Educational Videos from a Film Theory Perspective: Relating Teacher Aims to Video Characteristics von Wijnker, W, Bakker, A, van Gog, T.A.J.M, Drijvers, P.H.M

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Effects of prior knowledge and joint attention on learning from eye movement modelling examples von Chisari, L.B, Mockevičiūtė, Akvilė, Ruitenburg, Sterre, van Vemde, L, Kok, E.M, van Gog, T.A.J.M

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Are gesture and speech mismatches produced by an integrated gesture-speech system? A more dynamically embodied perspective is needed for understanding gesture-related learning von Pouw, Wim T J L, van Gog, T.A.J.M, Zwaan, R, Paas, F

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Effects of performance feedback valence on perceptions of invested mental effort von Raaijmakers, S.F, Baars, Martine, Schaap, Lydia, Paas, Fred, van Gog, T.A.J.M

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Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains? von Raaijmakers, S.F, Baars, Martine, Paas, Fred, Van Merrienboer, Jeroen, van Gog, T.A.J.M

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A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analysesof Physiologyand Interpersonal Behavior von Donker, M.H, van Gog, T.A.J.M, Mainhard, M.T

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Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? von Raaijmakers, S.F, Baars, Martine, Schaap, Lydia, Paas, Fred, Van Merriënboer, Jeroen, van Gog, T.A.J.M

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The effect of images that facilitate retrieval practice on learning outcomes and motivation von van den Broek, G.S.E, Pleijsant, Mirja, Jansen, Evelien, Kester, L, van Gog, T.A.J.M

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