)
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)
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) (2004)