Author
Tamara van Gog
Other affiliations: University of Tübingen, Open University in the Netherlands, Erasmus University Rotterdam ...read more
Bio: Tamara van Gog is an academic researcher from Utrecht University. The author has contributed to research in topics: Cognitive load & Eye tracking. The author has an hindex of 52, co-authored 204 publications receiving 10832 citations. Previous affiliations of Tamara van Gog include University of Tübingen & Open University in the Netherlands.
Papers published on a yearly basis
Papers
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TL;DR: A ten-item instrument for the measurement of the three types of cognitive load is presented and a three-component solution is revealed, consistent with the types of load that the different items were intended to measure.
Abstract: According to cognitive load theory, instructions can impose three types of cognitive load on the learner: intrinsic load, extraneous load, and germane load. Proper measurement of the different types of cognitive load can help us understand why the effectiveness and efficiency of learning environments may differ as a function of instructional formats and learner characteristics. In this article, we present a ten-item instrument for the measurement of the three types of cognitive load. Principal component analysis on data from a lecture in statistics for PhD students (n = 56) in psychology and health sciences revealed a three-component solution, consistent with the types of load that the different items were intended to measure. This solution was confirmed by a confirmatory factor analysis of data from three lectures in statistics for different cohorts of bachelor students in the social and health sciences (ns = 171, 136, and 148), and received further support from a randomized experiment with university freshmen in the health sciences (n = 58).
576 citations
TL;DR: A review of seminal literature on the use of continuous EEG to measure cognitive load is presented in this article, where the authors describe two case studies on learning from hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data.
Abstract: Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive load detecting subtle fluctuations in instantaneous load, which can help explain effects of instructional interventions when measures of overall cognitive load fail to reflect such differences in cognitive processing. This paper presents a review of seminal literature on the use of continuous EEG to measure cognitive load and describes two case studies on learning from hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data.
507 citations
TL;DR: Van Gog, T., & Paas, F. as mentioned in this paper revisited the original construct in educational research, Instructional Efficiency: Revisiting the Original Construct in Educational Research.
Abstract: Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the
original construct in educational research. Educational Psychologist, 43, 16-26.
414 citations
TL;DR: In this article, the authors investigated whether a psychometric instrument can differentiate intrinsic, extraneous, and germane cognitive load, and found that a slightly modified version of the aforementioned psychometric device could help researchers to differentiate intrinsic and extraneous cognitive load.
358 citations
TL;DR: The authors examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on a process level, including perceptual and conceptual strategies, and found that experts compared to novices attend more to relevant aspects of the stimulus, use more heterogeneous task approaches, and use knowledge-based shortcuts.
357 citations
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9,362 citations
Book•
19 Nov 2008TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References
6,776 citations
01 Jan 2001
TL;DR: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers.
Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.
2,940 citations