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Alexander Renkl
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- affiliation: University of Freiburg, Department of Psychology, Germany
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2020 – today
- 2024
- [j23]Katharina Alexandra Whalen, Alexander Renkl, Alexander Eitel, Inga Glogger-Frey:
Digital re-attributional feedback in high school mathematics education and its effect on motivation and achievement. J. Comput. Assist. Learn. 40(2): 478-493 (2024) - [j22]Julius Moritz Meier, Peter Hesse, Stephan Abele, Alexander Renkl, Inga Glogger-Frey:
Video-based modeling examples and comparative self-explanation prompts for teaching a complex problem-solving strategy. J. Comput. Assist. Learn. 40(4): 1852-1870 (2024) - 2023
- [j21]Markus H. Hefter, Julian Roelle, Alexander Renkl, Kirsten Berthold:
Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention. Res. Pract. Technol. Enhanc. Learn. 18: 8 (2023) - 2022
- [j20]Anna-Sophia Dersch, Alexander Renkl, Alexander Eitel:
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning. J. Comput. Assist. Learn. 38(4): 977-992 (2022) - 2021
- [j19]Julia Kollmer, Theresa Hosp, Inga Glogger-Frey, Alexander Renkl, Alexander Eitel:
Adjunct aids and signals support online learning from multiple representations. J. Comput. Assist. Learn. 37(1): 172-182 (2021) - [j18]Lisa Bender, Alexander Renkl, Alexander Eitel:
Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant. J. Comput. Assist. Learn. 37(5): 1248-1262 (2021) - 2020
- [j17]Tino Endres, Steffen Weyreter, Alexander Renkl, Alexander Eitel:
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence. J. Comput. Assist. Learn. 36(4): 514-525 (2020)
2010 – 2019
- 2015
- [j16]Alexander Renkl, Irene T. Skuballa, Rolf Schwonke, Nora Harr, Jasmin Leber:
The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning. J. Educ. Technol. Soc. 18(4): 185-198 (2015) - [j15]Inga Glogger-Frey, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl:
Inventing motivates and prepares student teachers for computer-based learning. J. Comput. Assist. Learn. 31(6): 546-561 (2015) - 2014
- [j14]Alexander Renkl:
Toward an Instructionally Oriented Theory of Example-Based Learning. Cogn. Sci. 38(1): 1-37 (2014) - [c18]Irene T. Skuballa, Alexander Renkl:
A Non-Verbal Pre-Training Based on Eye Movements to Foster Comprehension of Static and Dynamic Learning Environments. CogSci 2014 - [c17]Inga Glogger, Lennart Schalk, Claudia Mazziotti, Nicole R. Hallinen, Armin Barth, Ralph Schumacher, Katharina Gaus, Alexander Renkl, Katharina Loibl, Nikol Rummel, Doris B. Chin, Kristen Pilner Blair, Daniel L. Schwartz, Katherine McEldoon:
Combining Generation and Expository Instruction to Prepare Students to Transfer Big Ideas Across School Topics. ICLS 2014 - 2013
- [c16]Inga Glogger, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl:
Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes. CogSci 2013 - [c15]Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl:
Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy. CogSci 2013 - [c14]Christine Otieno, Rolf Schwonke, Ron Salden, Alexander Renkl:
Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation? CogSci 2013 - [c13]Alexander Renkl, Judith Solymosi, Michael Erdmann, Vincent Aleven:
Training Principle-Based Self-Explanations: Transfer to New Learning Contents. CogSci 2013 - [c12]Joseph Jay Williams, Alexander Renkl, Kenneth R. Koedinger, John C. Stamper:
Online Education: A Unique Opportunity for Cognitive Scientists to Integrate Research and Practice. CogSci 2013 - 2012
- [c11]Irene T. Skuballa, Rolf Schwonke, Alexander Renkl:
When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations. CogSci 2012 - 2011
- [j13]Rolf Schwonke, Alexander Renkl, Ron Salden, Vincent Aleven:
Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. Comput. Hum. Behav. 27(1): 58-62 (2011) - [j12]Kirsten Berthold, Heidi Röder, Daniel Knörzer, Wolfgang Kessler, Alexander Renkl:
The double-edged effects of explanation prompts. Comput. Hum. Behav. 27(1): 69-75 (2011) - [c10]Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl:
Does Teaching Experience Help? Differences in the Assessment of Tutees' Understanding Between Teacher Tutors and Student Tutors. CogSci 2011 - [c9]Christine Otieno, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Ron Salden:
Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems. CogSci 2011 - 2010
- [c8]Ulrike Magner, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Octav Popescu:
Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement? ICLS (1) 2010: 1-8 - [c7]Alexander Renkl:
Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of "Active" and Their Instructional Consequences. Intelligent Tutoring Systems (1) 2010: 3
2000 – 2009
- 2009
- [j11]Rolf Schwonke, Alexander Renkl, Carmen Krieg, Jörg Wittwer, Vincent Aleven, Ron Salden:
The worked-example effect: Not an artefact of lousy control conditions. Comput. Hum. Behav. 25(2): 258-266 (2009) - [j10]Tatjana S. Hilbert, Alexander Renkl:
Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps. Comput. Hum. Behav. 25(2): 267-274 (2009) - [j9]Ron J. C. M. Salden, Vincent A. W. M. M. Aleven, Alexander Renkl, Rolf Schwonke:
Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support? Top. Cogn. Sci. 1(1): 203-213 (2009) - 2008
- [j8]Tatjana S. Hilbert, Alexander Renkl, Silke Schworm, Stephan Kessler, Kristina M. Reiss:
Learning to teach with worked-out examples: a computer-based learning environment for teachers. J. Comput. Assist. Learn. 24(4): 316-332 (2008) - [j7]Johannes Gurlitt, Alexander Renkl:
Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students. J. Comput. Assist. Learn. 24(5): 407-419 (2008) - [c6]Ron Salden, Vincent Aleven, Rolf Schwonke, Alexander Renkl:
Are worked examples and tutored problem solving synergistic forms of support? ICLS (3) 2008: 119-120 - [c5]Matthias Nückles, Sandra Hübner, Alexander Renkl:
Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn. ICLS (2) 2008: 124-131 - [c4]Silke Schworm, Pia Bradler, Alexander Renkl:
Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examples. ICLS (2) 2008: 319-326 - 2006
- [j6]Silke Schworm, Alexander Renkl:
Computer-supported example-based learning: When instructional explanations reduce self-explanations. Comput. Educ. 46(4): 426-445 (2006) - [j5]Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl:
Enhancing computer-supported writing of learning protocols by adaptive prompts. Comput. Hum. Behav. 22(1): 77-92 (2006) - [c3]Anna Ertelt, Alexander Renkl, Hans Spada:
Making a Difference - Exploiting the Full Potential of Instructionally Designed On-Screen Videos. ICLS 2006 - [c2]Johannes Gurlitt, Alexander Renkl, Michael A. Motes, Sabine Hauser:
How Can We Use Concept Maps for Prior Knowledge Activation - Different Mapping-tasks Lead to Different Cognitive Processes. ICLS 2006 - [c1]Sabine Hauser, Matthias Nueckles, Alexander Renkl:
Supporting Concept Mapping for Learning from Text. ICLS 2006 - 2005
- [j4]Rolf Schwonke, Matthias Nückles, Sabine Hauser, Kirsten Berthold, Alexander Renkl:
Computergestütztes Schreiben von Lernprotokollen. Z. für Medienpsychologie 17(2): 42-53 (2005) - 2003
- [j3]Katrin Müller, Heide Troitzsch, Alexander Renkl:
Der Einfluss nonverbaler Signale auf den Kommunikationsprozess in einer kollaborativen virtuellen Umgebung. Z. für Medienpsychologie 15(1): 24-33 (2003) - 2002
- [j2]Alexander Renkl, Robert K. Atkinson:
Learning From Examples: Fostering Self-Explanations in Computer-Based Learning Environments. Interact. Learn. Environ. 10(2): 105-119 (2002)
1990 – 1999
- 1997
- [j1]Alexander Renkl:
Learning from Worked-Out-Examples: A Study on Individual Differences. Cogn. Sci. 21(1): 1-29 (1997)
Coauthor Index
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