Alexander Renkl
Affiliations:- University of Freiburg, Department of Psychology, Germany
According to our database1,
Alexander Renkl
authored at least 39 papers
between 1997 and 2023.
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Bibliography
2023
Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention.
Res. Pract. Technol. Enhanc. Learn., 2023
2022
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning.
J. Comput. Assist. Learn., 2022
2021
J. Comput. Assist. Learn., 2021
Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant.
J. Comput. Assist. Learn., 2021
2020
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence.
J. Comput. Assist. Learn., 2020
2015
J. Comput. Assist. Learn., 2015
The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning.
J. Educ. Technol. Soc., 2015
2014
Cogn. Sci., 2014
Combining Generation and Expository Instruction to Prepare Students to Transfer Big Ideas Across School Topics.
Proceedings of the Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences, 2014
A Non-Verbal Pre-Training Based on Eye Movements to Foster Comprehension of Static and Dynamic Learning Environments.
Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014
2013
Online Education: A Unique Opportunity for Cognitive Scientists to Integrate Research and Practice.
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013
Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation?
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013
Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy.
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013
Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes.
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013
2012
When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations.
Proceedings of the 34th Annual Meeting of the Cognitive Science Society, 2012
2011
Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes.
Comput. Hum. Behav., 2011
Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems.
Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011
Does Teaching Experience Help? Differences in the Assessment of Tutees' Understanding Between Teacher Tutors and Student Tutors.
Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011
2010
Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of "Active" and Their Instructional Consequences.
Proceedings of the Intelligent Tutoring Systems, 10th International Conference, 2010
Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement?
Proceedings of the Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, 2010
2009
Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?
Top. Cogn. Sci., 2009
Comput. Hum. Behav., 2009
Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps.
Comput. Hum. Behav., 2009
2008
Learning to teach with worked-out examples: a computer-based learning environment for teachers.
J. Comput. Assist. Learn., 2008
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., 2008
Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examples.
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008
Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn.
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008
2006
Comput. Hum. Behav., 2006
Computer-supported example-based learning: When instructional explanations reduce self-explanations.
Comput. Educ., 2006
Proceedings of the Making a Difference...: Proceedings of the 7th International Conference for the Learning Sciences, 2006
How Can We Use Concept Maps for Prior Knowledge Activation - Different Mapping-tasks Lead to Different Cognitive Processes.
Proceedings of the Making a Difference...: Proceedings of the 7th International Conference for the Learning Sciences, 2006
Making a Difference - Exploiting the Full Potential of Instructionally Designed On-Screen Videos.
Proceedings of the Making a Difference...: Proceedings of the 7th International Conference for the Learning Sciences, 2006
2005
2003
Der Einfluss nonverbaler Signale auf den Kommunikationsprozess in einer kollaborativen virtuellen Umgebung.
Z. für Medienpsychologie, 2003
2002
Learning From Examples: Fostering Self-Explanations in Computer-Based Learning Environments.
Interact. Learn. Environ., 2002
1997
Cogn. Sci., 1997