dr. (Huib) HK Tabbers

dr. (Huib) HK Tabbers
Assistant Professor Erasmus School of Social and Behavioural Sciences Department of Psychology, Education & Child Studies/Educational and Developmental Psychology
Location
Burg. Oudlaan 50, Rotterdam
Room
T13-27
Telephone
+31104088693
Email
tabbers@essb.eur.nl

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Huib Tabbers (PhD, Open University of the Netherlands, 2002) is Assistant Professor at the Department of Psychology, Education & Child Studies from the Erasmus University Rotterdam. His research interests are learning from multimedia, cognitive strategies and instructional design. His aim is to develop practically relevant guidelines for the design of instructional materials for primary and secondary education. To reach this aim, he has collaborated with schools (e.g., Bestuur Openbaar Onderwijs Rotterdam) and instructional design partners (e.g., CED-groep Rotterdam and Blink Educatie Den Bosch). Together with colleagues from Rotterdam, he has developed a practical ‘Toolbox’-book with instructional guidelines for teachers in…

Huib Tabbers (PhD, Open University of the Netherlands, 2002) is Assistant Professor at the Department of Psychology, Education & Child Studies from the Erasmus University Rotterdam. His research interests are learning from multimedia, cognitive strategies and instructional design. His aim is to develop practically relevant guidelines for the design of instructional materials for primary and secondary education. To reach this aim, he has collaborated with schools (e.g., Bestuur Openbaar Onderwijs Rotterdam) and instructional design partners (e.g., CED-groep Rotterdam and Blink Educatie Den Bosch). Together with colleagues from Rotterdam, he has developed a practical ‘Toolbox’-book with instructional guidelines for teachers in primary education. About his research, he has published in many scientific journals. He has also supervised several PhD-projects, is member of the international editorial board of Learning & Instruction, and has served as coordinator of the EARLI Special Interest Group ‘Comprehension of text and graphics’.

Research interests: Cognitive strategies, Reading comprehension, Multimedia learning, Instructive animations, Digital learning environments, Retrieval practice.

        • M.L. Nugteren, H.K. Tabbers, K. Scheiter & F. Paas (2014). Simultaneous and sequential presentation of realistic and schematic instructional dynamic visualizations. In W. Huang (Ed.), Human centric visualization: Theories, methodologies, and case studies (pp. 605-622). Springer
        • H.K. Tabbers, F. Paas, C. Lankford, R.L. Martens & J.J.G,. van Merriënboer (2008). Studying eye movements in multimedia learning. In J.F. Rouet, R. Lowe & W. Schnotz (Eds.), Understanding multimedia documents (pp. 169-184). New York: Springer
        • L. Kester & H.K. Tabbers (2008). The effect of intervening tests on text retention. In J. Zumbach, N. Schwartz, T. Seufert & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 183-187). Dordrecht, the Netherlands: Springer
        • H.K. Tabbers, L. Kester, H. Hummel & R. Nadolski (2003). Interface design for digital courses. In W. Jochems, J.J.G. van Merriënboer & R. Koper (Eds.), Integrated E-Learning: Implications for pedagogy, technology & organization (pp. 100-111). London: RoutledgeFalmer
        • M.W. van Someren & H.K. Tabbers (1998). The role of prior qualitative knowledge in inductive learning. In M.W. van Someren, P. Reimann, H.P.A. Boshuizen & T. de Jong (Eds.), Learning with multiple representations (pp. 102-119). Amsterdam: Elsevier
        • F. Paas, P.W.M. van Gerven & H.K. Tabbers (2005). The cognitive aging principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 339-351). New York: Cambridge University Press
        • M.L. Nederhand, H.K. Tabbers, A.B.H. De Bruin & R.M.J.P. Rikers (2019). Metacognitive awareness among university and secondary school students. 19th Biennial EARLI Conference for Research on Learning and Instruction: Aachen (2019, augustus 16 - 2019, augustus 16).
        • M.L. Nederhand, H.K. Tabbers & R.M.J.P. Rikers (2017). Improving calibration accuracy by providing standards: high and low performers do not benefit equally. American Educational Research Association: San Antonio, Texas: USA (2017, april 27 - 2017, mei 1).
        • M.L. Nederhand, H.K. Tabbers, J. Jongerling & R.M.J.P. Rikers (2017). Outcome Feedback and Reflection to Improve Calibration of High School Students: A Longitudinal Study. 17th Biennial EARLI Conference for Research on Learning and Instruction: Finland (2017, augustus 29 - 2017, september 2).
        • M.L. Nederhand, H.K. Tabbers & R.M.J.P. Rikers (2017). Learning to Calibrate: Improving Calibration Accuracy on New Tasks for Different Performance Levels. Interuniversity Center for Educational Research (ICO) National Spring School: Utrecht University (2017, april 20 - 2017, april 21).
        • M.L. Nederhand, H.K. Tabbers & R.M.J.P. Rikers (2017). Providing standards both with and without idea-units to improve calibration accuracy. Symposium "How am I doing? Improving students’ self-assessments" on the 17th Biennial EARLI Conference for Research on Learning and Instruction: Finland (2017, augustus 29 - 2017, september 2).
        • M.L. Nederhand, H.K. Tabbers & R.M.J.P. Rikers (2016). Leren weten wat je weet: Het effect van externe standaarden en prestatieniveau op kalibratie-accuratesse. Onderzoeks Research Dagen 2016: Erasmus Universiteit Rotterdam, Rotterdam: The Netherlands (2016, mei 25 - 2016, mei 27).
        • M.L. Nederhand, H.K. Tabbers & R.M.J.P. Rikers (2016). Students living up to their standards? Effects of external standards and performance level on calibration accuracy. Special Interest Group of EARLI: Metacognition: Nijmegen University, Nijmegen: The Netherlands (2016, augustus 23 - 2016, augustus 26).
        • M.L. Nederhand, H.K. Tabbers & R.M.J.P. Rikers (2016). Diagnostic feedback to improve calibration accuracy of medical specialists and students. American Educational Research Association: Washington DC: USA (2016, april 8 - 2016, april 12).
        • M.L. Nederhand, H.K. Tabbers, T.A.W. Splinter & R.M.J.P. Rikers (2015). Diagnostic feedback to improve calibration accuracy of medical specialists and students. ICO National Fall School: Utrecht University, Utrecht: The Netherlands (2015, november 5 - 2015, november 6).
        • M. de Jonge, G.G. van Eersel, D. Pecher, P.P.J.L. Verkoeijen & H.K. Tabbers (2015). A Metacognitive Catch 22: Over and Under-Confidence During Paired Associate Learning. Annual Meeting of the Psychonomic Society: Chicago, Illinois, USA (2015, november 19 - 2015, november 22).
        • M.L. Nederhand, H.K. Tabbers, T.A.W. Splinter & R.M.J.P. Rikers (2015). Improving calibration accuracy of medical specialists and medical students. 16th Biennial EARLI Conference for Research on Learning and Instruction: Cyprus (2015, augustus 25 - 2015, augustus 29).
        • M.L. Nederhand, H.K. Tabbers, T.A.W. Splinter & R.M.J.P. Rikers (2014). The Effects of Feedback and Expertise on Diagnostic Calibration Accuracy. Graduate Research Day: Erasmus University Rotterdam, Rotterdam: The Netherlands (2014, oktober 1).
        • N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen & H.K. Tabbers (2013). Retrieval practice is better than restudying and elaborative restudying in vocabulary learning. 15th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI): Munich, Germany (2013, augustus 27 - 2013, augustus 31).
        • M.O. de Jonge, H.K. Tabbers, D. Pecher & R. Zeelenberg (2013). The effect of presentation rate on foreign language vocabulary learning. 54th Annual Meeting of the Psychonomic Society: Toronto, Canada.
        • M.O. de Jonge, H.K. Tabbers, D. Pecher, Y. Jang & R. Zeelenberg (2013). The efficacy of self-paced study in multitrial learning. 13th Conference of the Dutch Psychonomic Society: Egmond aan Zee, The Netherlands.
        • N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen & H.K. Tabbers (2013). The effect of retrieval practice in primary school vocabulary learning. Biennial Junior Researchers of EARLI (JURE) Conference: Munich, Germany (2013, augustus 27 - 2013, augustus 31).
        • H.K. Tabbers, S.A.A. van Mierlo & F. Paas (2013). A text to remember: The limited benefits of retrieval practice for transfer performance. 15th Biennial Conference Meeting of the European Association of Research on Learning and Instruction: Munich, Germany.
        • N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). The Effect of Retrieval Practice in Primary School Vocabulary Learning. ICO Fall School: Girona, Spain (2012, november 5 - 2012, november 10).
        • M.O. de Jonge, H.K. Tabbers, Y. Jang, D. Pecher & R. Zeelenberg (2012). Self-Paced Study Beats Fixed-Paced Study. 53rd Annual meeting of the Psychonomic Society: Minneapolis (2012, november 15 - 2012, november 18).
        • S.A.A. van Mierlo, H.K. Tabbers & F. Paas (2012). Does targeting the situation model during retrieval promote transfer from expository texts? EARLI SIG2 Meeting on Comprehension of Text and Graphics: Grenoble, France.
        • N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). Picture-Word Learning by Spacing the Learning Sessions. EARLI Sig Meeting: Grenoble, France (2012, augustus 29 - 2012, augustus 31).
        • N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). Spreading the Words: A Spacing Effect in Vocabulary Learning. 53rd Annual meeting of the Psychonomic Society: Minneapolis (2012, november 15 - 2012, november 18).
        • H.K. Tabbers & J. Diepenhorst (2012). Not static or dynamic media but navigational affordances promote active learning. EARLI SIG2 Meeting on Comprehension of Text and Graphics: Grenoble, France.
        • H.K. Tabbers & P. den Hoed (2011). Opzoeken of ophalen? De langetermijneffecten van studievragen bij het leren van teksten. Onderwijs Research Dagen (ORD): Maastricht.
        • B.B. de Koning & H.K. Tabbers (2011). Hands in the air: Gesturing as a means to foster understanding of an animation about lightning. Meeting of the European Association of Research on Learning and Instruction: Exeter, UK.
        • M.O. de Jonge, H.K. Tabbers & R.M.J.P. Rikers (2011). Differential effects of retrieval practice on the retention of coherent and incoherent text material. 52nd Annual Meeting of the Psychonomic Society: Seattle (2011, november 3 - 2011, november 6).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2011). Learning from cued and uncued animations: Effects of generating and receiving explanations. Paper presented at the Annual Meeting of the American Educational Research Association: New Orleans (LA), USA.
        • H.K. Tabbers & B.B. de Koning (2011). Talk or listen, or both? Understanding a dynamic system by producing and/or receiving explanations. Meeting of the European Association of Research on Learning and Instruction (EARLI): Exeter, UK.
        • M.O. de Jonge, H. Tabbers, D. Pecher & R. Zeelenberg (2010). The Effect of Study Time Distribution on the Learning and Retention of Paired Associates. 51st Annual Meeting of the Psychonomic Society: St. Louis (2010, november 18 - 2010, november 22).
        • M.O. de Jonge, H. Tabbers, D. Pecher & R. Zeelenberg (2010). The Effect of Study Time Distribution on the Learning and Retention of Paired Associates. Paper presented at the Graduate Research Day: Rotterdam (2010, september 30).
        • H.K. Tabbers & P. den Hoed (2010). Do study questions support long-term text retrieval? EARLI-SIG2 meeting on ‘Comprehension of text and graphics’: Tübingen, Germany.
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2010). Speak up and listen! Understanding instructional explanations through explanations. Paper presented at the EARLI-SIG2 meeting on `Comprehension of text and graphics¿: Tuebingen, Germany.
        • H.K. Tabbers & R.M.J.P. Rikers (2009). Identifying New Conditions for Effective Learning From Instructional Animations. Annual Meeting of the American Educational Research Association: .
        • D. Pecher, R. Zeelenberg, M.O. de Jonge, T. Pelgrim, K. Timmer & H.K. Tabbers (2009). The testing effect: Lowering the rate of forgetting. 34th Annual Interdisciplinary Conference: Jackson, Wyoming, USA.
        • H.K. Tabbers, B.B. de Koning & R.A. Zwaan (2009). Enhancing learning from dynamic visualizations: An embodied perspective. Paper presented at the Meeting of the European Association of Research on Learning and Instruction, Amsterdam, The Netherlands.: .
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2009). Generating self-explanations leads to improved effectiveness of attention cueing in complex animations. Paper presented at the 3rd International Cognitive Load Theory Conference: Heerlen, The Netherlands.
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2009). Learning from complex animations: The effects of spotlight-cueing and generating self-explanations. Paper presented at the Annual Meeting of the American Educational Research Association: San Diego, California, USA..
        • P.P.J.L. Verkoeijen, H.K. Tabbers & M.L. Verhage (2009). Comparing the Effects of Intermediate Testing and Restudying on Recollection in Recognition Memory. Poster presented at the 50th Annual Meeting of the Psychonomic Society: Boston, Ma (2009, november 19 - 2009, november 22).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2009). Self-explaining improves learning performance when studying an instructional animation with attention-directing cues. Paper presented at the Meeting of the European Association of Research on Learning and Instruction: Amsterdam, The Netherlands..
        • D. Pecher, R. Zeelenberg, M. de Jonge, T. Pelgrim, K. Timmer & H. Tabbers (2008). The testing effect: Lowering the rate of forgetting. Annual Summer Interdisciplinairy Conference: Madonna di Campiglio (2008, juli 1).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention guidance in learning from a complex animation: Seeing is understanding? EARLI-SIG2 meeting on `Comprehension of text and graphics': Tilburg (2008, augustus 27).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention guidance in learning from a complex animation: Seeing is understanding? 8th International School on Educational Research: Jyväskylä, Finland (2008, januari 31).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention guidance in learning from a complex animation: Seeing is understanding? Annual Meeting of the American Educational Research Association: New York City, New York, USA (2008, maart 27).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention cueing in complex animations: An overview of two years of research. Workshop `Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the natural sciences': Playa d'Aro, Spain (2008, mei 22).
        • H.K. Tabbers & L. Kester (2008). Self-testing complex texts: Effects on retention but not on comprehension. EARLI SIG 2 Meeting: Tilburg (2008, augustus 1).
        • L. Kester & H.K. Tabbers (2008). The testing effect in learning from text. Onderwijs Research Dagen (ORD): Eindhoven (2008, juni 1).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2007). Speeding Up or Slowing Down the Animation: The Effect of Speed on Learning Outcomes and Mental Effort. Bi-Annual Meeting of the European Association of Research on Learning and Instruction: Budapest, Hungary (2007, augustus 28 - 2007, september 1).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2007). The Inverted Cueing Effect: Cueing the Uncued. Annual Meeting of the American Educational Research Association: Chicago, Illinois (2007, april 9 - 2007, april 13).
        • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2007). Online exploration of attention cueing in an animation: Do visual cues capture learners¿ attention? 89th Annual Meeting of the American Educational Research Association (AERA): New York (2007, april 1).
        • H.K. Tabbers (2006). Where did the modality effect go? A failure to replicate of one of Mayer's multimedia learning effects and why this still might make some sense. EARLI SIG 2 Meeting: Nottingham, UK (2006, augustus 1).
        • H.K. Tabbers & W. van der Spoel (2006). Explaining why animations need narrations: A loading task paradigm. 87th Annual Meeting of the American Educational Research Association (AERA): San Francisco.
        • H.K. Tabbers & B. de Koeijer (2005). Learner control in animated multimedia instructions. 11th Biennial Conference of the European Association for Research on Learning and Instruction: Nicosia, Cyprus (2005, augustus 1 - 2005, augustus 8).
      • S. Bouwmeester, A.B.H. De Bruin, G. Camp, J.A.A. Engelen, N.A.M.C. Goossens & H.K. Tabbers, P.P.J.L. Verkoeijen (2012). Toolbox: Tien oefenstrategieën uit de geheugenpsychologie om toe te passen in de klas. Rotterdam: Stichting BOOR
      • M.O. de Jonge, H.K. Tabbers & R.M.J.P. Rikers (2011). Differential Effects of Retrieval Practice on the Retention of Coherent and Incoherent Texts. In Proceedings of the Annual Meeting of the Society for Text & Discourse (ST&D 2011)
      • M.O. de Jonge, H. Tabbers & R.M.J.P. Rikers (2010). The Effect of Retrieval Practice on Retention and Comprehension of Expository Text. In Paper presented at The EARLI sig2 meeting. Knowledge Media Research Center (KMRC), Tübingen, Germany
      • B.B. de Koning, H.K. Tabbers, R.M.J.P. Rikers & F. Paas (2008). Attention guidance in learning from a complex animation: Seeing is understanding? In S. Ainsworth & F. Maes (Eds.), Proceedings of the EARLI-SIG2 on Comprehension of Text and Graphics (pp. 86-89). Tilburg
      • G. Camp, N.A.M.C. Goossens, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2014, november 22). Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning. onbekend, Annual Meeting of the Psychonomic Society.
      • M.L. Nederhand, H.K. Tabbers, T.A.W. Splinter & R.M.J.P. Rikers (2015). Improving calibration accuracy of medical specialists and medical students. Overig.
  • 2.7C From Infancy to Old Age

    Title
    2.7C From Infancy to Old Age
    Year
    2019
    Year level
    (Bachelor 2) (Bachelor 2)

    3.4C Learning and Instruction in Schools

    Title
    3.4C Learning and Instruction in Schools
    Year
    2019
    Year level
    (Bachelor 3) (Bachelor 3)

    4.1C Innovation in Education & Training

    Title
    4.1C Innovation in Education & Training
    Year
    2019
    Year level
    (Master) (Master)

    4.1P Investigating Edu. Innovations

    Title
    4.1P Investigating Edu. Innovations
    Year
    2019
    Year level
    (Master) (Master)
  • Learning and Instruction

    Role
    Member International Board of Editors
    Start date approval
    Jan/2012
  • Assistant Professor

    University
    Erasmus University Rotterdam
    School
    Erasmus School of Social and Behavioural Sciences
    Department
    Department of Psychology, Education & Child Studies/Educational and Developmental Psychology
    Country
    The Netherlands
    Telephone
    +31104088693

Address

Visiting address

Burg. Oudlaan 50 3062 PA Rotterdam

Postal address

Postbus 1738 3000 DR Rotterdam