A. Renkl

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Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps.

R. Atkinson, A. Renkl, M. M. Merrill, 2003 .

Worked-out examples: instructional explanations support learning by self- explanations

A. Renkl, 2002 .

Learning mathematics from worked-out examples: Analyzing and fostering self-explanations

A. Renkl, 1999 .

Learning from Examples: Instructional Principles from the Worked Examples Research

S. Derry, R. Atkinson, A. Renkl, 2000 .

Cognitive Load Theory and Instructional Design: Recent Developments

F. Paas, J. Sweller, A. Renkl, 2003 .

Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective

R. Atkinson, A. Renkl, 2003 .

Instructional Aids to Support a Conceptual Understanding of Multiple Representations.

A. Renkl, Kirsten Berthold, 2009 .

Learning argumentation skills through the use of prompts for self-explaining examples.

S. Schworm, A. Renkl, Silke Schworm, 2007 .

Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account

T. S. Hilbert, S. Schworm, A. Renkl, 2009 .

Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?

T. S. Hilbert, A. Renkl, T. Hilbert, 2008 .

How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review

A. Renkl, Jörg Wittwer, 2010 .

Toward an Instructionally Oriented Theory of Example-Based Learning

Alexander Renkl, A. Renkl, 2014, Cogn. Sci..

An Example Order for Cognitive Skill Acquisition

R. Atkinson, A. Renkl, 2010 .

How to Foster Active Processing of Explanations in Instructional Communication

A. Renkl, Kirsten Berthold, 2010 .

The worked-out-example principle in multimedia learning

A. Renkl, 2005 .

Conditions and effects of example elaboration

H. Mandl, A. Renkl, H. Gruber, 2002 .

Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving

K. Koedinger, V. Aleven, B. McLaren, 2010 .

How multiple external representations are used and how they can be made more useful

A. Renkl, Kirsten Berthold, R. Schwonke, 2009 .

Studying Visual Displays: How to Instructionally Support Learning

Katharina Scheiter, Alexander Renkl, A. Renkl, 2017 .

Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

Alexander Renkl, Inga Glogger-Frey, Julian Kappich, 2015 .

Writing learning journals: Instructional support to overcome learning-strategy deficits

Alexander Renkl, Matthias Nückles, Sandra Hübner, 2010 .

Expertise reversal effects in writing-to-learn

Alexander Renkl, Matthias Nückles, Sandra Hübner, 2010 .

Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts

A. Renkl, Kirsten Berthold, M. Nückles, 2007 .

Prompting Cognitive and Metacognitive Processing in Writing-to-Learn Enhances Learning Outcomes

Alexander Renkl, Matthias Nückles, Sandra Hübner, 2006 .

The use of public learning diaries in blended learning

Alexander Renkl, Rolf Schwonke, Kirsten Berthold, 2004 .

Instructional strategies for using video in teacher education

Alexander Renkl, Tina Seidel, Geraldine Blomberg, 2013 .

Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations

Jörg Wittwer, Alexander Renkl, A. Renkl, 2008 .

REFLECTION ON THE FIELD Conversations with Four Highly Productive German Educational Psychologists : Frank Fischer

Abraham E. Flanigan, Kenneth A. Kiewra, H. Mandl, 2016 .

Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy

Alexander Renkl, Johannes Gurlitt, A. Renkl, 2010 .

Effective and efficient acquisition of argumentation knowledge by self-explaining examples: Videos, texts, or graphic novels?

Markus H. Hefter, A. Renkl, Kirsten Berthold, 2019, Journal of Educational Psychology.

An eye movement pre-training fosters the comprehension of processes and functions in technical systems

Alexander Renkl, Irene T. Skuballa, A. Renkl, 2015, Front. Psychol..

Inert knowledge: Analyses and remedies

H. Mandl, A. Renkl, H. Gruber, 1996 .

Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments

V. Aleven, A. Renkl, O. Popescu, 2014 .

Reasoning and proof in geometry: effects of a learning environment based on heuristic worked-out examples

A. Renkl, K. Reiss, Aiso Heinze, 2008 .

Expertise reversal effect and its instructional implications: introduction to the special issue

Slava Kalyuga, A. Renkl, 2010 .

Communities of practice toward expertise: Social foundation of university instruction

H. Mandl, A. Renkl, H. Gruber, 1996 .

Exploration strategies in an economics simulation game

H. Mandl, A. Renkl, H. Gruber, 1993 .

Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance

F. Paas, A. Renkl, T. van Gog, 2019, Journal of Educational Psychology.

Learning from Narrated Animations with Different Support Procedures: Working Memory Capacity Matters

A. Renkl, R. Schwonke, I. Skuballa, 2012 .

Interactive Learning Environments: Contemporary Issues and Trends. An Introduction to the Special Issue

R. Atkinson, A. Renkl, 2007 .

How Fading Worked Solution Steps Works – A Cognitive Load Perspective

Cornelia S. Große, R. Atkinson, A. Renkl, 2004 .

From Example Study to Problem Solving: Smooth Transitions Help Learning

Richard K. Staley, R. Atkinson, A. Renkl, 2002 .

Situated learning and transfer

H. Mandl, A. Renkl, H. Gruber, 1995 .

Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance

A. Renkl, Alexander Eitel, L. Bender, 2018, Applied Cognitive Psychology.

Future teachers’ knowledge about learning strategies: Misconcepts and knowledge-in-pieces

A. Renkl, Inga Glogger-Frey, Yana Ampatziadis, 2018 .

Enhancing self-regulated learning by writing learning protocols

A. Renkl, M. Nückles, Sandra Hübner, 2009 .

Effects of multiple solution methods in mathematics learning

Cornelia S. Große, A. Renkl, 2006 .

Can tutors be supported in giving effective explanations

A. Renkl, Jörg Wittwer, M. Nückles, 2010 .

Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking

Jörg Wittwer, Alexander Renkl, Matthias Nückles, 2008 .

Integrated learning: ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

A. Renkl, Nora Harr, Andreas Eichler, 2015, Front. Psychol..

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

A. Renkl, Nora Harr, Andreas Eichler, 2014, Front. Psychol..

Learning from worked-examples in mathematics: students relate procedures to principles

A. Renkl, 2017 .

Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies

Alexander Renkl, Rolf Schwonke, Matthias Nückles, 2012 .

Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning

Alexander Renkl, Tino Endres, A. Renkl, 2015, Front. Psychol..

Misconceptions and knowledge compartmentalization

Alexander Renkl, Hans Gruber, H. Mandl, 1993 .

Instructional effects in complex learning: Do objective and subjective learning outcomes converge?

Alexander Renkl, Hans Gruber, H. Mandl, 1998 .

Facilitating Flexible Problem Solving: A Cognitive Load Perspective

Slava Kalyuga, Alexander Renkl, Fred Paas, 2010 .

A plea for “more local” theories of cooperative learning

Alexander Renkl, H. Mandl, A. Renkl, 1992 .

Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results.

Alexander Renkl, A. Renkl, 1995 .

Improving Lifelong Learning by Fostering Students’ Learning Strategies at University

A. Renkl, Tino Endres, Jasmin Leber, 2020, Psychology Learning & Teaching.

Two instructional aids to optimise processing and learning from instructional explanations

Alexander Renkl, Kirsten Berthold, Julian Roelle, 2014 .

Can Experts Benefit from Information about a Layperson’s Knowledge for Giving Adaptive Explanations?

Jörg Wittwer, Alexander Renkl, Matthias Nückles, 2004 .

Effects of News Frames on Perceived Risk, Emotions, and Learning

A. Renkl, H. Spada, Christine Otieno, 2013, PloS one.

It matters how to recall – task differences in retrieval practice

A. Renkl, Tino Endres, Lena Kranzdorf, 2020, Instructional Science.

An Investigation into Adaptive Shifting in Knowledge Transfer

A. Renkl, Jörg Wittwer, M. Nückles, 2005 .

Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions

Markus H. Hefter, A. Renkl, Kirsten Berthold, 2014 .

FOSTERING SELF-GUIDED LEARNING THROUGH ADAPTIVE PROMPTS IN A COGNITIVE TOOL FOR THE COMPOSITION OF LEARNING PROTOCOLS

A. Renkl, Sabine Hauser, R. Schwonke, 2004 .

Intrinsic motivation, self-explanations, and transfer

Alexander Renkl, A. Renkl, 1997 .

Example-Based Learning with Multiple Solution Methods: Effects on Learning Processes and Learning Outcomes

A. Renkl, C. S. Große, 2005 .

The Dependability of Test Scores: Generalizability Theory and Hierarchical Linear Models

Alexander Renkl, A. Renkl, 1993 .

Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog

Abraham E. Flanigan, Kenneth A. Kiewra, A. Renkl, 2020 .

Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept.

A. Renkl, Julian Roelle, 2020 .

The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

A. Renkl, Julia Waldeyer, Inga Glogger-Frey, 2020, Educational Psychology Review.

Does it Make a Difference? Investigating the Assessment Accuracy of Teacher Tutors and Student Tutors

A. Renkl, Jörg Wittwer, M. Nückles, 2013 .

How to Make Instructional Explanations in Human Tutoring More Effective

A. Renkl, Jörg Wittwer, M. Nückles, 2006 .

Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication

A. Renkl, Jörg Wittwer, M. Nückles, 2010 .

Make it relevant! How prior instructions foster the integration of teacher knowledge

A. Renkl, Timo Leuders, H. Zeeb, 2019, Instructional Science.

Making Better Use of Multiple Representations: How Fostering Metacognition Can Help

Cornelia S. Große, A. Renkl, Kirsten Berthold, 2013 .

Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!

T. Seidel, A. Renkl, J. V. van Merriënboer, 2022, International Journal of Educational Technology in Higher Education.

Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details

A. Renkl, Alexander Eitel, Tino Endres, 2020, Educational Psychology Review.

Which features make illustrations in multimedia learning interesting?

A. Renkl, Ulrike Magner, Inga Glogger, 2016 .

If a student thinks, “I'm not a math person”, do preservice teachers notice?

A. Renkl, Timo Leuders, Helene Rieche, 2019, European Journal of Science and Mathematics Education.

Why Practice Recommendations Are Important in Use-Inspired Basic Research and Why Too Much Caution Is Dysfunctional

A. Renkl, 2013 .

Helping preservice teachers with inaccurate and fragmentary prior knowledge to acquire conceptual understanding of psychological principles

A. Renkl, M. Nückles, Andrea Ohst, 2015 .

Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values

Markus H. Hefter, A. Renkl, Kirsten Berthold, 2015 .

Knowledge application in complex situations

Heinz Mandl, Alexander Renkl, Hans Gruber, 1994 .

Fostering applicable and transferable knowledge in the domain of accounting – studies on example-based learning

Heinz Mandl, Alexander Renkl, Hans Gruber, 2002 .

Communities of practice towards expertise: The role of social interaction in learning

H. Mandl, A. Renkl, H. Gruber, 1994 .

The Worked Example Principle in Multimedia Learning

A. Renkl, 2021, The Cambridge Handbook of Multimedia Learning.

Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog

Abraham E. Flanigan, Kenneth A. Kiewra, A. Renkl, 2020, Educational Psychology Review.

The Pitfalls of Overprompting in Writing-to-Learn

A. Renkl, M. Nückles, Sandra Hübner, 2006 .

Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups

T. Seidel, A. Renkl, W. Riess, 2022, Frontiers in Education.

Expertise amiss: interactivity fosters learning but expert tutors are less interactive than novice tutors

A. Renkl, Jörg Wittwer, M. Nückles, 2015, Instructional Science.

Refuting student teachers’ misconceptions about multimedia learning

A. Renkl, Alexander Eitel, Anja Prinz, 2021, Instructional Science.

Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions

Markus H. Hefter, A. Renkl, Kirsten Berthold, 2014, Instructional Science.

Two instructional aids to optimise processing and learning from instructional explanations

A. Renkl, Kirsten Berthold, Julian Roelle, 2013, Instructional Science.

Learning from worked-examples in mathematics: students relate procedures to principles

A. Renkl, 2017, ZDM.

Example-based learning: exploring the use of matrices and problem variability

R. Atkinson, A. Renkl, Lijia Lin, 2015, Educational Technology Research and Development.

Finding and fixing errors in worked examples: Can this foster learning outcomes? ☆

Alexander Renkl, Cornelia S. Große, A. Renkl, 2007 .

Inventing motivates and prepares student teachers for computer-based learning

Alexander Renkl, Rolf Schwonke, Matthias Nückles, 2015, J. Comput. Assist. Learn..

Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

John Sweller, Alexander Renkl, Fred Paas, 2004 .

Instruction Based on Examples

Alexander Renkl, A. Renkl, 2010 .

Learning How to Solve Problems by Studying Examples

Alexander Renkl, Nikol Rummel, Tamara van Gog, 2019, The Cambridge Handbook of Cognition and Education.

Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?

A. Renkl, T. van Gog, A. Lachner, 2021, Educational Psychology Review.

Five research-based heuristics for using video in pre-service teacher education

Alexander Renkl, Miriam Gamoran Sherin, Hilda Borko, 2013 .

Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection

Alexander Renkl, Miriam Gamoran Sherin, Tina Seidel, 2014 .

Training Principle-Based Self-Explanations: Transfer to New Learning Contents

Vincent Aleven, Alexander Renkl, Michael Erdmann, 2013, CogSci.

Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training

A. Renkl, Helene Zeeb, Julia Ostertag, 2020 .

Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

Alexander Renkl, Tessa H. S. Eysink, Tessa H.S. Eysink, 2009 .

Learning from Worked-Out-Examples: A Study on Individual Differences

Alexander Renkl, A. Renkl, 1997, Cogn. Sci..

Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy

Matthias Nückles, Stephanie Herppich, Jörg Wittwer, 2013, CogSci.

Activation of Learning Strategies in Writing Learning Journals

Alexander Renkl, Rolf Schwonke, Matthias Nückles, 2009 .

Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students

Alexander Renkl, Johannes Gurlitt, A. Renkl, 2008, J. Comput. Assist. Learn..

Interactions of Expertise and Prior-Knowledge Activation with Low-Coherent and High-Coherent Concept Mapping Tasks

Frank Fischer, Alexander Renkl, Johannes Gurlitt, 2007 .

How Can We Use Concept Maps for Prior Knowledge Activation - Different Mapping-tasks Lead to Different Cognitive Processes

Alexander Renkl, Michael A. Motes, Sabine Hauser, 2006, ICLS.

Individual Differences in Concept Mapping when Learning from Texts

Alexander Renkl, Tatjana S. Hilbert, A. Renkl, 2005 .

How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers

A. Renkl, Inga Glogger-Frey, Anne-Katrin Treier, 2022, Instructional Science.

Learning from worked examples: How to prepare students for meaningful problem solving.

A. Renkl, 2014 .

Learning from Worked-Out Examples and Problem Solving

Alexander Renkl, Robert K. Atkinson, R. Atkinson, 2010 .

The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning

Alexander Renkl, Rolf Schwonke, Irene T. Skuballa, 2015, J. Educ. Technol. Soc..

Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training

A. Renkl, Inga Glogger-Frey, Tino Endres, 2023, Frontiers in Education.

Computer-supported example-based learning: When instructional explanations reduce self-explanations

Alexander Renkl, Silke Schworm, S. Schworm, 2006, Comput. Educ..

Different roads lead to Rome: the case of principle-based cognitive skills

Alexander Renkl, A. Renkl, 2015 .

Enhancing learning by retrieval: Enriching free recall with elaborative prompting

Alexander Renkl, Shana K. Carpenter, Tino Endres, 2017 .

Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps

Alexander Renkl, Tatjana S. Hilbert, A. Renkl, 2009, Comput. Hum. Behav..

Meta-analyses as a privileged information source for informing teachers' practice?

A. Renkl, 2022, Zeitschrift für Pädagogische Psychologie.

Instructional Means To Overcome Transfer Problems in the Domain of Economics: Empirical Studies.

Heinz Mandl, Alexander Renkl, Robin Stark, 1999 .

How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study

A. Renkl, Thamar Voss, Helene Zeeb, 2023, Teaching and Teacher Education.

Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?

Alexander Renkl, Inga Glogger-Frey, A. Renkl, 2017 .

Informing about climate change and invasive species: how the presentation of information affects perception of risk, emotions, and learning

A. Renkl, H. Spada, Christine Otieno, 2014 .

The Cambridge Handbook of Multimedia Learning: The Worked-Out Examples Principle in Multimedia Learning

Alexander Renkl, A. Renkl, 2005 .

Self-Explaining

Alexander Renkl, Alexander Eitel, A. Renkl, 2019, The Cambridge Handbook of Cognition and Education.

Cognitive Load Theory : A Special Issue of educational Psychologist

John Sweller, Alexander Renkl, Fred Paas, 2016 .

An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis

T. Seidel, A. Renkl, J. V. van Merriënboer, 2022, Frontiers in Education.

Refuting student teachers’ misconceptions about multimedia learning

A. Renkl, Alexander Eitel, Anja Prinz, 2021, Instructional Science.

Situated Learning: Out of School and in the Classroom

A. Renkl, 2001 .

Enhancing computer-supported writing of learning protocols by adaptive prompts

Matthias Nückles, Alexander Renkl, Rolf Schwonke, 2006, Comput. Hum. Behav..

The worked-example effect: Not an artefact of lousy control conditions

Vincent Aleven, Jörg Wittwer, Alexander Renkl, 2009, Comput. Hum. Behav..

The expertise reversal effect and worked examples in tutored problem solving

Vincent Aleven, Alexander Renkl, Ron Salden, 2010 .

From Studying Examples to Solving Problem: Fading Worked-Out Solution Steps Helps Learning

Alexander Renkl, Robert K. Atkinson, Uwe Maier, 2000 .

Knowing what matters: Short introductory texts support pre-service teachers‘ professional vision of tutoring interactions

T. Seidel, A. Renkl, J. V. van Merriënboer, 2023, Teaching and Teacher Education.

How can signaling in authentic classroom videos support reasoning on how to induce learning strategies?

T. Seidel, A. Renkl, Inga Glogger-Frey, 2023, Frontiers in Education.

Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection

T. Seidel, A. Renkl, Geraldine Blomberg, 2013, Instructional Science.

Two kinds of meaningful multimedia learning: Is cognitive activity alone as good as combined behavioral and cognitive activity?

Alexander Renkl, Irene T. Skuballa, A. Renkl, 2018 .

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Alexander Renkl, Rolf Schwonke, Matthias Nückles, 2013 .

Writing-To-Learn in Networked and Face-To-Face Environments

A. Renkl, R. Schwonke, Rolf Schwonke, 2005 .

Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples

Alexander Renkl, Robert K. Atkinson, R. Atkinson, 2007 .

How to Promote Lasting Learning in Schools

A. Renkl, D. Leutner, C. Aufschnaiter, 2022, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie.

Combining Retrieval Practice and Generative Learning in Educational Contexts

A. Renkl, D. Leutner, C. Aufschnaiter, 2022, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie.

Why Practice Recommendations Are Important in Use-Inspired Basic Research and Why Too Much Caution Is Dysfunctional

A. Renkl, 2013, Educational Psychology Review.

Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning

A. Renkl, Alexander Eitel, Anna‐Sophia Dersch, 2022, J. Comput. Assist. Learn..

The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers

A. Renkl, Alexander Eitel, M. A. Lindner, 2021, Psychology Learning & Teaching.

Adjunct aids and signals support online learning from multiple representations

Alexander Renkl, Alexander Renkl, Alexander Eitel, 2020, J. Comput. Assist. Learn..

LEARNING FROM WORKED-OUT EXAMPLES: THE TRANSITION FROM INSTRUCTIONAL EXPLANATIONS TO SELF-EXPLANATION PROMPTS

Alexander Renkl, Silke Schworm, Tatjana S. Hilbert, 2004 .

When the type of assessment counteracts teaching for understanding

A. Renkl, M. Nückles, K. Wäschle, 2018 .

Information about a layperson's knowledge supports experts in giving effective and efficient online advice to laypersons.

Matthias Nückles, Jörg Wittwer, Alexander Renkl, 2005, Journal of experimental psychology. Applied.

Learning to prove: The idea of heuristic examples

Alexander Renkl, A. Renkl, K. Reiss, 2002 .

When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations

Alexander Renkl, Rolf Schwonke, Irene T. Skuballa, 2012, CogSci.

Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations

H. Mandl, A. Renkl, Renkl, 1998, Contemporary educational psychology.

Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!

T. Seidel, A. Renkl, J. V. van Merriënboer, 2022, International Journal of Educational Technology in Higher Education.

Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?

Vincent Aleven, Alexander Renkl, Ron Salden, 2009, Top. Cogn. Sci..

Providing worked examples for learning multiple principles

A. Renkl, E. Stern, Kirsten Berthold, 2020 .

Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes

Alexander Renkl, Rolf Schwonke, Matthias Nückles, 2013, CogSci.

Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies

Alexander Renkl, Inga Glogger-Frey, A. Renkl, 2018, Teaching and Teacher Education.

Indeed, sometimes knowledge does not help: A replication study

Alexander Renkl, Hans Gruber, H. Mandl, 1998 .

The double-edged effects of explanation prompts

Alexander Renkl, Kirsten Berthold, Heidi Röder, 2011, Comput. Hum. Behav..

Different Paradigms of Software Agents Applied to Modeling and Simulation of Complex Social Systems

Alexander Renkl, Rolf Schwonke, A. Renkl, 2005 .

Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008)

A. Renkl, 2009 .

Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast. In J. Roelle (Chair), How to optimize example-based learning?

Alexander Renkl, Kirsten Berthold, Elsbeth Stern, 2017 .

When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence

Alexander Renkl, Alexander Eitel, Tino Endres, 2020, J. Comput. Assist. Learn..

Immediate Learning Benefits of Retrieval Tasks

A. Renkl, Veit Kubik, Tino Endres, 2023, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie.

Group Cognition

Robert A. Reiser, Michael J. Shapiro, G. Matthew Bonham, 1988 .

Expertise amiss: interactivity fosters learning but expert tutors are less interactive than novice tutors

Stephanie Herppich, Jörg Wittwer, Matthias Nückles, 2016 .

Timing matters! Explaining between study phases enhances students’ learning.

A. Renkl, T. van Gog, A. Lachner, 2020 .

Learning to prove in geometry: Learning from heuristic examples and how it can be supported

Stephan Kessler, Alexander Renkl, Tatjana S. Hilbert, 2008 .

Metacognitive support promotes an effective use of instructional resources in intelligent tutoring

Vincent Aleven, Anna Ertelt, Alexander Renkl, 2013 .

Learning From Examples: Fostering Self-Explanations in Computer-Based Learning Environments

Alexander Renkl, Robert K. Atkinson, R. Atkinson, 2002, Interact. Learn. Environ..

Preparing learners with partly incorrect intuitive prior knowledge for learning

Alexander Renkl, Matthias Nückles, Inga Glogger, 2014, Front. Psychol..

Mental Models of Complex Systems: When Veridicality Decreases Functionality

Heinz Mandl, Alexander Renkl, Hans Gruber, 1995 .

Supporting Concept Mapping for Learning from Text

Matthias Nückles, Alexander Renkl, Sabine Hauser, 2006, ICLS.

Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks

A. Renkl, Julian Roelle, Tino Endres, 2023, Educational Psychology Review.

Training Interventions to Foster Skill and Will of Argumentative Thinking

Alexander Renkl, Kirsten Berthold, Stefan Fries, 2018 .

Studying Visual Displays: How to Instructionally Support Learning

A. Renkl, K. Scheiter, 2015, Educational Psychology Review.

A Non-Verbal Pre-Training Based on Eye Movements to Foster Comprehension of Static and Dynamic Learning Environments

Alexander Renkl, Irene T. Skuballa, A. Renkl, 2014, CogSci.

How to Design Adaptive Information Environments to Support Self-Regulated Learning with Multimedia

Alexander Renkl, Katharina Scheiter, Rolf Ploetzner, 2017 .

The worked-out-example principle in multimedia learning

A. Renkl, 2005 .

When and how seductive details harm learning. A study using cued retrospective reporting

A. Renkl, Alexander Eitel, L. Bender, 2021, Applied Cognitive Psychology.

Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant

Alexander Renkl, Alexander Eitel, Lisa Bender, 2021, J. Comput. Assist. Learn..

Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement?

Vincent Aleven, Alexander Renkl, Rolf Schwonke, 2010, ICLS.

Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examples

Alexander Renkl, Silke Schworm, Pia Bradler, 2008, ICLS.

Successful Learning at University – an Adaptive Online Learning Strategies Training for Freshmen

A. Renkl, Tino Endres, Jasmin Leber, 2018 .

Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes

Vincent Aleven, Alexander Renkl, Ron Salden, 2011, Comput. Hum. Behav..

Can Tutored Problem Solving Be Improved By Learning from Examples

Vincent Aleven, Alexander Renkl, Ron Salden, 2007 .

Does Learning from Examples Improve Tutored Problem Solving

V. Aleven, A. Renkl, Jörg Wittwer, 2006 .

When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective

A. Renkl, Axel Grund, Julian Roelle, 2024, Educational Psychology Review.

Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation?

Alexander Renkl, Ron Salden, Rolf Schwonke, 2013, CogSci.

Example-based learning: exploring the use of matrices and problem variability

Alexander Renkl, Robert K. Atkinson, Lijia Lin, 2015, Educational Technology Research and Development.

Can prior knowledge increase task complexity? - Cases in which higher prior knowledge leads to higher intrinsic cognitive load.

A. Renkl, Tino Endres, W. Riess, 2022, The British journal of educational psychology.

Activation of Learning Strategies When Writing Learning Protocols: The Specificity of Prompts Matters

Alexander Renkl, Rolf Schwonke, Matthias Nückles, 2009 .