Tamara Van Gog
Biographic Data
| ID | 2747962 |
|---|---|
| NAME | Tamara Van Gog |
| GIVEN NAMES | Tamara |
| FAMILY NAME | Van Gog |
| SIGNATURE | VAN GOG T |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0003-3766-6255 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Conflict detection across various probabilistic reasoning tasks
Many biased reasoners seem sensitive to the conflict between their heuristic, biased responses and logical/probabilistic principles, known as conflict detection (CD). As CD has been found to predict receptiveness to feedback and training, it seems educationally relevant. However, to date, CD has mostly been studied with classic “heuristics-and-biases tasks”, and it is unclear how consistent it is within participants across tasks that share a mind…
Uncovering video-based learning processes
Retrieval Practice in the Wild
Retrieval practice is effective for learning, and is often implemented in digital applications through multiple‐choice questions (MCQs). Stepwise presentation, with answer options appearing after a brief delay, was recently shown to make MCQs more effective. We tested its effects in an authentic setting: a popular TV website with learning games. Users ( N = 13,060) who started a quiz were randomly assigned to standard MCQs, learner‐paced stepwise…
Gamified feedback in adaptive retrieval practice
Retrieval practice is an effective but effortful learning strategy during which learners bring information from memory to mind (e.g., when self-testing with flashcard software). Because it is effortful, learners often find it hard to maintain during self-study. We therefore investigated if gamified feedback could make retrieval practice more attractive to learners, while maintaining or increasing its benefits for learning. In an online experiment…
Looks real, feels fake
We investigated whether people show signs of conflict detection in both more implicit and explicit judgments about the authenticity of short video clips depicting interviews with famous American actors. If so, they would be less confident when incorrectly seeing deepfakes as authentic than when correctly seeing authentic videos as authentic. Participants (N = 128; Mage = 33.7, SD = 12.1) from the USA were recruited on Prolific. Results showed tha…
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
Prior research has shown that Productive Failure (PF), where learners attempt (and fail) to solve a problem prior to receiving instruction, is more effective for conceptual knowledge acquisition than receiving instruction first (Direct Instruction; DI). Higher diversity in generated solution attempts seemed positively associated with conceptual knowledge acquisition. The present study investigated whether observing another student’s attempts to s…
Teaching medical students to apply deliberate reflection
Purpose Deliberate reflection on initial diagnosis has been found to repair diagnostic errors. We investigated the effectiveness of teaching students to use deliberate reflection on future cases and whether their usage would depend on their perception of case difficulty.Method One-hundred-nineteen medical students solved cases either with deliberate-reflection or without instructions to reflect. One week later, all participants solved six cases, …
Towards adaptive support for self‐regulated learning of causal relations
Advances in computational language models increasingly enable adaptive support for self‐regulated learning (SRL) in digital learning environments (DLEs; eg, via automated feedback). However, the accuracy of those models is a common concern for educational stakeholders (eg, policymakers, researchers, teachers and learners themselves). We compared the accuracy of four Dutch language models (ie, spaCy medium, spaCy large, FastText and ConceptNet Num…
Easing the transition
Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement o…
Do social cues in instructional videos affect attention allocation, perceived cognitive load, and learning outcomes under different visual complexity conditions
Optimizing multiple-choice questions for retrieval practice
Multiple-choice questions (MCQs) are popular in vocabulary software because they can be scored automatically and are compatible with many input devices (e.g., touchscreens). Answering MCQs is beneficial for learning, especially when learners retrieve knowledge from memory to evaluate plausible answer alternatives. However, such retrieval may not always occur (e.g., with easy-to-guess answers). Therefore, we tested whether we could optimize MCQs f…
Instructing students on effective sequences of examples and problems
Nowadays, students often practice problem‐solving skills in online learning environments with the help of examples and problems. This requires them to self‐regulate their learning. It is questionable how novices self‐regulate their learning from examples and problems and whether they need support. The present study investigated the open questions (1) to what extent students' (novices) task selections align with instructional design principles and…
Looking through Sherlock's eyes
Re‐viewing performance
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems
Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is questionable how novices self-regulate their learning from examples and problems, and to what extent thei…
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance
We investigated how the accuracy of teachers' judgments of their students' performance on procedural mathematical tasks, as well as their confidence in that, can be improved. Thirty-three primary school teachers judged how their students (N = 553) would perform on a multiplication and division task, with and without having access to performance cues (i.e., students' performance on similar tasks completed one week earlier). When available, teacher…
When closeness is effortful
BackgroundStudent perceptions of teachers' interpersonal closeness positively affect their emotions. If closeness is, however, effortful for the teacher (i.e., emotional labour, signalling less genuine closeness), this may undermine these positive effects. We tested this assumption by using student reports and external observations of teacher closeness and ambulant measures of teacher heart rate, to gauge teachers' physiological effort connected …
Multimedia effects during retrieval practice
Practicing retrieval of vocabulary items from memory (e.g., with flashcard software or practice tests) is an effective study strategy to remember vocabulary over time. Retrieval practice is often implemented in digital learning environments that increasingly include multimedia (i.e., combining textual and pictorial information). However, it is unknown how multimedia design affects the benefits of retrieval. Therefore, the present study tested the…
Preparatory effects of problem solving versus studying examples prior to instruction
The Productive Failure (PF) approach prompts students to attempt to solve a problem prior to instruction – at which point they typically fail. Yet, research on PF shows that students who are involved in problem solving prior to instruction gain more conceptual knowledge from the subsequent instruction compared to students who receive the instruction first. So far, there is no conclusive evidence, however, that the beneficial effects of PF are exp…
Enhancing students’ critical thinking skills
There is a need for effective methods to teach critical thinking (CT). One instructional method that seems promising is comparing correct and erroneous worked examples (i.e., contrasting examples). The aim of the present study, therefore, was to investigate the effect of contrasting examples on learning and transfer of CT-skills, focusing on avoiding biased reasoning. Students ( N = 170) received instructions on CT and avoiding biases in reasonin…
Recognizing biased reasoning
Although it is well established that our thinking can often be biased, the precise cognitive mechanisms underlying these biases are still debated. The present study builds on recent research showing that biased reasoners often seem aware that their reasoning is incorrect; they show signs of conflict detection. One important shortcoming in this research is that the conflict detection effect has only been studied with classic problem-solving tasks,…
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
Effects of prior knowledge and joint attention on learning from eye movement modelling examples
Eye movement modelling examples (EMMEs) are instructional videos of a model's demonstration and explanation of a task that also show where the model is looking. EMMEs are expected to synchronize students' visual attention with the model's, leading to better learning than regular video modelling examples (MEs). However, synchronization is seldom directly tested. Moreover, recent research suggests that EMMEs might be more effective than ME for low …
A change of scenery
Two experiments investigated the effects of an instructional video's setting on learners' retention and application of the video content. Experiment 1 explored competing hypotheses based on theoretical assumptions about whether an authentic setting would serve as a distraction or as a cue for the instructor's expertise. Participants (N = 59) watched a video about floral diagrams and floral formulas that was either shot in a greenhouse (authentic …
Timing matters! Explaining between study phases enhances students’ learning
Previous research has shown that explaining is an effective activity to enhance learning.In prior studies, students were instructed to explain the contents after completing an entire learning phase.Explaining at the end of a learning phase, however, may be less apt to support comprehension monitoring and subsequent regulation activities.In two experiments, we investigated whether explaining in earlier phases of studying (i.e., in-between explaini…
Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding
When closeness is effortful
BackgroundStudent perceptions of teachers' interpersonal closeness positively affect their emotions. If closeness is, however, effortful for the teacher (i.e., emotional labour, signalling less genuine closeness), this may undermine these positive effects. We tested this assumption by using student reports and external observations of teacher closeness and ambulant measures of teacher heart rate, to gauge teachers' physiological effort connected …
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
Prior research has shown that Productive Failure (PF), where learners attempt (and fail) to solve a problem prior to receiving instruction, is more effective for conceptual knowledge acquisition than receiving instruction first (Direct Instruction; DI). Higher diversity in generated solution attempts seemed positively associated with conceptual knowledge acquisition. The present study investigated whether observing another student’s attempts to s…
Words in action
Research on embodied cognition has shown that action and language are closely intertwined. The present study seeks to exploit this relationship, by systematically investigating whether motor activation would improve eight-to-nine year old children’s learning of vocabulary in their first language. In a within-subjects paradigm, 49 children learned novel object manipulation, locomotion and abstract verbs via a verbal definition alone and in combina…
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance
We investigated how the accuracy of teachers' judgments of their students' performance on procedural mathematical tasks, as well as their confidence in that, can be improved. Thirty-three primary school teachers judged how their students (N = 553) would perform on a multiplication and division task, with and without having access to performance cues (i.e., students' performance on similar tasks completed one week earlier). When available, teacher…
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking
Example-based learning
Background. Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study.Aims. This study used worked examples of patient history taking in physiotherapy that presented a non-didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third-year student model or expert physiotherapist model) in rel…
Instructional Efficiency
This article revisits Paas and Van Merriënboer's (1993) Paas, F. and Van Merriënboer, J. J. G. 1993. The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors., 35: 737–743. [Crossref], [Web of Science ®] , [Google Scholar] measure of instructional efficiency, which can be applied by educational researchers to compare the effects of different instructional conditions on learning. This…
Cognitive Load Theory
Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new conceptualizations of the different categories of cognitive load, an integrated research perspective of proc…
Example-based learning
Background. Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study.Aims. This study used worked examples of patient history taking in physiotherapy that presented a non-didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third-year student model or expert physiotherapist model) in rel…
Development of an instrument for measuring different types of cognitive load
Effects of pairs of problems and examples on task performance and different types of cognitive load
Words in action
Research on embodied cognition has shown that action and language are closely intertwined. The present study seeks to exploit this relationship, by systematically investigating whether motor activation would improve eight-to-nine year old children’s learning of vocabulary in their first language. In a within-subjects paradigm, 49 children learned novel object manipulation, locomotion and abstract verbs via a verbal definition alone and in combina…
Accuracy of primary school children’s immediate and delayed judgments of learning about problem-solving tasks
Accuracy of students’ judgments of learning (JOLs) plays an important role in self-regulated learning. Most studies on JOL accuracy have focused on learning word pairs and text but problems-solving tasks are also very important in education. This study investigated whether children in grade 3 could differentiate in their JOLs between problem-solving tasks that varied in complexity. Participants (N = 76, 8–10 years old) engaged in solving four ari…
Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding
Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking
Effects of prior knowledge and joint attention on learning from eye movement modelling examples
Eye movement modelling examples (EMMEs) are instructional videos of a model's demonstration and explanation of a task that also show where the model is looking. EMMEs are expected to synchronize students' visual attention with the model's, leading to better learning than regular video modelling examples (MEs). However, synchronization is seldom directly tested. Moreover, recent research suggests that EMMEs might be more effective than ME for low …
A change of scenery
Two experiments investigated the effects of an instructional video's setting on learners' retention and application of the video content. Experiment 1 explored competing hypotheses based on theoretical assumptions about whether an authentic setting would serve as a distraction or as a cue for the instructor's expertise. Participants (N = 59) watched a video about floral diagrams and floral formulas that was either shot in a greenhouse (authentic …
Timing matters! Explaining between study phases enhances students’ learning
Previous research has shown that explaining is an effective activity to enhance learning.In prior studies, students were instructed to explain the contents after completing an entire learning phase.Explaining at the end of a learning phase, however, may be less apt to support comprehension monitoring and subsequent regulation activities.In two experiments, we investigated whether explaining in earlier phases of studying (i.e., in-between explaini…
The effect of contrasting cases during problem solving prior to and after instruction
Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unc…
Multimedia effects during retrieval practice
Practicing retrieval of vocabulary items from memory (e.g., with flashcard software or practice tests) is an effective study strategy to remember vocabulary over time. Retrieval practice is often implemented in digital learning environments that increasingly include multimedia (i.e., combining textual and pictorial information). However, it is unknown how multimedia design affects the benefits of retrieval. Therefore, the present study tested the…
Preparatory effects of problem solving versus studying examples prior to instruction
The Productive Failure (PF) approach prompts students to attempt to solve a problem prior to instruction – at which point they typically fail. Yet, research on PF shows that students who are involved in problem solving prior to instruction gain more conceptual knowledge from the subsequent instruction compared to students who receive the instruction first. So far, there is no conclusive evidence, however, that the beneficial effects of PF are exp…
Enhancing students’ critical thinking skills
There is a need for effective methods to teach critical thinking (CT). One instructional method that seems promising is comparing correct and erroneous worked examples (i.e., contrasting examples). The aim of the present study, therefore, was to investigate the effect of contrasting examples on learning and transfer of CT-skills, focusing on avoiding biased reasoning. Students ( N = 170) received instructions on CT and avoiding biases in reasonin…
Recognizing biased reasoning
Although it is well established that our thinking can often be biased, the precise cognitive mechanisms underlying these biases are still debated. The present study builds on recent research showing that biased reasoners often seem aware that their reasoning is incorrect; they show signs of conflict detection. One important shortcoming in this research is that the conflict detection effect has only been studied with classic problem-solving tasks,…
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
Instructing students on effective sequences of examples and problems
Nowadays, students often practice problem‐solving skills in online learning environments with the help of examples and problems. This requires them to self‐regulate their learning. It is questionable how novices self‐regulate their learning from examples and problems and whether they need support. The present study investigated the open questions (1) to what extent students' (novices) task selections align with instructional design principles and…
Looking through Sherlock's eyes
Re‐viewing performance
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems
Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is questionable how novices self-regulate their learning from examples and problems, and to what extent thei…
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance
We investigated how the accuracy of teachers' judgments of their students' performance on procedural mathematical tasks, as well as their confidence in that, can be improved. Thirty-three primary school teachers judged how their students (N = 553) would perform on a multiplication and division task, with and without having access to performance cues (i.e., students' performance on similar tasks completed one week earlier). When available, teacher…
When closeness is effortful
BackgroundStudent perceptions of teachers' interpersonal closeness positively affect their emotions. If closeness is, however, effortful for the teacher (i.e., emotional labour, signalling less genuine closeness), this may undermine these positive effects. We tested this assumption by using student reports and external observations of teacher closeness and ambulant measures of teacher heart rate, to gauge teachers' physiological effort connected …
Easing the transition
Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement o…
Psychology (30 works) · Computer Science (25 works) · Mathematics education (22 works) · Visual and Cognitive Learning Processes (22 works) · Cognitive psychology (18 works) · Cognition (14 works) · Innovative Teaching and Learning Methods (12 works) · Artificial Intelligence (10 works) · Social Psychology (8 works) · Artificial Intelligence (7 works)