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 | 2013 | |
|---|---|---|
| j13 |      | 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. Computers in Human Behavior 29(4): 1450-1455 (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. Computers & Education 59(2): 274-280 (2012) |
| j11 | | Tamara van Gog, Liesbeth Kester: A Test of the Testing Effect: Acquiring Problem-Solving Skills From Worked Examples. Cognitive Science 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. Interactive Learning Environments 20(1): 89-99 (2012) |
| 2011 | ||
| j9 | | Tamara van Gog: Effects of identical example-problem and problem-example pairs on learning. Computers & Education 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. Computers in Human Behavior 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. Computers & Education 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. Human Factors 52(4): 537-545 (2010) |
| 2009 | ||
| j5 | | Paul Ayres, Tamara van Gog: State of the art research into Cognitive Load Theory. Computers in Human Behavior 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. Computers in Human Behavior 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. Computers in Human Behavior 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. Interactive Learning Environments 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. Computers in Human Behavior 20(4): 551-567 (2004) |
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