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Vincent Hoogerheide
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Learning from video modeling examples: Content kept equal, adults are more effective models than peers
V Hoogerheide, M van Wermeskerken, SMM Loyens, T van Gog
Learning and instruction 44, 22-30, 2016
1102016
Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them
V Hoogerheide, L Deijkers, SMM Loyens, A Heijltjes, T van Gog
Contemporary Educational Psychology 44, 95-106, 2016
1002016
Effects of creating video-based modeling examples on learning and transfer
V Hoogerheide, SMM Loyens, T van Gog
Learning and Instruction 33, 108-119, 2014
932014
It’s all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task.
L Fiorella, T Van Gog, V Hoogerheide, R Mayer
Journal of Educational Psychology 109 (5), 653–665, 2017
912017
Enhancing example-based learning: Teaching on video increases arousal and improves problem-solving performance
V Hoogerheide, A Renkl, L Fiorella, F Paas, T Van Gog
Journal of Educational Psychology 111 (11), 45–56, 2019
782019
Learning from video modeling examples: Does gender matter?
V Hoogerheide, SMM Loyens, T van Gog
Instructional Science 44 (1), 69-86, 2016
782016
Comparing the effects of worked examples and modeling examples on learning
V Hoogerheide, SMM Loyens, T Van Gog
Computers in Human Behavior 41, 80-91, 2014
752014
Developments and trends in learning with instructional video
BB de Koning, V Hoogerheide, JM Boucheix
Computers in Human Behavior 89, 395–398, 2018
632018
Testing after worked example study does not enhance delayed problem-solving performance compared to restudy
T Van Gog, L Kester, K Dirkx, V Hoogerheide, J Boerboom, ...
Educational Psychology Review 27 (2), 265-289, 2015
602015
Remembered utility of unpleasant and pleasant learning experiences: Is all well that ends well?
V Hoogerheide, F Paas
Applied Cognitive Psychology 26 (6), 887-894, 2012
492012
Generating an instructional video as homework activity is both effective and enjoyable
V Hoogerheide, J Visee, A Lachner, T van Gog
Learning and Instruction 64, 101226, 2019
472019
Synthesizing cognitive load and self-regulation theory: A theoretical framework and research agenda
A De Bruijn, J Roelle, S Carpenter, M Baars, EFG-MRE
Educational Psychology Review 32, 903–915, 2020
462020
The role of mental effort in fostering self-regulated learning with problem-solving tasks
T van Gog, V Hoogerheide, M van Harsel
Educational Psychology Review 32, 1055-1072, 2020
422020
Timing matters! Explaining between study phases enhances students’ learning
A Lachner, I Backfisch, V Hoogerheide, T Van Gog, A Renkl
Journal of Educational Psychology 112 (4), 841–853, 2020
422020
A quick and easy strategy to reduce test anxiety and enhance test performance
MF Mavilidi, V Hoogerheide, F Paas
Applied Cognitive Psychology 28 (5), 720-726, 2014
422014
Model-observer similarity and task-appropriateness in learning from video modeling examples: Do model and student gender affect test performance, self-efficacy, and perceived …
V Hoogerheide, M van Wermeskerken, H van Nassau, T van Gog
Computers in Human Behavior 89, 457-464, 2018
392018
Effects of different sequences of examples and problems on motivation and learning
M van Harsel, V Hoogerheide, P Verkoeijen, T van Gog
Contemporary Educational Psychology 58, 260-275, 2019
342019
Looking at mental effort appraisals through a metacognitive lens: Are they biased?
K Scheiter, A Rakefet, V Hoogerheide
Educational Psychology Review 32, 1003-1027, 2020
282020
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?
A Lachner, L Jacob, V Hoogerheide
Learning and Instruction 74, 101438, 2021
222021
Testing the model-observer similarity hypothesis with text-based worked examples
V Hoogerheide, SMM Loyens, F Jadi, A Vrins, T van Gog
Educational Psychology 37 (2), 112-127, 2017
182017
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