Reflection as a strategy to foster medical students' acquisition of diagnostic competence von Mamede, Sílvia, van Gog, Tamara, Moura, Alexandre S, de Faria, Rosa M D, Peixoto, José M, Rikers, Remy M J P, Schmidt, Henk G

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The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks von van Gog, Tamara, Hoogerheide, Vincent, van Harsel, Milou

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The effect of layout and pacing on learning from diagrams with unnecessary text von Rop, Gertjan, Schüler, Anne, Verkoeijen, Peter P.J.L., Scheiter, Katharina, Gog, Tamara Van

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Eye tracking as a tool to study and enhance multimedia learning von van Gog, Tamara, Scheiter, Katharina

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Instructional Efficiency: Revisiting the Original Construct in Educational Research von van Gog, Tamara, Paas, Fred

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Productive versus vicarious failure: Do students need to fail themselves in order to learn? von Hartmann, Christian, van Gog, Tamara, Rummel, Nikol

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What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations? von van Leeuwen, Anouschka, Rummel, Nikol, van Gog, Tamara

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Development of an instrument for measuring different types of cognitive load von Leppink, Jimmie, Paas, Fred, Van der Vleuten, Cees P. M., Van Gog, Tamara, Van Merriënboer, Jeroen J. G.

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When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions von Mainhard, Tim, Donker, Monika H., Gog, Tamara

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Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance von Hoogerheide, Vincent, Renkl, Alexander, Fiorella, Logan, Paas, Fred, van Gog, Tamara

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Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning von Kostons, Danny, van Gog, Tamara, Paas, Fred

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Timing Matters! Explaining Between Study Phases Enhances Students' Learning von Lachner, Andreas, Backfisch, Iris, Hoogerheide, Vincent, van Gog, Tamara, Renkl, Alexander

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Generating an instructional video as homework activity is both effective and enjoyable von Hoogerheide, Vincent, Visee, Joran, Lachner, Andreas, van Gog, Tamara

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Do examples of failure effectively prepare students for learning from subsequent instruction? von Hartmann, Christian, Gog, Tamara, Rummel, Nikol

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In the eyes of the beholder: How experts and novices interpret dynamic stimuli von Jarodzka, Halszka, Scheiter, Katharina, Gerjets, Peter, van Gog, Tamara

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A Test of the Testing Effect: Acquiring Problem‐Solving Skills From Worked Examples von van Gog, Tamara, Kester, Liesbeth

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Effects of pairs of problems and examples on task performance and different types of cognitive load von Leppink, Jimmie, Paas, Fred, van Gog, Tamara, van der Vleuten, Cees P.M., van Merriënboer, Jeroen J.G.

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Testing self-supportive strategies to regulate autonomy and motivation von Flunger, Barbara, Lilleholt, Lau, Böhm, Robert, Verdonschot, Anouk, van Gog, Tamara, Zettler, Ingo

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Educational videos from a film theory perspective: Relating teacher aims to video characteristics von Wijnker, Winnifred, Bakker, Arthur, van Gog, Tamara, Drijvers, Paul

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Training task‐selection skills: The effect of prompts and explicit instruction on transfer von Pieplenbosch, Jane, van den Broek, Gesa, Hoogerheide, Vincent, van Gog, Tamara

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