Alexander Renkl

Publication Activity (10 Years)

Years Active: 1997-2024
Publications (10 Years): 7

Top Topics

Multimedia Learning

Learning Environment

Top Venues

J. Comput. Assist. Learn.

J. Educ. Technol. Soc.

Publications

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) (2024)
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) (2024)
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 (2023)
Anna-Sophia Dersch, Alexander Renkl, Alexander Eitel
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning. J. Comput. Assist. Learn. 38 (4) (2022)
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) (2021)
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) (2021)
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) (2020)
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) (2015)
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) (2015)
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)
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)
Alexander Renkl
Toward an Instructionally Oriented Theory of Example-Based Learning. Cogn. Sci. 38 (1) (2014)
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)
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)
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)
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)
Alexander Renkl, Judith Solymosi, Michael Erdmann, Vincent Aleven
Training Principle-Based Self-Explanations: Transfer to New Learning Contents. CogSci (2013)
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)
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) (2011)
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)
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)
Kirsten Berthold, Heidi Röder, Daniel Knörzer, Wolfgang Kessler, Alexander Renkl
The double-edged effects of explanation prompts. Comput. Hum. Behav. 27 (1) (2011)
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)
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)
Tatjana S. Hilbert, Alexander Renkl
Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps. Comput. Hum. Behav. 25 (2) (2009)
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) (2009)
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) (2009)
Matthias Nückles, Sandra Hübner, Alexander Renkl
Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn. ICLS (2) (2008)
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)
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) (2008)
Ron Salden, Vincent Aleven, Rolf Schwonke, Alexander Renkl
Are worked examples and tutored problem solving synergistic forms of support? ICLS (3) (2008)
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) (2008)
Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl
Enhancing computer-supported writing of learning protocols by adaptive prompts. Comput. Hum. Behav. 22 (1) (2006)
Anna Ertelt, Alexander Renkl, Hans Spada
Making a Difference - Exploiting the Full Potential of Instructionally Designed On-Screen Videos. ICLS (2006)
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)
Sabine Hauser, Matthias Nueckles, Alexander Renkl
Supporting Concept Mapping for Learning from Text. ICLS (2006)
Silke Schworm, Alexander Renkl
Computer-supported example-based learning: When instructional explanations reduce self-explanations. Comput. Educ. 46 (4) (2006)
Rolf Schwonke, Matthias Nückles, Sabine Hauser, Kirsten Berthold, Alexander Renkl
Computergestütztes Schreiben von Lernprotokollen. Z. für Medienpsychologie 17 (2) (2005)
Katrin Müller, Heide Troitzsch, Alexander Renkl
Der Einfluss nonverbaler Signale auf den Kommunikationsprozess in einer kollaborativen virtuellen Umgebung. Z. für Medienpsychologie 15 (1) (2003)
Alexander Renkl, Robert K. Atkinson
Learning From Examples: Fostering Self-Explanations in Computer-Based Learning Environments. Interact. Learn. Environ. 10 (2) (2002)
Alexander Renkl
Learning from Worked-Out-Examples: A Study on Individual Differences. Cogn. Sci. 21 (1) (1997)