معرفی
Tamara van Gog is Professor of Educational Sciences at Utrecht University and Distinguished International Professor of Learning and Instruction at the LEAD Graduate School and Research Network of the Eberhard Karls University of Tübingen, Germany. She coordinates the research program of the Education section at Utrecht University and has made significant contributions to the field of educational psychology through her extensive research and publications.
Her educational background includes a degree in Developmental and Educational Psychology from Tilburg University (2001) and a PhD cum laude from the Open University of the Netherlands (2006). She previously held positions at the Open University of the Netherlands and Erasmus University Rotterdam, where she was appointed endowed professor of Educational Psychology in 2012.
Van Gog's research primarily focuses on example-based learning, multimedia learning, and self-regulated learning, reflection, and critical thinking skills. She frequently employs eye tracking methodology to investigate learning processes across all educational levels and in medical contexts. Her work bridges cognitive psychology with practical educational applications, examining how learners process information and regulate their learning.
Her recent publications demonstrate a consistent focus on metacognition, self-regulation, and the application of eye tracking in educational settings. She explores how students monitor and regulate their learning, how teachers assess student understanding, and how technology can support these processes. Her research spans K-12 education, higher education, and medical training contexts.
- NWO Rubicon grant (2007)
- NWO Veni grant (2008)
- NWO Vidi grant (2012)
- NWO Vici grant (2021)
- Member of The Young Academy of the Royal Netherlands Academy of Arts and Sciences (2010-2015)
Van Gog has secured substantial research funding throughout her career, including multiple prestigious NWO grants. She has served on editorial boards for leading journals including Contemporary Educational Psychology and Journal of Experimental Psychology: Applied. Her work has influenced both theoretical frameworks and practical applications in educational settings.
She collaborates extensively with researchers across multiple institutions and disciplines, demonstrating the interdisciplinary nature of her work. Her research team frequently investigates innovative techniques for using eye tracking as both a research tool and an instructional enhancement in educational contexts.
