Erasmus University Rotterdam

prof.dr. (Fred) GWC Paas

prof.dr. (Fred) GWC Paas
Full Professor Erasmus School of Social and Behavioural Sciences Department of Psychology, Education & Child Studies/Educational and Developmental Psychology
Location
Burg. Oudlaan 50, Rotterdam
Room
T13-49
Telephone
+31104082705
Email
paas@essb.eur.nl

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Fred Paas is Professor and chair of the research group Educational and Developmental Psychology at the Department of Psychology, Education and Child Studies of Erasmus University Rotterdam in the Netherlands. He is also a Professorial Fellow at the School of Education/Early Start of the University of Wollongong in Australia. 

 

He has been using the theoretical frameworkof cognitive load theory to investigate the instructional control of cognitive load in the training of complex cognitive tasks. His recent research interests include the role of the physical environment in cognition and learning (see article), evolutionary approaches to cognitive…

Fred Paas is Professor and chair of the research group Educational and Developmental Psychology at the Department of Psychology, Education and Child Studies of Erasmus University Rotterdam in the Netherlands. He is also a Professorial Fellow at the School of Education/Early Start of the University of Wollongong in Australia. 

 

He has been using the theoretical frameworkof cognitive load theory to investigate the instructional control of cognitive load in the training of complex cognitive tasks. His recent research interests include the role of the physical environment in cognition and learning (see article), evolutionary approaches to cognitive load and learning (see article), and the effects of physical activities (e.g., gestures and exercise) on cognition and learning (see news item). 

 

In 2016 he was recognised as the world's most productive author in the five best journals in the field of educational psychology for the period 2009-2014 (see article). He is editor-in-chief of the journal Educational Psychology Review. In addition, he is part of  the editorial board of several other renowned journals, such as the Journal of Educational Psychology. He is a Fellow of the American Educational Research Association. 

 

The practical impact of his research is evidenced by his public lectures (see example), and his role as an advisor for companies, such as Tinqwise. 

 

Keywords:

EN: Learning, cognition, cognitive load, physical learning environment, mental effort, physical activity, fitness

NL: Leren, cognitie, cognitieve belasting, fysieke leeromgeving, mentale inspanning, fysieke activiteit, fitheid

        • M. Mavilidi, K.H.R. Ouwehand, A.D. Okely, P. Chandler & F. Paas (2019). Embodying learning through physical activity and gestures in preschool children. In Advances in cognitive load theory: Rethinking teaching. London: Routledge
        • J. Wong, M. Baars, B. De Koning, T. Van der Zee, D. Davis, M. Khalil, G.J. Houben & F. Paas (2019). Educational theories and learning analytics: From data to knowledge. In Ifenthaler D., Mah DK., Yau JK. (Ed.), Utilizing learning analytics to support study success (pp. 3-25). Cham: Springer
        • J.C. Castro-Alonso, P. Ayres, M. Wong & F. Paas (2019). Visuospatial tests and multimedia learning: The importance of employing relevant instruments. In S. Tindall-Ford, J. Sweller & S. Agostinho (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 207-229). London: Routledge
        • J. Leppink, F. Paas, T. van Gog & J.J.G. Van Merrienboer (2019). How to measure effects of self-regulated learning with checklists on the acquisition of task selection skills. In S. Agostinho, S. Tindall-Ford & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 66-79). London: Routledge
        • M.F. Mavilidi, K. Ouwehand, A.D. Okely, P. Chandler & F. Paas (2019). Embodying learning through physical activity and gestures in preschool children. In J. Sweller, S. Agostinho & S. Tindall-Ford (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 103-118). London: Routledge
        • F. Mirza, S. Agostinho, S. Tindall-Ford, F. Paas & P. Chandler (2019). Self-management of cognitive load: Potential and challenges. In S. Agostinho, S. Tindall-Ford & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 157-167). London: Routledge
        • S. Sepp, S. Agostinho, S. Tindall-Ford & F. Paas (2019). Gesture-based learning with ICT: Recent developments, opportunities and considerations. In S. Agostinho, S. Tindall-Ford & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 130-141). London: Routledge
        • M. Wong, J.C. Castro-Alonso, P. Ayres & F. Paas (2019). The effects of transient information and element interactivity on learning from instructional animations. In S. Agostinho, S. Tindall-Ford & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 80-88). London: Routledge
        • L.Y.J. Wong, M.A. Baars, B.B. de Koning, T. Van der Zee, D. Davies, M. Khalil, G.J. Houben & F. Paas (2019). Educational theories and learning analytics: from data to knowledge – The whole is greater than the sum of its parts. In D. Ifenthaler, M. Dana-Kristin & J. Yin-Kim (Eds.), Utilizing learning analytics for study success (pp. 3-25). Cham: Springer
        • J.C. Castro-Alonso, P. Ayres & F. Paas (2019). A battery of computer tests to measure visuospatial processing. In J.C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 207-229). Cham, Switzerland: Springer
        • J.C. Castro-Alonso, F. Paas & P. Ginns (2019). Embodied cognition, science education, and visuospatial processing. In J.C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 175-205). Cham, Switzerland: Springer
        • P. Ayres, J.C. Castro-Alonso, M. Wong, N. Marcus & F. Paas (2019). Factors that impact on the effectiveness of instructional animations. In J. Sweller, S. Agostinho & S. Tindall-Ford (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 180-192). London: Routledge
        • J.C. Castro-Alonso, P. Ayres & F. Paas (2018). Computerized and adaptable tests to measure visuospatial abilities in STEM students. In T. Andre (Ed.), Advances in human factors in training, education, and learning sciences (pp. 337-349). New York: Springer
        • S. Agostinho, P. Ginns, S. Tindall-Ford, M. Mavilidi & F. Paas (2016). 'Touch the screen’: Linking touch-based educational technology with learning – a synthesis of current research. In Educational Technologies: Challenges, Applications and Learning Outcomes (pp. 33-57). New York: Nova Science Publishers
        • J.C. Castro-Alonso, P. Ayres & F. Paas (2015). The potential of embodied cognition to improve STEAM instructional dynamic visualisations. In X. Ge, D. Ifenthaler & J.M. Spector (Eds.), Full steam ahead: Emerging technologies for STEAM (pp. 113-136). Springer
        • J. Leppink, T. van Gog, F. Paas & J. Sweller (2015). Cognitive load theory: Researching and planning teaching to maximize learning. In J. Cleland & S. Durning (Eds.), Researching Medical Education (pp. 207-218). John Wiley & Sons
        • J. Leppink, T.A.J.M. van Gog, F. Paas & J. Sweller (2015). Cognitive load theory: Researching and planning teaching to maximise learning. In J. Cleland & S..J. Durning (Eds.), Researching medical education. New York: Wiley-Blackwell
        • P. Antonenko, T. van Gog & F. Paas (2014). Implications of neuroimaging for educational research. In J..M. Spector, M..D. Merrill, J. Elen & M..J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 51-63). New York: Springer
        • 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
        • M. Galani, P. Yu, F. Paas & P. Chandler (2014). Battling the challenges of training nurses to use information systems through theory-based training material design. In H Grain (Ed.), Investing in E-Health: People, Knowledge and Technology for a Healthy Future (pp. 32-37). Netherlands: IOS Press
        • F. Paas & J. Sweller (2014). Implications of cognitive load theory for multimedia learning. In The Cambridge handbook of multimedia learning (pp. 27-42). New York: Cambridge: Cambridge University Press
        • J.C. Castro-Alonso, P. Ayres & F. Paas (2014). Dynamic visualisations and motor skills. In W. Huang (Ed.), Human centric visualization: Theories, methodologies, and case studies (pp. 551-580). Springer
        • K.H.R. Ouwehand, T. van Gog & F. Paas (2013). The use of gesturing to facilitate older adults' learning from computer-based dynamic visualizations. In R.Z. Zheng, R.D. Hill & M.K. Gardner (Eds.), Engaging older adults with modern technology: Internet use and information access needs (pp. 33-58)
        • P.D. Antonenko, T. van Gog & F. Paas (2013). Implications of neuroimaging for educational research. In J.M. Spector, M.D. Merrill, J. Elen & M.J. Bishop (Eds.), Handbook of Research on Educational and Communications Technology (4th rev. ed.) (pp. 51-63). London: Routledge
        • S.M.M. Loyens, P.A. Kirschner & F. Paas (2012). Problem-based learning. In K.R. Harris, S. Graham & T Urdan (Eds.), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 403-425). Washington DC: American Psychological Association
        • T. van Gog & F. Paas (2012). Cognitive load measurement. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 599-601). New York: Springer
        • F. Paas & F. Kirschner (2012). Goal-free effect. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1375-1377). New York: Springer
        • F. Paas, J.J.G. van Merrienboer & T. van Gog (2011). Designing instruction for the contemporary learning landscape. In K.R. Harris, S. Graham & T. Urdan (Eds.), APA Educational Psychology Handbook: Vol. 3. Application to learning and teaching (2011) (pp. 335-357). Washington DC: American Psychological Association
        • R. Brunken, T. Seufert & F. Paas (2010). Cognitive load measurement. In J. Plass, R. Moreno & R. Brunken (Eds.), Cognitive load Theory (pp. 181-202). New York: Cambridge University Press
        • L. Kester, F. Paas & J.J.G. van Merrienboer (2010). Instructional control of cognitive load in the design of complex learning environments. In J. Plass, R. Moreno & R Brunken (Eds.), Cognitive load Theory (pp. 109-130). New York: Cambridge University Press.
        • P.A. Kirschner, F. Kirschner & F. Paas (2009). Cognitive load theory. In E. Anderman (Ed.), Psychology of classroom learning: An encyclopedia (pp. 205-209). Detroit, USA: Macmillan
        • F. Paas & T. van Gog (2009). Principles for designing effective and efficient training of complex cognitive skills. In F.T. Durso (Ed.), Reviews of human factors and ergonomics, vol. 5 (pp. 166-194). Santa Monica, CA: Human Factors and Ergonomics Society.
        • T. van Gog, H. Jarodzka, K. Scheiter, P. Gerjets & F. Paas (2008). Guiding students' attention during example study by showing the model's eye movements. In J. Zumbach, N. Schwartz, T. Seufert & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 189-196). Dordrecht: Springer
        • T. van Gog, F. Paas, W. Savenye, R. Robinson, M. Niemczyk, R.K. Atkinson, T.E. Johnson, D.L. O’Connor, R.M.J.P. Rikers, P. Ayres, A.R. Duly, P. Ward & P.A. Hancock (2008). Data collection and analysis. In J..M. Spector, M..D. Merrill, J..J..G. Van Merriënboer & M..P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd rev. ed.) (pp. 763-806). New York: Routledge
        • F. Kirschner, F. Paas & P.A. Kirschner (2008). Individual versus group learning as a function of task complexity: An exploration into the measurement of group cognitive load. In J. Zumbach, N. Schwartz, T Seufert & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 21-28). [s.l.]: Springer
        • F. Paas, P. Ayres & M. Pachman (2008). Assessment of cognitive load in multimedia learning environments: Theory, methods, and applications. In D. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning (pp. 11-35). Charlotte: Information Age Publishing
        • 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
        • J.J.G,. van Merriënboer, D. Sluijsmans, G. Corbalan, S. Kalyuga, F. Paas & C. Tattersall (2006). Performance assessment and learning task selection in environments for complex learning. In J. Elen & R.E. Clark (Eds.), Handling complexity in learning environments: Theory and research (EARLI Series "Advances in Learning and Instruction") (pp. 201-220). Groningen: Elsevier
        • F. Paas & M.B.M. de Croock (2004). Expert's Edge: Helping the learner comprehend. In G.R. Morrison, S.M. Ross & J.E. Kemp (Eds.), Designing effective instruction (4th ed.). New York: John Wiley & Sons
        • F. Paas & O. Firssova (2004). Usability evaluation of integrated E-learning. In W.M.G. Jochems, J.J.G. van Merriënboer & E.J.R. Koper (Eds.), Integrated e-learning (pp. 112-125). London: Taylor & Francis
        • J.J.G,. van Merriënboer & F. Paas (2003). Powerful learning and the many faces of instructional design: Toward a framework for the design of powerful learning environments. In E. de Corte, L. Verschaffel, N. Entwistle & J.J.G. van Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (EARLI Series "Advances in Learning and Instruction") (pp. 3-20). Pergamon
        • F. Paas, J.J. Adam, J.C. Teeken, F.T.J. Verstappen, M.P.J. van Boxtel, P.J. Houx & J. Jolles (1995). Vitality and cognitive aging. In J. Jolles, M. van Boxtel, P. Houx & R. Ponds (Eds.), The Maastricht aging study: Determinants of cognitive aging (pp. 127-132). Maastricht: Neuropsych. Publishers

        • T. van Gog & F. Paas (2008). Data collection and analysis: Introduction. In J.M. Spector, M.D. Merrill, J.J.G. van Merriënboer & M.P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd rev. ed.) (pp. 763-767). London: Routledge
        • 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

      • T. van Gog, F. Paas & J. Sweller (Ed.). (2010). Cognitive load theory: Advances in research on worked examples, animations, and cognitive load measurement. Special issue Educational Psychology Review 22(4). Dordrecht: Kluwer
      • F. Paas, T. van Gog & J. Sweller (Ed.). (2010). Updating cognitive load theory with new conceptualizations, specifications and integrated research perspectives. Special issue Educational Psychology Review 22(2) (Educational Psychology Review, 22(2)). Dordrecht: Kluwer

        • F. Paas & P. Ayres (Eds.). (2014-) Educational Psychology Review, 26.
        • F. Paas, A. Renkl & J. Sweller (Eds.). (2004-2004) Instructional Science, 32(1-2).
        • F. Paas, A. Renkl & J. Sweller (Eds.). (2003-2003) Educational Psychologist, 38(1).

        • L. Verhoeven, W. Scholtz & F. Paas (Eds.). (2009-2009) Learning and Instruction, 19(5).
        • F. Paas & P. Ayres (Eds.). (2009-2009) Educational Psychology Review, 21.

        • W.T.J.L. Pouw, A. Aslanidou, K.A,. Kamermans & F. Paas (2017). Is ambiguity detection in haptic imagery possible? Evidence for enactive imaginings. In Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.) (Ed.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2925-2930). Austin, TX: Austin, TX: Cognitive Science Society
        • T. van Gog, D. Kostons & F. Paas (2010). Teaching students self-assessment and task-selection skills with video-based modeling examples. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 296-301). Austin, TX: Cognitive Science Society
        • T. van Gog & F. Paas (2009). Effects of concurrent performance monitoring on cognitive load as a function of task complexity. In N. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1605-1608). Austin, TX: Cognitive Science Society
        • T. van Gog, S. Brand-Gruwel, L. van Meeuwen & F. Paas (2008). Uncovering cognitive processes: Cued retrospective reporting based eye movement records. In Proceedings of the International Conference of the Learning Sciences
        • D. Kostons, T. van Gog & F. Paas (2008). The effects of expertise and an eye movement cue on self-generated self-assessment criteria. In Proceedings of the International Conference of the Learning Sciences

        • 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

        • F. Kirschner, F. Paas & P.A. Kirschner (2009). Individueel vs. Groeps Leren als functie van Taak Complexiteit [Individual versus group learning as a function of task complexity]. The Onderwijs Research Dagen (ORD): Leuven, Belgium.
        • F. Kirschner, F. Paas & P.A. Kirschner (2009). Efficiency of Individual versus Group Learning as a Function of Task Complexity. The European Association for Research on Learning and Instruction conference (EARLI): Amsterdam, The Netherlands.
        • F. Paas (2009). The role of human cognitive architecture in the transition from guided to unguided learning. Keynote presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA): Rome, Italy.
        • F. Paas (2009). Multidisciplinary research perspectives on the design of innovative learning environments. Invited tutorial presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA): Rome, Italy.
        • F. Paas (2009). The role of human cognitive architecture in the transition from guided to unguided learning. Keynote presented at the 73. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF): Bochum, Germany.
        • F. Kirschner, F. Paas & P.A. Kirschner (2009). Individual vs. Group Learning as a Function of Task Complexity: An Exploration into the Measurement of Group Member Cognitive Load. The annual meeting of the American Educational Research Association (AERA): San Diego, USA.
        • F. Kirschner, F. Paas & P.A. Kirschner (2009). A Cognitive-Load Approach to Collaborative Learning: United brains for complex learning. The Cognitive Load Theory Conference: Heerlen, The Netherlands.

        • W.T.J.L. Pouw & F. Paas (2015). Organized Symposium. Human Movement Skills: Learning, Cognition, Health: University of Wollongong (2015, mei 26 - 2015, mei 26).
        • F. Paas (2010). A cognitive load approach to the design of innovative learning environments. Ewha Womens University: Seoul, Korea (2010, mei 2 - 2010, mei 2).
        • F. Paas (2010). Evolutionary educational psychology: How a new view of human cognitive architecture can advance cognitive load research. 4th International Cognitive Load Theory Conference: Hong Kong/Macao, China (2010, november 2 - 2010, november 2).
        • F. Paas (2010). Human cognitive architecture and the design of innovative learning environments. 2010 International Conference of the Korean Society for Educational Technology (KSET): Seoul, Korea (2010, mei 1 - 2010, mei 1).
        • F. Paas (2010). Multidisciplinary research perspectives on the design of innovative learning environments. Fo Guang University: Yilan, Taiwan (2010, november 1 - 2010, november 1).

        • M.A. Baars, K. Kamermans & F. Paas (2018). The Effect of Collaborative Learning and Metacognitive support on Monitoring and Performance. Special Interest Group Metacognition, EARLI: Zurich, Switzerland.
        • M.A. Baars, K. Kamermans & F. Paas (2018). Ace Your Self-study: Using A Mobile Application to Support Self-regulated Learning. Special Interest Group Metacognition, EARLI: Zurich, Switzerland.
        • M.A. Baars, L. Wijnia & F. Paas (2017). The Influence of Affect and Motivation on Self-regulated Learning When Learning to Solve Problems in Secondary Education. Conference by EARLI: Tampere, Finland.
        • M.A. Baars, C. Leopold & F. Paas (2017). Explain yourself: Self-explaining to improve monitoring when learning to solve problems. AERA conference: San Antonio, USA.
        • M.A. Baars & F. Paas (2017). Ace your self-study. Mobile application: Erasmus University Rotterdam.
        • M.A. Baars, T. van Gog, A.B.H. De Bruin & F. Paas (2016). High school self-monitoring, regulation and learning when solving problems and studying worked examples. International Cognitive Load Theory Conference: Bochum, Germany.
        • W.T.J.L. Pouw, T. van Gog, R.A. Zwaan & F. Paas (2014). Augmenting instructional animations with sensori-motor information. 6th conference of the international society for gesture studies: San Diego (2014, juli 7 - 2014, juli 11).
        • K.H.R. Ouwehand, T. van Gog & F. Paas (2014). Designing effective video-based modeling examples: Gestures guide attention to relevant task areas. Joint Special Interest Group Meeting of EARLI SIG6 (Instructional Design) and Sig 7 (Learning and Instruction with Computers): Rotterdam, the Netherlands.
        • W.T.J.L. Pouw, C. Eielts, T. van Gog, R.A. Zwaan & F. Paas (2013). Embodied Know-How: Does motor-involvement promote learning outcomes in science education. 7th international conference on tangible, embedded and embodied interaction: Barcelona (2013, februari 10 - 2013, februari 13).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2013). Completion of partially worked-out examples as a generation strategy to improve monitoring accuracy. EARLI Conference: München, Germany (2013, augustus 31).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2013). Completion of partially worked-out examples leads to underestimation of future test performance. Onderwijs Research Dagen: Brussel, Belgium (2013, mei 30).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2013). Completion of partially worked-out examples leads to underestimation of future test performance. Cognitive Load Conference: Toulouse, France (2013, juni 26).
        • 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.
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2013). Effects of immediate and delayed problem solving after worked example study on primary school children¿s monitoring accuracy. EARLI Conference: München, Germany.
        • J.A. de Nooijer, T. van Gog, F. Paas & R.A. Zwaan (2013). When Left Is Not Right: Handedness Effects on Learning Object-manipulation Words Using Pictures with Left or Right-handed First-person Perspectives. ESLP: Potsdam, Germany.
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Completion of partially worked-out examples leads to underestimation of future test performance. Graduate Research Day Psychology Erasmus University Rotterdam: Rotterdam (2012, oktober 4).
        • 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.
        • K.H.R. Ouwehand, T. van Gog & F. Paas (2012). Effects of gestures on learning from video-based instructions in young and older adults. the international fall school of the Inter University Centre for Educational Sciences 2012: Girona.
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Accuracy of Judgments of Learning and restudy choices when studying worked examples. AERA: Vancouover, Canada (2012, april 14).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Fostering self-monitoring and self-regulation when learning to solve problems. Symposium Improving Metacognitive Skills: Maastricht (2012, september 28).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Using Self-testing to Improve Monitoring Accuracy When Studying Worked Examples in Primary Education. Special Interest Group meeting EARLI: Milaan (2012, september 6).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Accuracy of immediate and delayed Judgments of Learning in worked examples and problem solving tasks. Cognitive Load Conference: Tallahassee, USA (2012, april 11).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Accuracy of immediate and delayed comprehension judgments about problem solving tasks. AERA: Vancouver, Canada (2012, april 16).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Using self-test to improve monitoring accuracy when studying worked examples in primary education. Onderwijs Research Dagen: Wageningen (2012, juni 22).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2011). Accuracy of immediate and delayed Judgments of Learning about problem solving tasks. Onderwijs Research Dagen: Maastricht (2012, juni 23).
        • K.H.R. Ouwehand, T. van Gog & F. Paas (2011). The influence of co-speech gestures in instruction on learning effectiveness across age. Poster presented at the preconference of Junior Researchers of the European Association for Research on Learning and Instruction, 2011: Exeter, United Kingdom.
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2011). Using self-test to improve monitoring accuracy when studying worked examples. ICO National Fall School: Eindhoven (2011, oktober 6).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2011). Accuracy of immediate and delayed Judgments of Learning when studying worked examples. JURE: Exeter, UK (2011, augustus 29).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2011). Accuracy of immediate and delayed Judgments of Learning in worked examples and problem solving. EARLI: Exeter (2011, augustus 29).
        • 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.
        • 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.
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2010). Accuracy of immediate and delayed Judgments of Learning during problem solving. EARLI Special Interest Groups Instructional Design and Learning and Instruction with Computers: Ulm, Germany (2010, augustus 28).
        • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2010). Accuracy of immediate and delayed Judgments of Learning when solving problems. Graduate Research Day Psychology Erasmus University Rotterdam: Rotterdam (2010, september 30).
        • 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..
        • 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..
        • 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 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).
        • 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 (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). 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). 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).
        • R.M.J.P. Rikers & F. Paas (2006). Learner Characteristics: An Emerging Topic in Cognitive Load Research. Annual Meeting of the American Educational Research Association: San Francisco, CA.
        • P.W.M. van Gerven, F. Paas, J.J.G,. van Merriënboer, M. Hendriks & H.G. Schmidt (2001). A multimedia strategy for efficient complex skill training into old age. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
        • R.M.J.P. Rikers, F. Paas & G. Camp (2001). Differential effects of goal specificity on maze learning among young and old adults. Tha Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).

      • W.T.J.L. Pouw, T.A.J.M. van Gog, R.A. Zwaan & F. Paas (2014, juni 23). Embedded Embodied Cognition: a Review on Manipulatives and Gesture. Freudenthal Institute for Science and Mathematics Education. Utrecht University, Invited presentation, Bakker, M. F. van der Schaaf, S. Shayan, & P. Leseman (symposium Chairs & Organizers), Embodied cognition in education and training.
      • W.T.J.L. Pouw, T. van Gog, R.A. Zwaan & F. Paas (2014, april 5). Instructional Manipulatives for Learning Concrete and Abstract Content: An Embodied Interaction (Re)View. Philadelphia, USA, AERA Annual Meeting 2014.
      • K.H.R. Ouwehand, T. van Gog & F. PaasEffects of pointing gestures on source memory in young and older adults. San Diego. USA, International Society for Gesture Studies (ISGS) conference 2014.
      • K.H.R. Ouwehand, T. van Gog & F. PaasEffects of gestures on source memory in young and older adults. Maastricht, national fall school of the Inter University Centre for Educational Sciences (ICO) 2012.
      • J.A. de Nooijer, T. van Gog, F. Paas & R.A. ZwaanEffects of imitating gestures during encoding or during retrieval of novel verbs on children¿s test performance. München, Germany, EARLI.
      • K.H.R. Ouwehand, T. van Gog & F. PaasEffects of gestures on attention allocation, performance and cognitive load. Toulouse, Cognitive Load Theory Conference 2013.
      • K.H.R. Ouwehand, T. van Gog & F. PaasThe effects of gestures and age in video-based instructions on problem solving. Lund, International Society for Gesture Studies (ISGS) conference 2012.

      • W.T.J.L. Pouw, J.A. De Nooijer, T. van Gog, R.A. Zwaan & F. Paas (2014). Graduate Research Day Article Award 2014 awarded by Institute of Psychology Erasmus University Rotterdam for Pouw, de Nooijer, van Gog, Zwaan, Paas (2014) in Frontiers in Psychology. Graduate Research Day 2014: Rotterdam (2014, oktober 2 - 2014, oktober 2). Overig.

  • 4.2C Assessment in Education & Training

    Title
    4.2C Assessment in Education & Training
    Year
    2019
    Year level
    (Master) (Master)

  • Journal of Educational Psychology

    Role
    Member Editorial Board
    Start date approval
    Jan/2015

    Educational Psychology Review

    Role
    Editor in Chief
    Start date approval
    Jan/2016
    End date approval
    Jan/2021

    Etr&D-Educational Technology Research and Development

    Role
    Member Editorial Board

    Journal of Experimental Psychology-Applied

    Role
    Member Editorial Board
    End date approval
    Jan/2016

  • Full 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
    +31104082705

Address

Visiting address

Burg. Oudlaan 50 3062 PA Rotterdam

Postal address

Postbus 1738 3000 DR Rotterdam