Showing a model's eye movements in examples does not improve learning of problem-solving tasks. - Tim van Marlen; Margot van Wermeskerken; Halszka Jarodzka; Tamara van Gog (Comput. Hum. Behav., 2016)

Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning. - Margot van Wermeskerken; Tamara van Gog (Comput. Educ., 2017)

Model-observer similarity and task-appropriateness in learning from video modeling examples: Do model and student gender affect test performance, self-efficacy, and perceived competence? - Vincent Hoogerheide; Margot van Wermeskerken; Hilke van Nassau; Tamara van Gog (Comput. Hum. Behav., 2018)

Effects of instructor presence in video modeling examples on attention and learning. - Margot van Wermeskerken; Susanna Ravensbergen; Tamara van Gog (Comput. Hum. Behav., 2018)

What Am I Looking at? Interpreting Dynamic and Static Gaze Displays. - Margot van Wermeskerken; Damien Litchfield; Tamara van Gog (Cogn. Sci., 2018)

Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder. - Margot van Wermeskerken; Bianca Grimmius; Tamara van Gog (J. Comput. Assist. Learn., 2018)

Looking through Sherlock's eyes: Effects of eye movement modelling examples with and without verbal explanations on deductive reasoning. - Tim van Marlen; Margot van Wermeskerken; Halszka Jarodzka; Maartje E. J. Raijmakers; Tamara van Gog (J. Comput. Assist. Learn., 2022)

Do social cues in instructional videos affect attention allocation, perceived cognitive load, and learning outcomes under different visual complexity conditions? - Julius Moritz Meier; Bastian de Jong; Dorien Preusterink van Montfort; Anouk Verdonschot; Margot van Wermeskerken; Tamara van Gog (J. Comput. Assist. Learn., 2023)