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Balslev, T., Muijtjens, A., de Grave, W., Awneh, H., & van Merrienboer, J. J. G. (2021). How isolation of key information and allowing clarifying questions may improve information quality and diagnostic accuracy at case handover in paediatrics. Advances in Health Sciences Education, 26(2), 599-613.

Beulens, A. J. W., Brinkman, W. M., Umari, P., Koldewijn, E. L., Hendrikx, A. J. M., van Basten, J. P., van Merrienboer, J. J. G., van der Poel, H. G., Bangma, C., & Wagner, C. (2021). Identifying the relationship between postoperative urinary continence and residual urethra stump measurements in robot assisted radical prostatectomy patients. International Journal of Medical Robotics and Computer Assisted Surgery, 17, e2196.

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Beulens, A. J. W., Vaartjes, L., Tilli, S., Brinkman, W. M., Umari, P., Puliatti, S., Koldewijn, E. L., Hendrikx, A. J. M., van Basten, J. P., van Merrienboer, J. J. G., van der Poel, H. G., Bangma, C. H., & Wagner, C. (2021). Structured robot-assisted surgery training curriculum for residents in urology and impact on future surgical activity. Journal of Robotic Surgery, 15(4), 497-510.

Bogomolova, K., van Merrienboer, J. J. G., Sluimers, J. E., Donkers, J., Wiggers, T., Hovius, S. E. R., & van der Hage, J. A. (2021). The effect of a three-dimensional instructional video on performance of a spatially complex procedure in surgical residents in relation to their visual-spatial abilities. American Journal of Surgery, 222(4), 739-745.

De Melo, B. C. P., van der Vleuten, C. P. M., Muijtjens, A. M. M., Falbo, A. R., Katz, L., & van Merrienboer, J. J. G. (2021). Effects of an in situ instructional design based postpartum haemorrhage simulation training in patient outcomes: An uncontrolled before-and-after study. Journal of Maternal-Fetal & Neonatal Medicine, 34(2), 245-252.

Frerejean, J., van Geel, M., Keuning, T., Dolmans, D., van Merrienboer, J. J. G., & Visscher, A. J. (2021). Ten steps to 4C/ID: Training differentiation skills in a professional development program for teachers. Instructional Science, 49(3), 395-418.

Hui, L. T., de Bruin, A. B. H., Donkers, J., & van Merrienboer, J. J. G. (2021). Stimulating the intention to change learning strategies: The role of narratives. International Journal of Educational Research, 107, art nr 101753.

Hui, L. T., de Bruin, A. B. H., Donkers, J., & van Merrienboer, J. J. G. (2021). Does individual performance feedback increase the use of retrieval practice? Educational Psychology Review, 33(4), 1835-1857.

Iqbal, M. Z., Konings, K. D., Al Eraky, M. M. , & van Merrienboer, J. J. G. (2021). Entrustable professional activities for small-group facilitation: A validation study using modified Delphi technique. Teaching and Learning in Medicine, 33(5), 536-545.

Karami, M., Hashemi, N., & van Merrienboer, J. J. G. (2021). Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: A qualitative study conducted at an Iranian medical school. BMC Medical Education, 21(1), art nr 446.

Khan, R. A., Spruijt, A., Mahboob, U., Al Eraky, M., & van Merrienboer, J. J. G. (2021). Development and validation of teacher and student questionnaires measuring inhibitors of curriculum viability. BMC Medical Education, 21(1), art nr 405.

Khan, R. A., Spruijt, A., Mahboob, U., Al Eraky, M., & van Merrienboer, J. J. G. (2021). Curriculum viability indicators: A Delphi study to determine standards and inhibitors of a curriculum. Evaluation & The Health Professions, 44(3), 210-219.

Kok, E. M., Sorger, B., van Geel, K., Gegenfurtner, A., van Merrienboer, J. J. G., Robben, S. G. F., & de Bruin, A. B. H. (2021). Holistic processing only? The role of the right fusiform face area in radiological expertise. Plos One, 16(9), e0256849.

Lee, J. Y., Szulewski, A., Young, J. Q., Donkers, J., Jarodzka, H., & van Merrienboer, J. J. G. (2021). The medical pause: Importance, processes and training. Medical Education, 55(10), 1152-1160.

McMahon, C. J., Gallagher, S., James, A., Deery, A., Rhodes, M., & van Merriënboer, J. J. G. (2021). Does high-variation training facilitate transfer of training in paediatric transthoracic echocardiography? Cardiology in the Young, 31(4), 602-608.

Nazari, T., Bogomolova, K., Ridderbos, M., Dankbaar, M. E. W., van Merrienboer, J. J. G., Lange, J. F., Wiggers, T., & van der Hage, J. A. (2021). Global versus task-specific postoperative feedback in surgical procedure learning. Surgery, 170(1), 81-87.

Nguyen, V. T., Konings, K. D., Scherpbier, A. J. J. A., & van Merrienboer, J. J. G. (2021). Attracting and retaining physicians in less attractive specialties: The role of continuing medical education. Human Resources for Health, 19(1), art nr 69.

Smeets, H., Moser, A., Sluijsmans, D., Janssen-Brandt, X., & van Merrienboer, J. J. G. (2021). The design of interprofessional performance assessments in undergraduate healthcare & social work education: A scoping review. Health, Interprofessional Practice and Education, 4(2), eP2144.

Szulewski, A., Howes, D., van Merrienboer, J. J. G., & Sweller, J. (2021). From theory to practice: The application of cognitive load theory to the practice of medicine. Academic Medicine, 96(1), 24-30.

Vella, K. M., Hall, A. K., van Merrienboer, J. J. G., Hopman, W. M., & Szulewski, A. (2021). An exploratory investigation of the measurement of cognitive load on shift: Application of cognitive load theory in emergency medicine. AEM Education and Training, 5(4), e10634.

Walker, K., Asoodar, M., Rudolph, J., Meguerdichian, M., Yusaf, T., Campbell-Taylor, K., & van Merrienboer, J. J. G. (2021). Optimising expert dyad performance in acute care settings: A scoping review protocol. BMJ Open, 11(7), e047260.

Young, J. Q., Friedman, K. A., Sewell, J. L., Thakker, K., John, M., van Merrienboer, J. J. G., & O’Sullivan, P. S. (2021). Influence of emotion on cognitive load experienced by trainees while performing patient handoffs. Academic Medicine, 96(11S), S221-S222.

Young, J. Q., Thakker, K., John, M., Friedman, K., Sugarman, R., van Merrienboer, J. J. G., Sewell, J. L., & O’Sullivan, P. S. (2021). Exploring the relationship between emotion and cognitive load types during patient handovers. Advances in Health Sciences Education, 26(5), 1463-1489.

Beulens, A. J. W., Brinkman, W. M., Koldewijn, E. L., Hendrikx, A. J. M., van Basten, J. P. A., van Merrienboer, J. J. G., van der Poel, H. G., Bangma, C. H., & Wagner, C. (2020). A Prospective, Observational, Multicentre Study Concerning Nontechnical Skills in Robot-assisted Radical Cystectomy Versus Open Radical Cystectomy. European Urology Open Science, 19, 37-44.

Beulens, A. J. W., Namba, H. F., Brinkman, W. M., Meijer, R. P., Koldewijn, E. L., Hendrikx, A. J. M., van Basten, J. P., van Merrienboer, J. J. G., van der Poel, H. G., Bangma, C., & Wagner, C. (2020). Analysis of the video motion tracking system "Kinovea" to assess surgical movements during robot-assisted radical prostatectomy. International Journal of Medical Robotics and Computer Assisted Surgery, 16, article number e2090.

Darras, K. E., Forster, B. B., Spouge, R., de Bruin, A. B. H., Arnold, A., Nicolaou, S., Hu, J., Hatala, R., & van Merrienboer, J. J. G. (2020). Virtual Dissection with Clinical Radiology Cases Provides Educational Value to First Year Medical Students. Academic Radiology, 27, 1633- 1640.

De Melo, B., van der Vleuten, C. P. M., Muijtjens, A. M. M., Falbo, A. R., Katz, L., & van Merrienboer, J. J. G. (2020). Effects of an in situ instructional design based postpartum hemorrhage simulation training on patient outcomes: an uncontrolled before-and-after study. Journal of Maternal-Fetal & Neonatal Medicine, 34, 2, 245-252.

Frerejean, J., van Merriënboer, J. J. G., Kirschner, P. A., Roex, A., Aertgeerts, B., & Marcellis, M. (2020). Task-centred instructional design model for complex learning: 4C/ID in higher education (Q. Shen, Chinese Translation). Journal of Open Learning, 25(6), 22-28. https://doi.org/10.19605/j.cnki.kfxxyj.2020.06.004 (Original work published 2019).

Iqbal, M. Z., Konings, K. D., Al-Eraky, M., AlSheikh, M. H., & van Merrienboer, J. J. G. (2020). Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach. Medical Education Online, 25, article number 1694309.

Konopasky, A., Artino, A. R., Battista, A., Ohmer, M., Hemmer, P. A., Torre, D., Ramani, D., van Merrienboer, J. J. G., Teunissen, P. W., McBee, E., Ratcliffe, T., & Durning, S. J. (2020). Understanding context specificity: the effect of contextual factors on clinical reasoning. Diagnosis, 7, 257-264.

Lee, J. Y., Donkers, J., Jarodzka, H., Sellenraad, G., & van Merrienboer, J. J. G. (2020). Different effects of pausing on cognitive load in a medical simulation game. Computers in Human Behavior, 110, Article Number: 106385.

Nazari, T., Simons, M. P., van Merrienboer, J. J. G., & Wiggers, T. (2020). Accuracy and usefulness in assessing proficiency of the observational clinical human reliability assessment checklist of the open inguinal hernia repair procedure: A cross-sectional study. International Journal of Surgery, 82, 156-161.

Nazari, T., Simons, M. P., Zeb, M. H., van Merrienboer, J. J. G., Lange, J. F., Wiggers, T., & Farley, D. R. (2020). Validity of a low-cost Lichtenstein open inguinal hernia repair simulation model for surgical training. Hernia, 24, 895-901.

Nazari, T., van de Graaf, F. W., Dankbaar, M. E. W., Lange, J. F., van Merrienboer, J. J. G., & Wiggers, T., (2020). One Step at a Time: Step by Step Versus Continuous Video-Based Learning to Prepare Medical Students for Performing Surgical Procedures. Journal of Surgical Education, 77, 779-787.

Nguyen, V. A. T., Konings, K. D., Wright, E. P., Kim, G. B., Luu, H. N., Scherpbier, A. J. J. A., & van Merrienboer, J. J. G. (2020). Why do graduates choose to work in a less attractive specialty? A cross-sectional study on the role of personal values and expectations. Human Resources for Health, 18, article number 32.

Paas, F., & van Merrienboer, J. J. G. (2020). Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks. Current Directions in Psychological Science, 29, 394-398.

Plackle, I., Konings, K. D., Struyven, K., Libotton, A., van Merrienboer, J. J. G., & Engels, N. (2020). Powerful learning environments in secondary vocational education: towards a shared understanding. European Journal of Teacher Education, 43, 224-242.

Rovers, S. F. E., Stalmeijer, R. E., van Merrienboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2020). Corrigendum: How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users. Frontiers in Psychology, 11, article number 261.

Szulewski, A., Howes, D., van Merrienboer, J. J. G., & Sweller, J. (2020). From theory to practice: The application of cognitive load theory to the practice of medicine. Academic Medicine, 96, 24-30.

Van Dooren, E., Boshuizen, E., van Merriënboer, J. J. G., Asselbergs, Th., & van Dorst, M. (2020). Making the design process in design education explicit: two exploratory case studies. Design and Technology Education: An International Journal, 24(1), 13-34.

Van Merrienboer, J. J. G. (2020). The four-component instructional design model: an overview of its main design principles (Q. Shen, Chinese Translation). Open Education Research, 26(3), 35- 43. (Original work published 2019).

Wagner-Menghin, M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2020). Communication skills supervisors' monitoring of history-taking performance: an observational study on how doctors and non-doctors use cues to prepare feedback. BMC Medical Education, 20, article number 36.

Yuan, B., Wang, M. H., van Merrienboer, J. J. G., Tao, X., Kushniruk, A., & Peng, J. (2020). Investigating the Role of Cognitive Feedback in Practice-Oriented Learning for Clinical Diagnostics. Vocations and Learning, 13, 159-177.

Beckers, J. Dolmans, D. H. J. M., & van Merrienboer, J. J. G. (2019). PERFLECT: Design and evaluation of an electronic development portfolio aimed at supporting self-directed learning. Techtrends, 63(4), 420-427. DOI 10.1007/s11528-018-0354-x

Beckers, J., Dolmans, D. H. J. M., Knapen, M. M. H., & van Merrienboer, J. J. G. (2019). Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self- directed learning. Journal of Vocational Education and Training, 71(2), 260-288. DOI 10.1080/13636820.2018.1481448

Beulens, A. J. W., Brinkman, W. M., Porte, P. J., Meijer, R. P., van Merrienboer, J. J. G., van der Poel, H. G., & Wagner, C. (2019). The value of a 1-day multidisciplinary robot surgery training for novice robot surgeons. Journal of Robotic Surgery, 13(3), 435-447. DOI 10.1007/s11701- 018-0894-2

Beulens, A. J. W., Brinkman, W. M., van der Poel, H. G., Vis, A. N., van Basten, J. P., Meijer, R. P., Wijburg, C. J., Hendrikx, A. J. M., van Merrienboer, J. J. G., & Wagner, C. (2019). Linking surgical skills to postoperative outcomes: a Delphi study on the robot-assisted radical prostatectomy. Journal of Robotic Surgery, 13(5), 675-687. DOI 10.1007/s11701-018-00916-9

Beulens, A. J. W., Brinkman, W. M., van der Poel, H., Vis, A. N., van Basten, J. P., Meijer, R. P., Wijburg, C. J., Hendrikx, A. J. M., van Merrienboer, J. J. G., & Wagner, C. (2019). Linking surgical skills to postoperative outcome, a Dutch Delphi meeting into the Robot Assisted Radical Prostatectomy. European Urology Supplements, 18(6), e2657.

Chew, K. S., van Merrienboer, J. J. G., & Durning, S. J. (2019). Perception of the usability and implementation of a metacognitive mnemonic to check cognitive errors in clinical setting. BMC Medical Education, 19, 18. DOI 10.1186/s12909-018-1451-4

Darras, K. E., van Merrienboer, J. J. G., Toom, M., Roberson, N. D., de Bruin, A. B. H., Nicolaou, S., & Forster, B. B. (2019). Developing the evidence base for M-Learning in undergraduate radiology. Canadian Association of Radiologists Journal, 70(3), 320-326. DOI 10.1016/j.carj.2019.03.007

Frerejean, J., van Merrienboer, J. J. G., Kirschner, P. A., Roex, A., Aertgeerts, B., & Marcellis, M. (2019). Designing instruction for complex learning: 4C/ID in higher education. European Journal of Education, 54(4), 513-524. DOI: 10.1111/ejed.12363

Hung, W. E., Dolmans, D. H. J. M., & van Merrienboer, J. J. G. (2019). A review to identify key perspectives in PBL meta-analyses and reviews: trends, gaps and future research directions. Advances in Health Sciences Education, 24(5), 943-957. DOI 10.1007/s10459-019-09945-x

Khan, R. A., Spruijt, A., Mahboob, U., & van Merrienboer, J. J. G. (2019). De termining 'curriculum viability' through standards and inhibitors of curriculum quality: A scoping review. BMC Medical Education, 19, 336. DOI 10.1186/s12909-019-1759-8

Konings, K. D., van Zundert, M., & van Merrienboer, J. J. G. (2019). Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills? Learning and Instruction, 60, 85-94. DOI 10.1016/j.learninstruc.2018.11.007

Lee, J. Y., Donkers, J., Jarodzka, H., & van Merrienboer, J. J. G. (2019). How prior knowledge affects problem-solving performance in a medical simulation game: Using game-logs and eye- tracking. Computers in Human Behavior, 99, 268-277. DOI 10.1016/j.chb.2019.05.035

Marei, H. F., Donkers, J., Al-Eraky, M. M., & van Merrienboer, J. J. G. (2019). Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load. Medical Teacher, 41(3), 332-339. DOI 10.1080/0142159X.2018.1472372

Martin, L. J., Turnquist, A., Groot, B., Huang, S. Y. M., Kok, E., Thoma, B., & van Merrienboer, J. J. G. (2019). Exploring the role of infographics for summarizing medical literature. Health Professions Education, 5(1), 48-57. DOI 10.1016/j.hpe.2018.03.005

Mohtady, H. A., Konings, K. D., Al-Eraky, M. M., Muijtjens, A. M. M., & van Merrienboer, J. J. G. (2019). High enthusiasm about long lasting mentoring relationships and older mentors. BMC Medical Education, 19, 364. DOI 10.1186/s12909-019-1791-8

Nguyen, V. A. T., Konings, K. D., Wright, E. P., Luu, H. N., Scherpbier, A. J. J. A., & van Merrienboer, J. J. G. (2019). Working in preventive medicine or not? Flawed perceptions decrease chance of retaining students for the profession. Human Resources for Health, 17, 31. DOI 10.1186/s12960-019-0368-2

Peng, J., Wang, M. H., Sampson, D., & van Merrienboer, J. J. G. (2019). Using a visualisation-based and progressive learning environment as a cognitive tool for learning computer programming. Australasian Journal of Educational Technology, 35(2), 52-68. DOI 10.14742/ajet.4676

Raaijmakers, S. F., Baars, M., Paas, F., van Merrienboer, J. J. G., & van Gog, T. (2019). Effects of self-assessment feedback on self-assessment and task-selection accuracy. Metacognition and Learning, 14(1), 21-42. DOI 10.1007/s11409-019-09189-5

Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2019) Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14(1), 1-19. DOI 10.1007/s11409-019-09188-6

See, K. C., Chua, J. W., Verstegen, D., van Merrienboer, J. J. G., & van Mook, W. N. (2019). Focused echocardiography: Dyad versus individual training in an authentic clinical context. Journal of Critical Care, 49, 50-55. DOI 10.1016/j.jcrc.2018.10.009

Solhjoo, S., Haigney, M. C., McBee, E., van Merrienboer, J. J. G., Schuwirth, L., Artino, A. R., Battista, A., Ratcliffe, T. A., Lee, H. D., & Durning, S. J. (2019). Heart rate and heart rate variability correlate with clinical reasoning performance and self-reported measures of cognitive load. Scientific Reports, 9, 14668. DOI 10.1038/s41598-019-50280-3

Sweller, J., van Merrienboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292. DOI 10.1007/s10648- 019-09465-5

Szulewski, A., Braund, H., Egan, R., Gegenfurtner, A., Hall, A. K., Howes, D., Dagnone, D., & van Merrienboer, J. J. G. (2019). Starting to think like an expert: An analysis of resident cognitive processes during simulation-based resuscitation examinations. Annals of Emergency Medicine, 74(5), 647-659. DOI 10.1016/j.annemergmed.2019.04.002

Szulewski, A., Egan, R., Gegenfurtner, A., Howes, D., Dashi, G., McGraw, N. C. J., Hall, A. K., Dagnone, D., & van Merrienboer, J. J. G. (2019). A new way to look at simulation-based assessment: the relationship between gaze-tracking and exam performance. Canadian Journal of Emergency Medicine, 21(1), 129-137. DOI 10.1017/cem.2018.391

Van Dooren, E., van Dorst, M., Asselsberg, T., & van Merrienboer, J. J. G. (2019). The tacit design process in architectural design education. Design and Technology Education: An International Journal, 24(1), 79-100. https://ojs.lboro.ac.uk/DATE/article/view/2587

Van Geel, K., Kok, E. M., Aldekhayel, A. D., Robben, S. G. F., & van Merrienboer, J. J. G. (2019). Chest X-ray evaluation training: impact of normal and abnormal image ratio and instructional sequence. Medical Education, 53(2), 153-164. DOI 10.1111/medu.13756

Van Geel, K., Kok, E. M., Krol, J. P., Houben, I. P. L., Thibault, F. E., Pijnappel, R. M., van Merrienboer, J. J. G., & Lobbes, M. B. I. (2019). Reversal of the hanging protocol of contrast enhanced mammography leads to similar diagnostic performance yet decreased reading times. European Journal of Radiology, 117, 62-68. DOI 10.1016/j.ejrad.2019.05.013

Van Geel, M., Keuning, T., Frerejean, J., Dolmans, D., van Merrienboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51-67. DOI 10.1080/09243453.2018.1539013

Van Merrienboer, J. J. G, & Kirschner, P. A. (2019). 4C/ID in the context of the learning sciences and instructional design (Chinese Translation). Journal of Open Learning, 24(3), 48-54.

Van Merrienboer, J. J. G., & de Bruin, A. B. H. (2019). Cue-based facilitation of self-regulated learning: A discussion of multidisciplinary innovations and technologies. Computers in Human Behavior, 100, 384-391. DOI 10.1016/j.chb.2019.07.021

Vella, K., Hall, A. K., van Merrienboer, J. J. G., & Szulewski, A. (2019). Measuring cognitive load on shift: Application of cognitive load theory during clinical work in the emergency department. Canadian Journal of Emergency Medicine, 21, Supplement S1, S28. DOI: https://doi.org/10.1017/cem.2019.99

Blissett, S., Sibbald, M., Kok, E., & van Merrienboer, J. J. G. (2018). Optimizing self-regulation of performance: Is mental effort a cue? Advances in Health Sciences Education, 23, 891-898. Choi, H. H., van Merrienboer, J. J. G., & Paas, F. (2018). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load (Chinese translation). Open Education Research, 24(1), 54-67.

Darras, K. E., de Bruin, A. B. H., Nicolaou, S., Dahlstrom, N., Persson, A., van Merrienboer, J. J. G., & Forster, B. B. (2018). Is there a superior simulator for human anatomy education? How virtual dissection can overcome the anatomic and pedagogic limitations of cadaveric dissection. Medical Teacher, 40, 752-753.

De Melo, B. C., Falbo, A. R., Sorensen, J. L., van Merrienboer, J. J. G., & van der Vleuten, C. P. M. (2018). Self-perceived long-term transfer of learning after postpartum hemorrhage simulation training. International Journal of Gynecology & Obstetrics, 141, 261-267.

De Vries, A. H., Muijtjens, A. M. M., van Genugten, H. G. J., Hendrikx, A. J. M., Koldewijn, E. L., Schout, B. M. A., van der Vleuten, C. P. M., Wagner, C., Tjiam, I. M., & van Merrienboer, J. J. G. (2018). Development and validation of the TOCO-TURBT tool: A summative assessment tool that measures surgical competency in transurethral resection of bladder tumour. Surgical Endoscopy and Other Interventional Techniques, 32, 4923-4931.

Jaarsma, Th., Boshuizen, H. P. A., Jarodzka, H., & van Merrienboer, J. J. G. (2018). To guide or to follow? Teaching visual problem solving at the workplace. Advances in Health Sciences Education, 23, 961-976.

Konings, K. D., de Jong, N., Lohrmann, C., Sumskas, L., Smith, T., O'Connor, S. J., Spanjers, I. A. E., van Merrienboer, J. J. G., & Czabanowska, K. (2018). Is blended learning and problem- based learning course design suited to develop future public health leaders? An explorative European study. Public Health Reviews, 39, nr. UNSP 13.

Marei, H. F., Al-Eraky, M. M., Almasoud, N. N., Donkers, J., & van Merrienboer, J. J. G. (2018). The use of virtual patient scenarios as a vehicle for teaching professionalism. European Journal of Dental Education, 22, E253-E260.

Marei, H. F., Donkers, J., & van Merrienboer, J. J. G. (2018). The effectiveness of integration of virtual patients in a collaborative learning activity. Medical Teacher, 40, S96-S103.

Nazari, T., Vlieger, E. J., Dankbaar, M. E. W., van Merrienboer, J. J. G., Lange, J. F., & Wiggers, T. (2018). Creation of a universal language for surgical procedures using the step-by-step framework. BJS Open, 2(3), 151-157.

Nugteren, M. L., Jarodzka, H., Kester, L., & van Merrienboer, J. J. G. (2018). Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning- task selection. Instructional Science, 46, 357-381.

Plackle, I., Konings, K. D., Jacquet, W., Libotton, A., van Merrienboer, J. J. G., & Engels, N. (2018). Students embracing change towards more powerful learning environments in vocational education. Educational Studies, 44(1), 26-44.

Raaijmakers, S. F., Baars, M., Paas, F., van Merrienboer, J. J. G., & van Gog, T. (2018). Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains? Applied Cognitive Psychology, 32, 270-277.

Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., van Merrienboer, J. J. G., & van Gog, T. (2018). Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? Instructional Science, 46, 273-290.

Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., & van Merrienboer, J. J. G. (2018). Improving student expectations of learning in a problem-based environment. Computers in Human Behavior, 87, 416-423.

Rovers, S. F. E., Stalmeijer, R. E., van Merrienboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2018). How and why do students use learning strategies? A mixed methods study on learning strategies and desirable difficulties with effective strategy users. Frontiers in Psychology, 9, nr. 2501.

Szulewski, A., Braund, H., Egan, R., Hall, A. K., Dagnone, J. D., Gegenfurtner, A., & van Merrienboer, J. J. G. (2018). Through the learner's lens: Eye-tracking augmented debriefing in medical simulation. Journal of Graduate Medical Education, 10, 340-341.

Van Dooren, E. J. G. C., van Merrienboer, J. J. G., Boshuizen, H. P. A., van Dorst, M., & Asselbergs, M. F. (2018). Architectural design education: In varietate unitas. International Journal of Technology and Design Education, 28, 431-449.

Van Meeuwen, L. W., Brand-Gruwel, S., Kirschner, P. A., de Bock, J. J. P. R., & van Merrienboer, J. J. G. (2018). Fostering self-regulation in training complex cognitive tasks. Educational Technology Research and Development, 66, 53-73.

White, M. R., Braund, H., Howes, D., Egan, R., Gegenfurtner, A., van Merrienboer, J. J. G., & Szulewski, A. (2018). Getting inside the expert's head: An analysis of physician cognitive processes during trauma resuscitations. Annals of Emergency Medicine, 72, 289-298.

Chew, K. S., Durning, S. J., & van Merrienboer, J. J. G. (2017). Authors reply to: Comment on teaching metacognition in clinical decision-making using a novel mnemonic checklist: an exploratory study. Singapore Medical Journal, 58(6), 343.

Chew, K. S., van Merrienboer, J. J. G., & Durning, S. J. (2017). Investing in the use of a checklist during differential diagnoses consideration: What’s the trade-off? BMC Medical Education, 17, 234.

Dankbaar, M. E. W., Bakhuys-Roozeboom, M., Oprins, E. A. P. B., Rutten, F., van Merrienboer, J. J. G., van Saase, J. L. C. M., & Schuit, S. C. E. (2017). Preparing residents effectively in emergency skills training with a serious game. Simulation in Healthcare, 12(1), 9-16.

Dankbaar, M. E. W., Richters, O., Kalkman, C. J., Prins, G., ten Cate, O. T. J., van Merrienboer, J. J. G., & Schuit, S. (2017). Comparative effectiveness of a serious game and an E-module to support patient safety knowledge and awareness. BMC Medical Education, 17(1), 30.

De Bruin, A. B. H., & van Merrienboer, J. J. G. (2017). Bridging cognitive load and self-regulated learning research: A complementary approach to contemporary issues in educational research. Learning and Instruction, 51, 1-9.

De Melo, B. C. P., Falbo, A. R., Muijtjens, A. M. M., van der Vleuten, C. P. M., & van Merrienboer, J. J. G. (2017). The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training. International Journal of Gynecology and Obstetrics, 137(1), 99-105.

De Vries, A. H., Schout, B. H. A., van Merrienboer, J. J. G., Pelger, R. C. M., Koldewijn, E. L., Muijtjens, A. M. M., & Wagner, C., (2017). High educational impact of a national simulation- based urological curriculum including technical and non-technical skills. Surgical Endoscopy and Other Interventional Techniques, 31(2), 928-936.

Gegenfurtner, A., & van Merrienboer, J. J. G. (2017). Methodologies for studying visual expertise. Frontline Learning Research, 5(3), 1-13.

Gegenfurtner, A., Kok, E., van Geel, K., de Bruin, A., Jarodzka, H., Szuwelski, A., & van Merrienboer, J. J. G. (2017). The challenges of studying visual expertise in medical image diagnosis. Medical Education, 51(1), 97-104.

Janssen, F. J. J. M., Konings, K. D., & van Merrienboer, J. J. G. (2017). Participatory educational design: How to improve mutual learning and the quality and usability of the design? European Journal of Education, 52, 268-279.

Keuning, T., van Geel, M., Frerejean, J., van Merrienboer, J., Dolmans, D., & Visscher, A. J. (2017). Differentieren bij rekenen: Een cognitieve taakanalyse van het denken en handelen van basisschoolleerkrachten. Pedagogische Studien, 94, 160-181.

Kok, E. M., van Geel, K., van Merrienboer, J. J. G., & Robben, S. G. F. (2017). What we do and do not know about teaching medical image interpretation. Frontiers in Psychology, 8, 309.

Marei, H. F., Donkers, J., Al-Eraky, M. M., & van Merrienboer, J. J. G. (2017). The effectiveness of sequencing virtual patients with lectures in a deductive or inductive learning approach. Medical Teacher, 39, 1268-1274.

Ratcliffe, T. A., McBee, E., Schuwirth, L., Picho, K., van der Vleuten, C. P. M., Artino, A. R., van Merrienboer, J. J. G., Leppink, J., & Durning, S. J. (2017). Exploring implications of context specificity and cognitive load in residents. MedEdPublish, 6, https://doi.org/10.15694/mep.2017.000048

Szulewski, A., Gegenfurtner, A., Howes, D. W., Sivilotti, M. L. A., & van Merrienboer, J. J. G. (2017). Measuring physician cognitive load: Validity evidence for a physiologic and a psychometric tool. Advances in Health Sciences Education, 22, 951-968.

Thi Nguyen, V. A., Konings, K. D., Scherpbier, A. J. J. A., Wright, P., Luu, H. N., & van Merrienboer, J. J. G. (2017). Preventive medicine as a first or second choice course: A cross- sectional survey into students’ motivational differences and implications for information provision. BMC Research Notes, 10, 383.

Van Geel, K., Kok, E. M., Dijkstra, J., Robben, S. G. F., & van Merrienboer, J. J. G. (2017). Teaching systematic viewing to final-year medical students improves systematicity but not coverage or detection of radiologica abnormalities. Journal of the American College of Radiology, 14(2), 235-241.

Van Merrienboer, J. J. G., McKenney, S., Cullinan, D., & Heuer, J. (2017). Aligning pedagogy with physical learning spaces. European Journal of Education, 52, 253-267.

Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., van Merrienboer, J. J. G., & Roex, A. (2017). 4C/ID in medical education: How to design an educational program based on whole-task learning (Part 1) (Chinese translation). Digital Education, 3(4), 86-91.

Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., van Merrienboer, J. J. G., & Roex, A. (2017). 4C/ID in medical education: How to design an educational program based on whole-task learning (Part 2) (Chinese translation). Digital Education, 3(5), 86-91.

Beckers, J., Dolmans, D. & van Merrienboer, J. J. G. (2016). E-portfolios enhancing students’ self- directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology, 32(2), 32-46.

Bohle-Carbonell, K., Konings, K. D., Segers, M., & van Merrienboer, J. J. G. (2016). Measuring adaptive expertise: Development and validation of an instrument. European Journal of Work and Organizational Psychology, 25(2), 167-180.

Chew, K. S., Durning, S. J., & van Merrienboer, J. J. G. (2016). Teaching metacognition in clinical decision making: An exploratory study. Singapore Medical Journal, 57(12), 694-700.

Chew, K. S., van Merrienboer, J. J. G., & Durning, S. (2016). A portable mnemonic to facilitate checking for cognitive errors. BMC Research Notes, 9(1), 445.

Dankbaar, M. E. W., Alsma, J., Jansen, E. E. H., van Merrienboer, J. J. G., van Saase, J. L. C. M., & Schuit, S. C. E. (2016). An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation. Advances in Health Sciences Education, 21(3), 505- 521.

De Vries, A. H., van Genugten, H. G. J., Hendrikx, A. J. M., Koldewijn, E. L., Schout, B. M. A., Tjiam, I. M., van Merrienboer, J. J. G., Muijtjens, A. M. M., & Wagner, C. (2016). The Simbla TURBT simulator in urological residency training: From needs analysis to validation. Journal of Endourology, 30(5), 580-587.

Jaarsma, Th., Boshuizen, H. P. A., Jarodzka, H., Nap, M., Verboon, P., & van Merrienboer, J. J. G. (2016). Tracks to a medical diagnosis: Expertise differences in visual problem solving. Applied Cognitive Psychology, 30(3), 314-322.

Kok, E. M., Jarodzka, H., de Bruin, A. B. H., BinAmir, H. A. N., Robben, S. G. F., & van Merrienboer, J. J. G. (2016). Systematic viewing in radiology: Seeing more, missing less? Advances in Health Sciences Education, 21(1), 189-205.

Konings, K. D., Mulder, A. M., & van Merrienboer, J. J. G. (2016). Training officers on board of innovative training ships: Expected job demands and job resources in the context of changes in placement supervision. Gedrag & Organisatie, 29(3), 251-272.

Konings, K. D., Popa, D., Gerken, M., Giesbers, B., Rienties, B. C., van der Vleuten, C. P. M., & van Merrienboer, J. J. G. (2016). Improving supervision for students at a distance: Videoconferencing for group meetings. Innovations in Education and Teaching International, 53(4), 388-399.

Konings, K. D., van Berlo, J., Koopmans, R., Hoogland, H., Spanjers, I. A. E., ten Haaf, J. A., van der Vleuten, C. P. M., & van Merrienboer, J. J. G. (2016). Using a smartphone app and coaching group sessions to promote residents’ reflection in the workplace. Academic Medicine, 91(3), 365-370.

LaRochelle, J., Durning, S. J., Boulet, J. R., van der Vleuten, C. P. M., van Merrienboer, J. J. G., & Donkers, J. (2016). Beyond standard checklist assessment: Question sequence may impact student performance. Perspectives on Medical Education, 5(2), 95-102.

Mohtady, H. A., Konings, K. D., & van Merrienboer, J. J. G. (2016). What makes informal mentorship in the medical realm effective? Mentoring & Tutoring, 24(4), 306-317.

Van der Vleuten, C. P. M., & van Merrienboer, J. J. G. (2016). De toetsing van medische competentie. Tijdschrift voor Urologie, 6(8), 137-143.

Van Merrienboer, J. J. G. (2016). How people learn (Chinese translation). Open Education Research, 22(3), 13-23.

Van Merrienboer, J. J. G. (2016). How people learn (Chinese translation; reprinted). Information Center for Social Sciences, 11, 73-84.

Van Merrienboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2016). Blueprints for complex learning: The 4C/ID model (Chinese translation; reprinted). Teaching and Learning, 14(1), 2-22.

Van Merrienboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2016). Blueprints for complex learning: The 4C/ID model – Part 1 (Chinese translation). Contemporary Teacher Education, 9(1), 48-56.

Van Merrienboer, J. J.G., Clark, R. E., & de Croock, M. B. M. (2016). Blueprints for complex learning: The 4C/ID model – Part 2 (Chinese translation). Contemporary Teacher Education, 9(2), 48-54.

Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., van Merrienboer, J. J. G., & Roex, A. (2016). 4C/ID in medical education: How to design an educational program based on whole- task learning (Chinese translation). Teaching and Learning, 14(1), 23-45.

Wagner-Menghin, M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2016). Monitoring communication with patients: Analyzing judgments of satisfaction (JOS). Advances in Health Sciences Education, 21(3), 523-540.

Al-Eraky, M. M., Donkers, J., Wajida, G., & van Merrienboer, J. J. G. (2015). Faculty development for learning and teaching of medical professionalism. Medical Teacher, 37, S40-S46.

Balslev, Th., Rasmussen, A. B., Skajaaa, T., Nielsena, J. P., Muijtjens, A., de Grave, W., & van Merrienboer, J. J. G. (2015). Combining bimodal presentation schemes and buzz groups improves clinical reasoning and learning at morning report. Medical Teacher, 37(8), 759-766.

Brinkman, W. M., Schout, B. M. A., Rietbergen, J. B., de Vries, A. H., van der Poel, H. G., Koldewijn, E. L., Witjes, J. A., & van Merriënboer, J. J. G. (2015). Training robotic surgery in urology: Experience and opinions of robot urologists. International Journal of Medical Robotics and Computer Assisted Surgery, 11(3), 308-318.

De Vries, A. H., Boute, M. C., Kuppen, M. C. P., van Merrienboer, J. J. G., Koldewijn, E. L., Pelger, R. C. M., Schout, B. M. A., & Wagner, C. (2015). Patient safety risks of basic urological procedures performed by junior and senior residents. Journal of Surgical Education, 72(5), 918-926.

De Vries, A. H., Boute, M., Kuppen, M., van Merrienboer, J. J. G., Koldewijn, E., Pelger, R., & Schout, B. (2015). New insights into the performance of junior and senior residents on basic urological procedures. The Journal of Urology, 193(S4), e268.

Dolmans, D., Michaelsen, L., van Merrienboer, J. J. G., & van der Vleuten, C. P. M. (2015). Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Medical Teacher, 37(4), 354-359.

Goldszmidt, M., Faden, L., Dornan, T., van Merrienboer, J. J. G., Bordage, G., & Lingard, L. (2015). Attending physician variability: A model of four supervisory styles. Academic Medicine, 90(11), 1541-1546.

Jaarsma, Th., Jarodzka, H., Nap, M., van Merrienboer, J. J. G., & Boshuizen, H. P. A. (2015). Expertise in clinical pathology: Combining the visual and cognitive perspective. Advances in Health Sciences Education, 20(4), 1089-1106.

Kirschner, P. A., & van Merrienboer, J. J. G. (2015). Ten steps to complex learning: A new approach to instruction and instructional design (Chinese translation). Teaching and Learning, 10(4), 2- 13.

Kok, E. M., de Bruin, A. B. H., Leppink, J., van Merriënboer, J. J. G., & Robben, S. G. F. (2015). Case comparisons: An efficient way of Learning radiology. Academic Radiology, 22(10), 1226- 1235.

Leppink, J., & van Merrienboer, J. J. G. (2015). The beast of aggregating cognitive load measures in technology-based learning. Educational Technology and Society, 18(4), 230-245.

Paas, F., van Merrienboer, J. J. G., & van Gog, T. (2015). Designing instruction for the contemporary learning landscape (Chinese translation). Contemporary Teacher Education, 8(1), 41-49. Sibbald, M., de Bruin, A. B. H., Yu, E., & van Merrienboer, J. J. G. (2015). Why verifying diagnostic decisions with a checklist can help: Insights from eye tracking. Advances in Health Sciences Education, 20(4), 1053-1060.

Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., de Jong, N., Czabanowska, C., & van Merrienboer, J. J. G. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59-74.

Swager, R., Klarus, R., van Merrienboer, J. J. G., & Nieuwenhuis, L. F. M. (2015). Constituent aspects of workplace guidance in secondary VET. European Journal of Training and Development, 39(5), 358-372.

Taminiau, E. M. C., Kester, L., Corbalan, G., Spector, J. M., Kirschner, P. A., & van Merriënboer, J. J. G. (2015). Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills. Journal of Computer Assisted Learning, 31(5), 405-421.

Van Loon, M. H., Dunlosky, J., van Gog, R., van Merrienboer, J. J. G., & de Bruin, A. B. H. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39-48.

Van Merrienboer, J. J. G. (2015). Commentary: Worked examples in the classroom. Perspectives on Medical Education, 4(5), 282-283.

Van Merrienboer, J. J. G. (2015). Letter: What people say # What people do. Perspectives on Medical Education, 4(1), 47-48.

Van Merrienboer, J. J. G., & Kester, L. E. (2015). Four-component instructional design model: Multimedia principles in environments for complex learning – Part I (Chinese translation). Digital Education, 1(3), 84-91.

Van Merrienboer, J. J. G., & Kester, L. E. (2015). Four-component instructional design model: Multimedia principles in environments for complex learning – Part II (Chinese translation). Digital Education, 1(4), 82-90. Van Merrienboer, J. J. G., & Kester, L. E. (2015). The four-component instructional design model: Multimedia principles in environments for complex learning (Chinese translation). Teaching and Learning, 10(4), 23-36.

Van Merrienboer, J. J. G., & Sweller, J. (2015). Cognitive load theory in health professions education: Design principles and strategies (Chinese translation). Teaching and Learning, 10(4), 37-49.

Van Merrienboer, J. J. G., & Sweller, J. (2015). The principles and strategies of cognitive load theory and its application in health professions education (Chinese translation). Contemporary Education and Culture in China, 7(6), 28-35.

Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., van Merrienboer, J. J. G., & Roex, A. (2015). 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93. Medical Teacher, 37(1), 4-20.

Al-Eraky, M. M., Donkers, J., Wajid, G., & van Merrienboer, J. J. G. (2014). A Delphi study of medical professionalism in Arabian countries: The Four-Gates model. Medical Teacher, 36(S1), S8-S16.

Carbonell, K. B., Stalmeijer, R. E., Konings, K. D., Segers, M., & van Merrienboer, J. J. G. (2014). How experts deal with novel situations: A review of adaptive expertise. Educational Research Review, 12, 14-29.

Choi, H. H., van Merrienboer, J. J. G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26(2), 225-244.

Dankbaar, M. E. W., Stegers-Jager, K. M., Baarveld, F., van Merrienboer, J. J. G., Norman, G. R., Rutten, F. L., van Saase, J. L. M. C., & Schuit, S. C. E. (2014). Assessing the assessment in emergency care training. PLoS ONE, 9(12), e114663.

De Vries, A. H., Hendrikx, A. J. M., Koldewijn, E. L., Schout, B. M. A., Wagner, C., & van Merrienboer, J. J. G. (2014). De Test Objective Performance (TOP) TURT: Een objectieve toets voor het meten van technische en niet-technische bekwaamheid in TURT. Tijdschrift voor Urologie, 4(7), 163-164.

Fastre, G. M. J., van der Klink, M. R., Amsing-Smit, P., & van Merrienboer, J. J. G. (2014). Assessment criteria for competency-based education: A study in nursing education. Instructional Science, 42(6), 971-994.

Jaarsma, Th. J., Jarodzka, H., Nap, M., van Merrienboer, J. J. G., & Boshuizen, H. P. A. (2014). Expertise under the microscope: Processing histopathological slides. Medical Education, 48, 292-300.

Konings, K .D., Seidel, T., Brand-Gruwel, S., & van Merrienboer, J. J. G. (2014). Differences between students’ and teachers’ perceptions of education: Profiles to describe congruence and friction. Instructional Science, 42, 11-30.

Konings, K. D., Seidel, T., & van Merrienboer, J. J. G. (2014). Participatory design of learning environments: Integrating perspectives of students, teachers, and designers. Instructional Science, 42(1), 1-9.

Leppink, J., Paas, F., van Gog, T., van der Vleuten, C. P. M., & van Merrienboer, J. J. G. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42.

Placklé, I., Könings, K. D., Jacquet, W., Struyven, K., Libotton, A., van Merrienboer, J. J. G., & Engels, N. (2014). Students’ preferred characteristics of learning environments in vocational secondary education. International Journal for Research in Vocational Education and Training, 1(2), 107-124.

Sibbald, M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2014). Twelve tips on engaging learners in checking healthcare decisions. Medical Teacher, 36(2), 111-115.

Sibbald, M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2014). Finding and fixing mistakes: Do checklists work for clinicians with different levels of expertise? Advances in Health Sciences Education, 19(1), 43-51.

Spanjers, I., Konings, K. D., Leppink, J., & van Merrienboer, J. J. G. (2014). Blended learning effectiever met regelmatig online toetsen. Weten Wat Werkt en Waarom (4W), 3(4), 22-29.

Spanjers, I., Leppink, J., van Merrienboer, J. J. G., & van Gog, T. (2014). Waarom leren leerlingen meer van animaties met pauzes? Weten Wat Werkt en Waarom (4W), 3(3), 14-21.

Van Dooren, E., Boshuizen, H. P. A., van Merrienboer, J. J. G., Asselbergs, Th., & van Dorst, M. (2014). Making explicit in design education: Generic elements in the design process. International Journal of Technology and Design Education, 24(1), 53-71.

Van Loon, M. H., de Bruin, A. B. H., van Gog, T., van Merrienboer, J. J. G., & Dunlosky, J. (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica, 151, 143-154.

Van Meeuwen, L., Jarodzka, H., Brand-Gruwel, S., Kirschner, P. A., de Bock, J. P. R., & van Merrienboer, J. J. G. (2014). Identification of effective visual problem solving strategies in a complex visual domain. Learning and Instruction, 32, 10-21.

Van Merrienboer, J. J. G. (2014). Perspectives on problem solving and instruction [Chinese translation]. Distance Education Journal, December 2014, 103-109.

Van Merrienboer, J. J. G. (2014). Teaching based on thinking fast and slow [letter to the editor]. Academic Medicine, 89(1), 8.

Young, J. Q., van Merrienboer, J. J. G., Durning, S., & ten Cate, O. (2014). Cognitive load theory: Implications for medical education: AMEE Guide No. 86. Medical Teacher, 36(5), 371-384.

Al-Eraky, M. M., Chandratilake, M., Gohar, W., Donkers, J., & van Merrienboer, J. J. G. (2013). Medical professionalism: Development and validation of the Arabian LAMPS. Medical Teacher, 35(S1), S56-S62.

Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & van Merrienboer, J. J. G. (2013). Twelve tips for implementing whole-task curricula: How to make it work? Medical Teacher, 35(10), 801-805.

Fastre, G. M. J., van der Klink, M. R., Sluijsmans, D., & van Merrienboer, J. J. G. (2013). Towards an integrated model for developing sustainable assessment skills. Assessment and Evaluation in Higher Education, 38(5), 611-630.

Kester, L., & van Merrienboer, J. J. G. (2013). Effectief leren van multimediale leerbronnen. 4W: Weten wat werkt en waarom, 2(4), 14-51.

Kirschner, P. A., & van Merrienboer, J. J. G. (2013). De onzin van leerstijlen. Van Twaalf tot Achttien, April 2013, 22-24.

Kirschner, P. A., & van Merrienboer, J. J. G. (2013). Leerstijlen en instructiemethoden: Is er een verband? Van Twaalf tot Achttien, Juni 2013, 29-31.

Kirschner, P. A., & van Merrienboer, J. J. G. (2013). De zelfsturende leerling? Van Twaalf tot Achttien, September 2013, 42-44.

Kirschner, P. A., & van Merrienboer, J. J. G. (2013). Wetenschap of persoonlijke overtuiging? Onderwijsinnovatie, Maart 2013, 26-28.

Kirschner, P. A., & van Merrienboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183.

Kok, E. M., de Bruin, A. B. H., Robben, S., & van Merrienboer, J. J. G. (2013). Learning radiological appearances of diseases: Does comparison help? Learning and Instruction, 23, 90-97.

Leppink, J., Paas, F., van der Vleuten, C. P. M., van Gog, T., & van Merrienboer, J. J. G. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058-1072.

Sibbald, M., de Bruin, A. B. H., Cavalcanti, R. B., & van Merrienboer, J. J. G. (2013). Do you have to re-examine to reconsider your diagnosis? Checklists and cardiac exam. BMJ Quality and Safety, 22(4), 333-338.

Sibbald, M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2013). Checklists improve experts’ diagnostic decisions. Medical Education, 47(3), 301-308.

Susilo, A. P., van Merrienboer, J. J. G., van Dalen, J., Claramita, M., & Scherpbier, A. (2013). From lecture to learning tasks: Use of the 4C/ID model in a communication skills course in a continuing professional education context. The Journal of Continuing Education in Nursing, 44(6), 278-284.

Taminiau, E. M. C., Kester, L., Corbalan, G., Alessi, S. M., Moxnes, E., Gijselaers, W. H., Kirschner, P. A., & van Merrienboer, J. J. G. (2013). Why advice on task selection may hamper learning in on-demand education. Computers in Human Behavior, 29(1), 145-154.

Van Loon, M. H., de Bruin, A. B. H., van Gog, T., & van Merrienboer, J. J. G. (2013). The effect of delayed-JOLs and sentence generation on children’s monitoring accuracy and regulation of idiom study. Metacognition and Learning, 8(2), 173-191.

Van Loon, M. H., de Bruin, A. B. H., van Gog, T., & van Merrienboer, J. J. G. (2013). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction, 24, 15-25.

Van Merrienboer, J. J. G. (2013). Perspectives on problem solving and instruction. Computers and Education, 64, 153-160.

Van Merrienboer, J. J. G., & Boot, E. W. (2013). A holistic pedagogical view of learning objects: Future directions for reuse (Chinese Translation). Journal of Distance Education, 5(2), 57-65.

Van Merrienboer, J. J. G., van Petegem, P., Elen, J., Hoogerwaard, T., Langerak, S., Mulder, R. H., Smits, P., Valcke, M., & Zandsteeg, B. (2013). De opleiding onderwijskunde aan vijf Nederlandse universiteiten anno 2012: Klaar voor de toekomst? [Educational science programmes at five Dutch universities in the year 2012: Ready for the future?]. Pedagogische Studien, 90(1), 57-68.

Van Meeuwen, L. W., Brand-Gruwel, S., Kirschner, P. A., de Bock, J. J. P. R., Oprins, E., & van Merrienboer, J. J. G. (2013). Self-directed learning in adaptive training systems: A plea for shared control. Techology, Instruction, Cognition and Learning, 9(3), 193-215.

Wopereis, I. G. J. H., Stoyanov, S., Kirschner, P. A., & van Merrienboer, J. J. G. (2013). What makes a good musical improviser? An expert view on improvisational expertise. Psychomusicology: Music, Mind and Brain, 23(4), 222-235.

Balslev, T., Jarodzka, H., Holmqvist, K., de Grave, W., Muitjens, A. Eika, B., van Merrienboer, J. J. G., & Scherpbier, A. (2012). Visual expertise in paediatric neurology. European Journal of Paediatric Neurology, 16(2), 161-166.

Beishuizen, J., Dolmans, D., van Driel, J., Wopereis, I., & van Merrienboer, J. J. G. (2012). Het interuniversitair centrum voor onderwijswetenschappen: Terugblik en vooruitblik [The interuniversity center for educational sciences: Retrospective and look ahead]. Pedagogische Studiën, 89, 417-424.

Fastré, G., van der Klink, M., Sluijsmans, D., & van Merrienboer, J. J. G. (2012). Drawing students’ attention to relevant assessment criteria: Effects on self-assessment skills and performance. Journal of Vocational Education and Training, 64(2), 186-198.

Kok, E. M., de Bruin, A. B. H., Robben, S. G. F., & van Merrienboer, J. J. G. (2012). Looking in the same manner but seeing it differently: Bottom-up and expertise effects in radiology. Applied Cognitive Psychology, 26, 854-862.

Spanjers, I., van Gog, T., & van Merrienboer, J. J. G. (2012). Segmentation of worked examples: Effects on cognitive load and learning. Applied Cognitive Psychology, 26(3), 352-358

Spanjers, I., van Gog, T., Wouters, P., & van Merrienboer, J. J. G. (2012). Explaining the segmentation effect in learning from animations: The role of pausing and temporal cueing. Computers in Education, 59, 274-280.

Tjiam, I., Schout, B., Hendrikx, A., Scherpbier, A., Witjes, J., & van Merrienboer, J. J. G. (2012). Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design. Medical Teacher, 34, e698-e707.

Van Zundert, M., Sluijsmans, D., Könings, K., & van Merrienboer, J. J. G. (2012). The differential effects of task complexity on domain-specific and peer assessment skills. Educational Psychology, 32(1), 127-145.

Van Zundert, M., Könings, K., Sluijsmans, D., & van Merrienboer, J. J. G. (2012). Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously. Educational Studies, 38(5), 541-557.

Kirschner, P. A., & van Merrienboer, J. J. G. (2012). Ten steps to complex learning: A new approach to instruction and instructional design (Chinese translation). Contemporary Teacher Education, 3, 34-41.

Van Merrienboer, J. J. G., & de Bruin, A. B. H. (2012). Research paradigms and perspectives on learning (Chinese translation). Journal of Distance Education, 4, 100-106.

Brinkman, W., Tjiam, I. M., Schout, B. M. A., Hendrikx, A. J. M., Witjes, J. A., Scherpbier, A. J. J. A., & van Merriënboer, J. J. G. (2011). Designing simulator-based training for nephrostomy procedure: An integrated approach of cognitive task analysis (CTA) and 4-component instructional design (4C/ID). Journal of Endourology, 25(Supplement 1), A29-A29.

Corbalan, G., Kester, L., & van Merrienboer, J. J. G. (2011). Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency. Computers in Human Behavior, 27(1), 76-81.

Helsdingen, A. S., van Gog, T., & van Merrienboer, J. J. G. (2011). The effects of practice schedule on learning a complex judgment task. Learning and Instruction, 21(1), 126-136.

Helsdingen, A. S., van Gog, T., & van Merrienboer, J. J. G. (2011). The effects of practice schedule and critical thinking prompts on learning and transfer of a complex judgment task. Journal of Educational Psychology, 103(2), 383-398.

Konings, K. D., Brand-Gruwel, S. A. B., & van Merriënboer, J. J. G. (2011). The match between students’ lesson perceptions and preferences: Relations with student characteristics and the importance of motivation. Educational Research, 53(4), 439-457.

Konings, K. D., Brand-Gruwel, S., & van Merrienboer, J. J. G. (2011). Participatory instructional redesign by students and teachers in secondary education: Effects on perceptions of instruction. Instructional Science, 39(5), 737-762.

Spanjers, I. A. E., Wouters, P., van Gog, T., & van Merrienboer, J. J. G. (2011). An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior, 27(1), 46-52.

Wetzels, S. A. J., Kester, L., & van Merrienboer, J. J. G. (2011). Adapting prior knowledge activation: Mobilisation, perspective taking, and learners' prior knowledge. Computers in Human Behavior, 27(1), 16-21.

Wetzels, S. A. J., Kester, L., van Merrienboer, J. J. G., & Broers, N. J. (2011). The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation. British Journal of Educational Psychology, 81(2), 274-291.

Wopereis, I. G. J. H., & van Merrienboer, J. J. G. (2011). Evaluating text-based information on the World Wide Web. Learning and Instruction, 21(2), 232-237.

Wubbels, Th., & van Merrienboer, J. J. G. (2011). Towards sustainable education science - Response to the report National Education Plan/Learning Sciences of the Commision de Graaf. Pedagogische Studien, 88(3), 214-220.

De Bruin, A. B. H., Camp, G., & van Merriënboer, J. J. G. (2010). Available but irrelevant: when and why information from memory hinders diagnostic reasoning. Medical Education, 44(10), 948-950.

De Jong, T., Eysink, T. H. S., & van Merrienboer, J. J. G. (2010). Leren met multipele representaties in computergebaseerde leeromgevingen [learning with multiple representations in computer-based learning environments]. Pedagogische Studiën, 87, 3-8.

Fastre, G. M. J., van der Klink, M. R., & van Merriënboer, J. J. G. (2010). The effects of performance-based assessment criteria on student performance and self-assessment skills. Advances in Health Sciences Education, 15(4), 517-532.

Helsdingen, A. S., van den Bosch, K., van Gog, T., & van Merriënboer, J. J. G. (2010). The effects of critical thinking instruction on training complex decision making. Human Factors, 52(4), 537-545.

Konings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2010). An approach to participatory instructional design in secondary education: An exploratory study. Educational Research, 52(1), 45-59.

Schellekens, A., Paas, F., Verbraeck, A., & van Merriënboer, J. J. G. (2010). Flexible programmes in higher professional education: Expert validation of a flexible educational model. Innovations in Education and Teaching International, 47(3), 283-294.

Schellekens, A., Paas, F., Verbraeck, A., & van Merriënboer, J. J. G. (2010). Designing a flexible approach for higher professional education by means of simulation modeling. Journal of the Operational Research Society, 61(2), 202-210.

Spanjers, I. A. E., van Gog, T., & van Merriënboer, J. J. G. (2010). A theoretical analysis of how segmentation of dynamic visualizations optimizes students’ learning. Educational Psychology Review, 22, 411-423.

Van Merriënboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44(1), 85-93.

Van Zundert, M., Sluijsmans, D., & van Merriënboer, J. J. G. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270-279.

Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2010). Learning to solve problems with animations. Pedagogische Studien, 87(1), 27-37.

Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2010). Observational learning from animated models: Effects of studying-practicing alternation and illusion of control on transfer. Istructional Science, 38(1), 89-104.

Corbalan, G., Kester, L., & van Merrienboer, J. J. G. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19, 455-465.

Corbalan, G., Kester, L., & van Merrienboer, J. J. G. (2009). Combining shared control with variability over surface features: Effects on transfer test performance and task involvement. Computers in Human Behavior, 25, 290-298.

Fastre, G., van der Klink, M., & van Merrienboer, J. J. G. (2009). Onderzoek doen in de onderwijspraktijk, wat brengt het met zich mee? Onderwijs en Gezondheidszorg, 33(3), 6-9.

Kicken, W., Brand-Gruwel, S., van Merriënboer, J. J. G., & Slot, W. (2009). Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills. Instructional Science, 37, 453-473.

Kicken, W., Brand-Gruwel, S., van Merriënboer, J. J. G., & Slot, W. (2009). The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. Educational Technology, Research and Development, 57, 439-460.

Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniels, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-14.

Van Merriënboer, J. J. G., & Sluijsmans, D. A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21, 55-66.

Van Merrienboer J. J. G., Wopereis, I., Bosker, R., Creemers, B., de Jong, A., Scheerens, J., & Simons, P. R. J. (2009). 20 Years Interuniversity Centre for Educational Research: A retrospective. Pedagogische Studiën, 86, 474-481.

Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2009). Observational learning from animated models: Effects of modality and reflection on transfer. Contemporary Educational Psychology, 34, 1-8.

Boot, E., van Merriënboer, J. J. G., & Theunissen, N. (2008). Improving the development of instructional software: Three building-block solutions to interrelate design and production. Computers in Human Behavior, 24, 1275-1292.

Boot, E. W., & van Merriënboer, J. J. G. (2008). Solutions for developing instructional software by creating and reusing learning objects. Technology, Instruction, Cognition, and Learning, 6(1), 1-28.

Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2008). Selecting learning tasks: Effects of adaptation and shared control on efficiency and task involvement. Contemporary Educational Psychology, 33, 733-756.

Jochems, W., & van Merriënboer, J. J. G. (2008). Reflecties op het programma onderwijsonderzoek 2008-2011. Pedagogische Studien, 85, 198-201.

Kicken, W., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2008). Scaffolding advice on task selection: A safe path toward self-directed learning in on-demand education. Journal of Vocational Education and Training, 60, 223-239.

Klatter, E., & van Merriënboer, J. J. G. (2008). Het gevecht tegen de teloorgang van competentiegericht onderwijs. Journaal voor Onderwijsvernieuwing, 8(4), 38-39.

Könings, K. D., Brand-Gruwel, S., van Merriënboer, J. J. G., & Broers, N. (2008). Does a new learning environment come up to students' expectations? A longitudinal study. Journal of Educational Psychology, 100, 535-548.

Sluijsmans, D. M. A., Straetmans, G., & van Merriënboer, J. (2008). Integrating authentic assessment with competency based learning: the Protocol Portfolio Scoring. Journal of Vocational Education and Training, 60, 157-172.

Van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211-222.

Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78, 645-675.

Boot, E. W., Nelson, J., van Merriënboer, J. J. G., & Gibbons, A. S. (2007). Stratification, elaboration and formalisation of design documents: Effects on the production of instructional materials. British Journal of Educational Technology, 38(5), 917-933.

Boot, E. W., van Merriënboer, J. J. G., & Veerman, A. (2007). Novice and experienced instructional software developers: Effects on materials created with instructional software templates. Educational Technology, Research and Development, 55(6), 647-666.

De Croock, M. B. M., & van Merriënboer, J. J. G. (2007). Paradoxical effects of information presentation formats and contextual interference on transfer of a complex cognitive skill. Computers in Human Behavior, 23(4), 1740-1761.

Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2007). Teachers' perspectives on innovations: Implications for educational design. Teaching and Teacher Education, 23(6), 985-997.

Könings, K. D., van Zundert, M. J., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2007). Participatory design in secondary education: Is it a good idea? Students' and teachers' opinions on its desirability and feasibility. Educational Studies, 33(4), 445-465.

Stoof, A., Martens, R., & van Merriënboer, J. J. G. (2007). Web-based support for constructing competence maps: Design and formative evaluation. Educational Technology, Research and Development, 55(4), 347-368.

Van den Boom, G., Paas, F., & van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17(5), 532-548.

Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2006). Towards a personalized task selection model with shared instructional control. Instructional Science, 34(5), 399-422.

Janssen-Noordman, A. M. B., van Merriënboer, J. J. G., van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2006). Design of integrated practice for learning professional competences. Medical Teacher, 28(5), 447-452.

Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2006). Just-in-time information presentation: Improving learning a troubleshooting skill. Contemporary Educational Psychology, 31, 167-185.

Nadolski, R. J., Kirschner, P. A., & van Merriënboer, J. J. G. (2006). Process support in learning tasks for acquiring complex cognitive skills in the domain of law. Learning and Instruction, 16(3), 266-278.

Salden, R. J. C. M., Paas, F., & van Merriënboer, J. J. G. (2006). Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer. Learning and Instruction, 16, 350-362.

Salden, R. J. C. M., Paas, F., & van Merriënboer, J. J. G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills. Computers in Human Behavior, 22, 321-333.

Salden, R. J. C. M., Paas, F., van der Pal, J., & van Merriënboer, J. J. G. (2006). Dynamic task selection in flight management system training. International Journal of Aviation Psychology, 16, 157-174.

Stoof, A., Martens, R. L., & van Merriënboer, J. J. G. (2006). Effects of web-based support for the construction of competence maps. Instructional Science, 34, 189-211.

Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., & Schmidt, H. G. (2006). Modality and variability as factors in training the elderly. Applied Cognitive Psychology, 20, 311-320.

Van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16, 154-164.

Van Merriënboer, J. J. G., Kester, L., & Paas, F. (2006). Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology, 20, 343-352.

Van Merriënboer, J. J. G., & Kanselaar, G. (2006). Waar staan we na 25 jaar onderwijstechnologisch onderzoek in Vlaanderen, Nederland, en de rest van de wereld? Pedagogische Studiën, 83(4), 278-300.

Kester, L. Kirschner, P. A., & van Merriënboer, J. J. G. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British Journal of Educational Psychology, 75, 71-85.

Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2005). Towards more powerful learning environments through combining the perspectives of designers, teachers, and students. British Journal of Educational Psychology, 75, 645-660.

Nadolski, R. J., Kirschner, P. A., & van Merriënboer, J. J. G. (2005). Optimizing the number of steps in learning tasks for complex skills. British Journal of Educational Psychology, 75, 223-237.

Nadolski, R. J., Kirschner, P. A., van Merriënboer, J. J. G., & Wöretshofer, J. (2005). Development of an instrument for measuring the complexity of learning tasks. Educational Research & Evaluation, 11(1), 1-27.

Paas, F., Tuovinen, J. E., van Merriënboer, J. J. G., & Darabi, A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology, Research and Development, 53(3), 25-34.

Van Gerven, P., Paas, F., & van Merriënboer, J. J. G. (2005, September). Bestaande theorieën bewijzen nut bij ontwerp van efficiënte instructies voor ouderen. Opleiding & Ontwikkeling, 18(9), 11-16.

Van Gog, T., Paas, F., van Merriënboer, J. J. G., & Witte, P. (2005). Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting. Journal of Experimental Psychology: Applied, 11(4), 237-244.

Van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2005). Uncovering expertise-related differences in troubleshooting performance: Combining eye movement and concurrent verbal protocol data. Applied Cognitive Psychology, 19, 205-221.

Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.

Van Merriënboer, J. J. G., & Brand-Gruwel, S. (2005). The pedagogical use of information and communication technology in education: A Dutch perspective. Computers in Human Behavior, 21, 407-415.

Van Merriënboer, J. J. G., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology, Research and Development, 53(3), 5-13.

Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26(2/6), 239-256.

Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004). Timing of information presentation in learning statistics. Instructional Science, 32, 233-252.

Salden, R. J. C. M., Paas, F., Broers, N., & van Merriënboer, J. J. G. (2004). Mental effort and performance as determinants for the dynamic selection of learning tasks in air-traffic control training. Instructional Science, 32, 153-172.

Sluijsmans, D. M. A., Brand-Gruwel, S., van Merriënboer, J. J. G., & Martens, R. (2004). Training teachers in peer-assessment skills: Effects on performance and perceptions. Innovations in Education and Training International, 41(1), 59-78.

Tabbers, H., Martens, R., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71-81.

Van den Boom, G., Paas, F., van Merriënboer, J. J. G., & van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students’ self-regulated learning competence. Computers in Human Behavior, 20, 551-567.

Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G, & Schmidt, H. G. (2004). Memory load and the cognitive pupillary response in aging. Psychophysiology, 41, 167-174.

Van Gog, T. A. J. M., Paas, F., & van Merriënboer, J. J. G (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32, 83-98.

Van Merriënboer, J. J. G., van Gog, T. A. J. M., Hoogveld, B., Kester, L., Martens, R., & Nadolski, R. (2004). EARLI kroniek Domein 6: Learning and instructional technology. Pedagogische Studiën, 81, 171-187.

Janssen-Noordman, A. M. B., van Merriënboer, J. J. G., van der Vleuten, C. P. M., & Scherpbier, A.J. J. A. (2003). Innovatief onderwijs ontwerpen: Via leertaken naar complexe vaardigheden. Tijdschrift voor Medisch Onderwijs, 22(4), 187-195.

Lowyck, J., Poysa, J., & van Merriënboer, J. J. G. (2003). Conditions of ICT-based design for learning communities. Technology, Instruction, Cognition and Learning, 1, 153-181.

Schellekens, A. M. H. C., Paas, F., & van Merriënboer, J. J. G. (2003). Flexibility in higher education: A survey in business administration programs in the Netherlands. Higher Education, 45, 281-307.

Sluijsmans, D. M. A., Brand-Gruwel, S., van Merriënboer, J. J. G., & Bastiaens, Th. (2003). The training of peer assessment skills to promote the development of reflection skills in teacher education. Studies in Educational Evaluation, 29, 23-42.

Straetmans, G., Sluijsmans, D., Bolhuis, B., & van Merriënboer, J. J. G. (2003). Integratie van instructie en assessment in competentiegericht onderwijs. Tijdschrift voor Hoger Onderwijs, 3, 171-197.

Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., Hendriks, M., & Schmidt, H. G. (2003). The efficiency of multimedia learning into old age. British Journal of Educational Psychology, 73, 489-505.

Van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load of a learners' mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.

De Croock, M. B. M., Paas, F., Schlanbusch, H., & van Merriënboer, J. J. G. (2002). ADAPTit: Instructional Design (ID) tools for training design and evaluation. Educational Technology, Research and Development, 50(4), 47-58.

Hoogveld, A. W. M., Paas, F., Jochems, W. M. G., & van Merriënboer, J. J. G. (2002). Exploring teachers’ instructional design practices from a systems design perspective. Instructional Science, 30, 291-305.

Kirschner, P. A., Carr, C., van Merriënboer, J. J. G., & Sloep, P. (2002). How expert designers design. Performance Improvement Quarterly, 15(4), 86-104.

Sluijsmans, D. M. A., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2002). Peer assessment training in teacher education: Effects on performance and perceptions. Assessment & Evaluation in Higher Education, 27, 443-454.

Stoof, A., Martens, R. L., van Merriënboer, J. J. G., & Bastiaens, T. J. (2002). The boundary approach of competence: A constructivist aid for understanding and using the concept of competence. Human Resource Development Review, 1(3), 345-365.

Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., & Schmidt, H. G. (2002). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 12, 87-105.

Van Merriënboer, J. J. G. (2002). De ontbrekende didactiek van E-leren [The missing didactics of e-learning]. Pedagogische Studieën, 79(6), 494-502.

Van Merriënboer, J. J. G., & de Croock, M. B. M. (2002). Performance-based ISD: 10 steps to complex learning. Performance Improvement, 41(7), 33-38.

Van Merriënboer, J. J. G., & Martens, R. (2002). Computer-based tools for instructional design. Educational Technology, Research and Development, 50(4), 5-9.

Van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39-64.

Van Merriënboer, J. J. G., Schuurman, J. G., de Croock, M. B. M., & Paas, F. (2002). Redirecting learners’ attention during training: Effects on cognitive load, transfer test performance, and training efficiency. Learning and Instruction, 12, 11-37.

Van Merriënboer, J. J. G., Seel, N. M., & Kirschner, P. A. (2002). Mental models as a new foundation for instructional design. Educational Technology, 17(2), 60-66.

Camp, G., Paas, F., Rikers, R., & van Merriënboer, J. J. G. (2001). Dynamic problem selection in airtraffic control training: A comparison between performance, mental effort, and mental efficiency. Computers in Human Behavior, 17, 575-595.

Hoogveld, A. W. M., Paas, F., Jochems, W., & van Merriënboer, J. J. G. (2001). The effects of a web-based training in an instructional systems design approach on teachers instructional design behavior. Computers in Human Behavior, 17, 363-371.

Kester, L., Kirschner, P. A., van Merriënboer, J. J. G., & Baumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373-391.

Nadolski, R. J., Kirschner, P. A., van Merriënboer, J. J. G., & Hummel, H. G. K. (2001). A model for optimizing step size of learning tasks in competency-based multimedia practicals. Educational Technology, Research and Development, 49, 87-103.

Sluijsmans, D. M. A., Moerkerke, G., van Merriënboer, J. J. G., & Dochy, F. J. R. C. (2001). Peer assessment in problem-based learning. Studies in Educational Evaluation, 27, 153-173.

Van Merriënboer, J. J. G. (2001). ID for competency-based learning: New directions for design, delivery and diagnosis. Interactive Educational Multimedia, 3, 12-26.

Van Merriënboer, J. J. G., & Kirschner, P. A. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29, 429-441.

Janssen-Noordman, A., van Merriënboer, J. J. G., van der Vleuten, C., & Bouhuijs, P. (2000). Het leren van complexe taken [Learning complex tasks]. Onderzoek van Onderwijs, 29(3), 37-40.

Paas, F., & van Merriënboer, J. J. G. (2000). Training voor transfer van statistische vaardigheden: Toepassing van een vier-componenten instructie-ontwerpmodel [training for transfer: Application of a four-component instructional design model]. Tijdschrift voor Onderwijsresearch, 25(3/4), 187-197.

Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., & Schmidt, H. G. (2000). Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework. Educational Gerontology, 26, 503-521.

Van Merriënboer, J. J. G. (2000). The end of software training? Journal of Computer Assisted Learning, 16, 366-375.

De Croock, M. B. M., van Merriënboer, J. J. G., & Paas, F. (1998). High vs. low contextual interference in simulation-based training of troubleshooting skills: Effects on transfer performance and invested mental effort. Computers in Human Behavior, 14(2), 249-267.

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.

Gros, B., Elen, J., Kerres, M., van Merriënboer, J. J. G., & Spector, M. (1997). Instructional design and the authoring of multimedia and hypermedia systems: Does a marriage make sense? Educational Technology, january-february 1997, 48-56.

Van Merriënboer, J. J. G., de Croock, M. B. M., & Jelsma, O. (1997). The transfer paradox: Effects of contextual interference on retention and transfer performance of a complex cognitive skill. Perceptual and Motor Skills, 84, 784-786.

Krammer, H. P. M., Van Merriënboer, J. J. G., & Maaswinkel, R. M. (1994). Plan-based delivery composition in Intelligent Tutoring Systems for introductory computer programming. Computers in Human Behavior, 10, 139-154.

Van Merriënboer, J. J. G. (1994). Dutch research on knowledge-based instructional systems: Introduction to the special issue. Computers in Human Behavior, 10, 1-5.

Paas, F., & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.

Paas, F., van Merriënboer, J. J. G., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual and Motor Skills, 79, 419-430.

Paas, F., & van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351-371.

Paas, F., & van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental-effort and performance measures. Human Factors, 35, 737-743.

Paas, F., & van Merriënboer, J. J. G. (1992). Training voor transfer van statistische vaardigheden: toepassing van een vier-componenten instructie-ontwerpmodel [Training for transfer: Application of a four-component instructional design model]. Tijdschrift voor Onderwijsresearch, 17, 17-27.

Tabbert, B., van Merriënboer, J. J. G., & Jelsma, O. (1992). Functiegerichte opleidingen logistiek [task-oriented logistical training]. Opleiding & Ontwikkeling, 5, 12-17.

Van Merriënboer, J. J. G., & de Croock, M. B. M. (1992). Strategies for computer-based programming instruction: Program completion vs. program generation. Journal of Educational Computing Research, 8, 365-394.

Paas, F., & van Merriënboer, J. J. G. (1992). Een instructie-ontwerpmodel voor training van complexe cognitieve vaardigheden [an instructional design model for training complex cognitive skills]. Tijdschrift voor Ergonomie, 17(4), 13-21.

Van Merriënboer, J. J. G., Jelsma, O., & Paas, F. (1992). Training for reflective expertise: A four- component instructional design model for complex cognitive skills. Educational Technology, Research and Development, 40(2), 23-43.

Van Merriënboer, J. J. G. (1992). Programmeren door completeren [programming through completion]. TINFON - Tijdschrift voor informatica-onderwijs, 2, 66-71.

Jelsma, O., van Merriënboer, J. J. G., & Bijlstra, J. P. (1990). The ADAPT design model: Towards instructional control of transfer. Instructional Science, 19, 89-120.

Van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6, 265-285.

Van Merriënboer, J. J. G. (1990). Instructional strategies for teaching computer programming: Interactions with the cognitive style reflection-impulsivity. Journal of Research on Computing in Education, 23, 45-53.

Van Merriënboer, J. J. G., & Paas, F. (1990). Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice. Computers in Human Behavior, 6, 273-289.

Jelsma, O., & van Merriënboer, J. J. G. (1989). Contextual interference: Interactions with reflection- impulsivity. Perceptual and Motor Skills, 68, 1055-1064.

Van Dijk, E. M. A. G., van Merriënboer, J. J. G., & Krammer, H. P. M. (1989). Leren programmeren in het voortgezet onderwijs: Probleemoplossen met SQL [learning programming in high school: Problem solving with SQL]. Tijdschrift voor Didactiek der ß-wetenschappen, 7, 97-114.

Van Merriënboer, J. J. G., Jelsma, O., Timmermans, J., & Sikken, J. (1989). Computerized vs. experimenter controlled administration of the Matching Familiar Figures Test: Mean test scores and reliabilities. Educational and Psychological Measurement, 49, 883-892.

Van Merriënboer, J. J. G. (1988). Relationship between cognitive learning style and achievement in an introductory computer programming course. Journal of Research on Computing in Educa- tion, 21, 181-186.

Van Merriënboer, J. J. G., & Jelsma, O. (1988). The Matching Familiar Figures test: Computer or experimenter controlled administration? Educational and Psychological Measurement, 48, 161- 164.

Van Merriënboer, J. J. G., & Krammer, H. P. M. (1987). Instructional strategies and tactics for the design of introductory computer programming courses in high school. Instructional Science, 16, 251-285.