Curriculum Vitae of prof.dr. Tamara van Gog

[01/04/15] 1 1. Personal Information Curriculum Vitae of prof.dr. Tamara van Gog 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 F3.10) Postal: Langeveld building, Room F3.10, P.O. Box 80140, 3508 TC Utrecht, The Netherlands T: +31 30 2533689 E: t.vangog@uu.nl 2. Education 2002-2006 PhD Educational Technology Expertise Center, Open University of The Netherlands PhD degree awarded April 28, 2006, with honors; Dissertation: Uncovering the problem-solving process to design effective worked examples 1998-2001 Master Developmental and Educational Psychology program, specializing in Educational Psychology, Tilburg University, MA 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 1997-1998 Bachelor Psychology Department, Tilburg University, BA degree awarded September 1998 3. Employment 04/2015- Professor Division Educational Sciences, Department of Pedagogical and Educational Sciences, Utrecht University, The Netherlands (for 0.2 fte at Erasmus University Rotterdam until 4/2016) 05/2012-3/2015 Endowed Professor (bijzonder Hoogleraar) of Educational Psychology Educational Psychology Section, Institute of Psychology, Erasmus University Rotterdam, The Netherlands 11/2009- Associate professor 04-2012 Psychology Department, Erasmus University Rotterdam, The Netherlands 06/2008- Associate professor 10/2009 Center for Learning Sciences and Technologies 1, Open University of The Netherlands 11/2007- Visiting researcher 06/2008 Institut für Wissensmedien/Knowledge Media Research Center, Tübingen, Germany 05/2006- Assistant professor 05/2008 Educational Technology Expertise Center, Open University of The Netherlands 05/2002- PhD student 05/2006 Educational Technology Expertise Center, Open University of The Netherlands 04/2002 Data-analysis assistant in research project Information Problem Solving Educational Technology Expertise Center, Open University of The Netherlands 01-04/2002 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 1 Formerly known as Educational Technology Expertise Center

[01/04/15] 2 03-12/2001 Junior educational consultant Department of Education, Fontys University of Applied Sciences 4. Awards/Honors Honors 2010 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 2012 VPO PhD student Supervision Award 2011 (as supervising team together with Anique de Bruin and Jeroen van Merriënboer; VPO = PhD student council of the Netherlands Educational Research Association) 2011 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) 2010 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) 2007 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 2014 Kennisnet Grant for research project awarded to Tamara van Gog (main applicant) and Sofie Loyens (co-applicant). Grant for year 3 of the project: Students next top model: Effects of video-based examples with different types of models on self-efficacy and learning ( 49,000). 2013 PROO Grant for a PhD student project, Netherlands Organization for Scientific Research (#411-12-015) awarded to Tamara van Gog (main applicant) and Fred Paas (coapplicant). 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 self-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). Kennisnet Grant for research project awarded to Tamara van Gog (main applicant) and Sofie Loyens (co-applicant). Grant for year 2 of the project: Students next top model: Effects of video-based examples with different types of models on self-efficacy and learning ( 50,500). 2012 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 research project awarded to Tamara van Gog (main applicant) and Sofie Loyens (co-applicant). Project: Students next top model: Effects of video-based

[01/04/15] 3 examples with different types of models on self-efficacy and learning ( 50,500). [Grant for one year intended to be the first year of a 3-year PhD student project; years 2 and 3 need to be separately applied for]. 2011 Pittsburgh Science of Learning Center Grant for a study 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). ( 45,000) The Young Academy Grant awarded to Tamara van Gog, Pieter Roelfsema, and Ysbrand van der Werf for a study on the effects of sleep on observational learning ( 12,000) 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; coapplicant: 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 (co-applicant). 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. 2010 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) 2008 Veni Grant, Netherlands Organization for Scientific Research (# 451-08-003). Project: Do you see what I see? Stimulating students reflection through example-based 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 self-monitoring 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). 2007 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)

[01/04/15] 4 6. Scientific Activities 6.1 Master/PhD/Postdoc Supervision and Dissertation Evaluation Postdoc PhD Dr. Margot van Wermeskerken (NWO Vidi, 2013-2016) Completed Martine Baars, June 6, 2014, Erasmus University Rotterdam, The Netherlands. Dissertation: Instructional strategies for improving self-monitoring of learning to solve problems Mariëtte van Loon, May 8, 2014, Maastricht University, The Netherlands. Dissertation: Fostering monitoring and regulation of learning Anita Heijltjes, January 30, 2014, Erasmus University Rotterdam, The Netherlands (external PhD candidate from Avans University of Applied Sciences). Dissertation: Cultivating critical thinking: The effects of instructions on Economics students reasoning Ingrid A. E. Spanjers, July 5, 2012, Maastricht University, The Netherlands. 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 selfregulated learning Fleurie Nievelstein, September 18, 2009, Open University of The Netherlands. Dissertation: Learning law: Expertise differences and the effect of instructional support 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 In progress Charly Eielts, project: Gesturing and multimedia learning (EUR Research Excellence Initiative, 2/2015-12/2018) Gertjan Rop, project: Eye tracking studies on multimedia learning (EUR Research Excellence Initiative, 3/2014-2/2017) Tim van Marlen, project: Off with their heads! Effects of seeing a model s head and gaze on learning from modeling examples (NWO Vidi, 1/2014-12/2017) Steven Raaijmakers, project: Scaffolding self-regulation through modeling examples: Effects on the acquisition of domain-specific skills and self-regulated learning skills (NWO PROO, 8/2013-7/2017) Vincent Hoogerheide, project: Students next top model: Effects of video-based examples with different types of models on self-efficacy and learning (Kennisnet, 3/2012-9/2015) Wim Pouw, project: Yes Wii can: An embodied cognition approach to improving the design of science concept animations for primary education (NWO PROO, 10/2012-8-2016) Lysanne Post, project: Yes Wii can: An embodied cognition approach to improving the design of language animations for primary education (NWO PROO, 6/2011-5/2015) Jacqueline de Nooijer, project: Understanding and improving the development of language skills in primary school children (NWO-NIBC, 6/2011-5/2015) Kim Ouwehand, project: Gesturing as a means to improve memory and learning in aging adults (EUR, 9/2010-9/2014) Master Josepha Kuhn, Psychology, Erasmus University Rotterdam (2015) Bianca Grimmius, Psychology, Erasmus University Rotterdam (2014)

[01/04/15] 5 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) 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 (reading and/or defense committee) 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) 6.2 Teaching (excl. thesis supervision), Workshops, and Consultancy/Applied Projects 2014-2015 (5 month sabbatical) 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 2013-2014 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 2013 Professional Development Workshop (with Jan-Willem Strijbos) Shaping your research career for Junior Researchers of the European Association for Research

[01/04/15] 6 on Learning and Instruction at JURE 2013, Munich, Germany 2012-2013 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 2012 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 2011-2012 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 3.3 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 2010-2011 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 2010 Professional development workshop on Eye tracking Junior Researchers of the European Association for Research on Learning and Instruction at JURE 2010, Frankfurt, Germany 2009-2010 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 2009 ICO research school course for PhD students A psychological approach to the design of multimedia learning environments 2008 Summer Semester Course for Master s students on Blickbewegungsmodelling [Eye movement modelling], Institut für Wissensmedien, Tübingen, Germany Mini-workshop on Scientific Publishing for PhD students, Institut für Wissensmedien, Tübingen, Germany 2007 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. 2005-2009 Guest lectures on Cognitive Load Theory in Course 3.4 Learning and Instruction for students of the Psychology Department, Erasmus University Rotterdam. 2003-2008 Involvement in OTEC multimedia lab management; demonstrations for visitors 2003-2006 Project Assessment for professionalization of teachers, Ruud de Moor Centre for Professionalization of Teachers, Open University of The Netherlands 2003 Mini-workshop on Scientific Publishing, Open University of The Netherlands Project Didactical Models for Open University Courses, Open University of The Netherlands 2001 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

[01/04/15] 7 6.3 Academic Service International 09/2011-08/2015 Coordinator of the Special Interest Group Learning and Instruction with Computers of the European Association for Research on Learning and Instruction 04/2014 Mentor in the AERA 2014 New Faculty Mentoring Program of Division C, Learning and Instruction, of the American Educational Research Association 02/2014 Member of the AERA 2014 Outstanding Publication Award Committee of Division I, Education in the Professions, of the American Educational Research Association. 01/2007-12/2009 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 04/2013-04/2016 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 04/2012-08/2014 11/2010-. Member of the KNAW-commissie Basisonderwijs en Voortgezet Onderwijs (Committee Primary and Secondary Education of the Royal Netherlands Academy of Arts and Sciences) 07/2010-07/2013 Member of the NIP Bestuurscommissie Wetenschap (Governance committee Science of the NIP, the Dutch professional association of psychologists) Local 06/2013-06/2016 10/2012-3/2015 10/2010-3/2015 11/2009-3/2015 Member of the Erasmus University Rotterdam Faculty of Social Sciences Funding Advisory Board Member of the cross-sectional research council of the Institute of Psychology Founder and coordinator of Educational Psychology Pubgroup 2 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 2003-2006 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: 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. 2013: Science Live in Science Center Nemo, see http://www.sciencelive.nl/onderzoeken/leren-met-je-lichaam 2010-2012: 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. 2 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

[01/04/15] 8 Lectures: Van Gog, T. (2014). 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). 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). Voorbeeldig leren [Exemplary learning]. Dijksterhuislezing op het Koning Willem II College, Tilburg. [Invited lecture at a school for secondary education]. Van Gog, T. (2014). 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. (2008). 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]. 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. 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. (in press). Moon, Mars and Mundus: Primary school children discover the nature and science of planet Earth from experimentation and extraterrestrial perspectives. Netherlands Journal of Geosciences 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 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. Member of the International Scientific Program Committee of EARLI 2009, the 13 th 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. Member of the International Relations Committee of the ICLS 2008, the 8 th biannual conference of the International Society of the Learning Sciences, June 24-28, 2008, Utrecht, The Netherlands.

[01/04/15] 9 Member of the International Scientific Program Committee of EARLI 2007, the 12 th biennial conference of the European Association for Research on Learning and Instruction, August 28- September 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. Chair of the JURE 2005 Pre-conference, August 22-23, Nicosia, Cyprus 3 6.6 Editorial Boards and Guest Editorship Editorial Advisory Board Learning and Instruction (2010 -.) Contemporary Educational Psychology (2012-.) Guest editor Special issue of Educational Psychology Review (in prep., scheduled for 2015) 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 Funding Organizations 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; 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 Instruction; Medical Education; 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; CogSci 2008, 2009, 2010, 2011; EARLI 2007, 2009, 2013, 2015; EARLI SIG 14 Meeting 2006; EARLI SIG 6 & 7 Meeting 2008, 2012; Euro-CogSci 2007; HICSS 2007; ICLS 2008, 2010; JURE 2004, 2005, 2007, 2009, 2010; SARMAC 2013 3 JURE = Junior Researchers of EARLI, the European Association for Research on Learning and Instruction

[01/04/15] 10 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). Educational Psychology Review. 7.2 Journal Articles In press 87 86 85 84 83 2015 82 Dyer, J. O., Hudon, A., Montpetit-Tourangeau, K., Charlin, B., Mamede, S., & Van Gog, T. (in press). Example-based learning: Comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge. BMC Medical Education. Heijltjes, A. E. G., Van Gog, T., Leppink, J., & Paas, F. (in press). Unraveling the effects of critical thinking instructions, practice, and self-explanation on students' reasoning performance. Instructional Science. Loyens, S. M. M., Jones, S. H., Mikkers, J., & Van Gog, T. (in press). Problem-based learning as a facilitator of conceptual change. Learning and Instruction Van Gog, T., Kester, L., Dirkx, K., Hoogerheide, V., Boerboom, J., & Verkoeijen, P. P. J. L. (in press). Testing after worked example study does not enhance delayed problem-solving performance compared to restudy. Educational Psychology Review Van Gog, T., & Sweller, J. (in press). Not new, but nearly forgotten: The testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review. Ouwehand, K., Van Gog, T., & Paas, F. (2015). Effects of gestures on older adults' learning from video-based models. Applied Cognitive Psychology, 29, 115 128. doi: 10.1002/acp.3097

[01/04/15] 11 Schmeck, A., Opfermann, M., Van Gog, T., Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: Differences between 81 immediate and delayed ratings. Instructional Science, 43, 93 114. doi: 10.1007/s11251-014-9328-3 Van Gog, T. (2015). Commentary: Learning from erroneous examples in medical education. 80 Medical Education, 49, 142-144. doi: 10.1111/medu.12655 2014 Baars, M., Van Gog, T., De Bruin, A. B. H., & Paas, F. (2014). Effects of problem solving 79 after worked example study on primary school children's monitoring accuracy. Applied Cognitive Psychology, 28, 382-391. Baars, M., Vink, S., Van Gog, T., De Bruin, A. B. H., & Paas, F. (2014). Effects of training 78 self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, 92-107. De Nooijer, J., Van Gog, T., Paas, F., & Zwaan, R. A. (2014). Words in action: Using 77 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: 76 Effects of dispositions and instructions on economics students reasoning skills. Learning and Instruction, 29, 31-42. Heijltjes, A. E. G., Van Gog, T., & Paas, F. (2014). Improving students' critical thinking: 75 Empirical support for explicit instructions combined with practice. Applied Cognitive Psychology, 28, 518 530. Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2014a). Comparing the effects of worked 74 examples and modeling examples on learning. Computers in Human Behavior, 41, 80-91. Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2014b). Effects of creating video-based 73 modeling examples on learning and transfer. Learning and Instruction,33, 108-119. Ibiapina, C., Mamede, S., Moura, A. S., Eloi-Santos, S., & Van Gog, T. (2014). Effects of 72 free, cued, and modelled reflection on medical students diagnostic competence. Medical Education, 48, 796-805. Leppink, J., Paas, F., Van Gog, T., Van der Vleuten, C. P. M., & Van Merriënboer, J. J. G. 71 (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42. 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 70 cases? Effects of structured reflection on future diagnosis of the same and novel diseases. Academic Medicine, 89, 121-127. Mamede, S., Van Gog, T., Van den Berge, K., Van Saase, J. L. C. M., & Schmidt, H. G. 69 (2014). Why do doctors make mistakes? The role of salient distracting clinical features. Academic Medicine, 89, 114-120. Pouw, W. T. J. L., Van Gog, T., & Paas, F. (2014). An embedded and embodied cognition 68 review of instructional manipulatives. Educational Psychology Review, 26, 51-72. Pouw, W. T. J. L., De Nooijer, J., Van Gog, T., Zwaan, R., & Paas, F. (2014). Toward a more 67 embedded/extended perspective on the cognitive function of gestures. Frontiers in Psychology, 5, 359. Schmidt, H. G., Mamede, S., Van den Berge, K., Van Gog, T., Van Saase, J. L. C. M., & 66 Rikers, R. M. J. P. (2014). Exposure to media information causes availability bias in medical diagnosis. Academic Medicine, 89, 285-291. Van Gog, T., Verveer, I., & Verveer, L. (2014). Learning from video modeling examples: 65 Effects of seeing the human model's face. Computers & Education, 72, 323-327. Van Loon, M., De Bruin, A. B. H., Van Gog, T., Van Merriënboer, J. J. G., & Dunlosky, J. 64 (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica, 151, 143-154. Wijnia, L., Loyens, S. M. M., Van Gog, T., Derous, E., & Schmidt, H. G. (2014). Is there a role 63 for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers. Learning and Instruction, 34, 22-31. 2013 Baars, M., Visser, S., Van Gog, T., De Bruin, A. B. H., & Paas, F. (2013). Completion of 62 partially worked-out examples as a generation strategy for improving monitoring accuracy. Contemporary Educational Psychology, 38, 395-406. 61 Bjerrum, A. S., Hilberg, O., Van Gog, T., Charles, P., & Eika, B. (2013). Effects of modeling

[01/04/15] 12 60 59 58 57 56 55 54 53 52 2012 51 50 49 48 47 46 45 44 43 42 examples in complex procedural skills training: A randomized study. Medical Education, 47, 888 898. 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. 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 righthanded first-person perspectives. Psychological Science, 24, 2515-2521. Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2013). Learning to see: Guiding students' attention via a model's eye movements fosters learning. Learning and Instruction, 25, 62-70. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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, 352-358. 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. 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. 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. 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

[01/04/15] 13 41 2011 40 39 38 37 36 35 34 2010 33 32 31 30 29 28 27 26 25 24 23 22 21 2009 Psychology,26,.833-839. 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. 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. 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. 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. 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. Van Gog, T. (2011). Effects of identical example-problem and problem-example pairs on learning. Computers & Education, 57, 1775 1779. 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. 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. Antonenko, P., Paas, F., Grabner, R., & Van Gog, T. (2010). Using electroencephalography (EEG) to measure cognitive load. Educational Psychology Review, 22, 425-438. 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. 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. 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, 146-154. 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. 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. 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. Paas, F., Van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications and integrated research perspectives. Educational Psychology Review, 22, 115-121. 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. 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. Van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review, 22, 155-174. Van Gog, T., & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20, 95-99. 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.

[01/04/15] 14 20 19 18 17 16 15 14 2008 13 12 11 10 9 2007 8 2006 7 6 2005 5 4 3 2004 2 1 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. Ayres, P., & Van Gog, T. (2009). State of the art research into Cognitive Load Theory. Computers in Human Behavior, 25, 253-257. 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. 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. 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. 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. 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. 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. Rikers, R. M. J. P., Van Gog, T., & Paas, F. (2008). The effects of constructivist learning environments: A commentary. Instructional Science, 36, 463-467. 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. Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43, 16-26. 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. 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. Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16, 87-91. 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. 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. 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. 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. 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. 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.

[01/04/15] 15 7.3 Books & Book Chapters 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 educational communications and technology (pp. 51-63; 4 th ed.). New York: Springer. Van Gog, T. (2014). The signaling (or cueing) principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2 nd rev. ed.) (pp. 263-278). New York: Cambridge University Press. 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. 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. 2012 Van Gog, T. (2012). Expertise. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1238-1240). New York: Springer. 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. 2011 Paas, F., van Merrienboer, J. J. G., & Van Gog, T. (2011). 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. 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. 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. 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. 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. 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.

[01/04/15] 16 7.6 Conference Proceedings (selection of rigorously peer-reviewed papers) 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 of the 32 nd 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 skills by displaying experts gaze data. In N. Taatgen & H. van Rijn (Eds.), Proceedings of the 31 st 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 function of task complexity. In N. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31 st 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) 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 A. Alexander) at the 2013 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.