| Development of an instrument for measuring different types of cognitive load J Leppink, F Paas, CPM Van der Vleuten, T Van Gog, ... Behavior research methods 45 (4), 1058-1072, 2013 | 1068 | 2013 |
| Using electroencephalography to measure cognitive load P Antonenko, F Paas, R Grabner, T van Gog Educational Psychology Review 22 (4), 425-438, 2010 | 832 | 2010 |
| Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006) HG Schmidt, SMM Loyens, T Van Gog, F Paas Educational Psychologist 42 (2), 91-97, 2007 | 698 | 2007 |
| Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives F Paas, T van Gog, J Sweller Educational Psychology Review 22 (2), 115-121, 2010 | 680 | 2010 |
| Instructional efficiency: Revisiting the original construct in educational research T Van Gog, F Paas Educational Psychologist 43 (1), 16-26, 2008 | 625 | 2008 |
| Effects of pairs of problems and examples on task performance and different types of cognitive load J Leppink, F Paas, T van Gog, CPM van der Vleuten, ... Learning and Instruction 30, 32-42, 2014 | 562 | 2014 |
| In the eyes of the beholder: How experts and novices interpret dynamic stimuli H Jarodzka, K Scheiter, P Gerjets, T Van Gog Learning and Instruction 20 (2), 146-154, 2010 | 541 | 2010 |
| Eye tracking as a tool to study and enhance multimedia learning T van Gog, K Scheiter Learning and Instruction 20 (2), 95-99, 2010 | 539 | 2010 |
| Example-based learning: Integrating cognitive and social-cognitive research perspectives T van Gog, N Rummel Educational Psychology Review 22 (2), 155-174, 2010 | 514 | 2010 |
| Uncovering the Problem-Solving Process: Cued Retrospective Reporting Versus Concurrent and Retrospective Reporting. T Van Gog, F Paas, JJG van Merriënboer, P Witte Journal of Experimental Psychology: Applied 11 (4), 237, 2005 | 468 | 2005 |
| Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents S Mamede, T van Gog, K van den Berge, RMJP Rikers, JLCM van Saase, ... Jama 304 (11), 1198-1203, 2010 | 410 | 2010 |
| Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning D Kostons, T Van Gog, F Paas Learning and Instruction 22 (2), 121-132, 2012 | 405 | 2012 |
| The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations T Van Gog, F Paas, N Marcus, P Ayres, J Sweller Educational Psychology Review 21 (1), 21-30, 2009 | 396 | 2009 |
| Effects of worked examples, example-problem, and problem-example pairs on novices' learning T Gog, L Kester, F Paas Contemporary Educational Psychology 36 (3), 212-218, 2011 | 387 | 2011 |
| Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning F Amadieu, T Van Gog, F Paas, A Tricot, C Mariné Learning and Instruction 19 (5), 376-386, 2009 | 377 | 2009 |
| Optimising worked example instruction: Different ways to increase germane cognitive load F Paas, T Van Gog Learning and Instruction 16 (2), 87-91, 2006 | 374 | 2006 |
| 11 The Signaling (or Cueing) Principle in Multimedia Learning T van Gog The Cambridge Handbook of Multimedia Learning, 263, 2014 | 365 | 2014 |
| Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice T Van Gog, KA Ericsson, RMJP Rikers, F Paas Educational Technology Research and Development 53 (3), 73-81, 2005 | 354 | 2005 |
| Reflection prompts and tutor feedback in a web-based learning environment: Effects on students' self-regulated learning competence G Van den Boom, F Paas, JJG Van Merrienboer, T Van Gog Computers in Human Behavior 20 (4), 551-567, 2004 | 344 | 2004 |
| Process-oriented worked examples: Improving transfer performance through enhanced understanding T Van Gog, F Paas, JJG van Merriënboer Instructional Science 32 (1-2), 83-98, 2004 | 339 | 2004 |
