Computergestütztes Schreiben von Lernprotokollen. - Rolf Schwonke; Matthias Nückles; Sabine Hauser; Kirsten Berthold; Alexander Renkl (Z. für Medienpsychologie, 2005)

Enhancing computer-supported writing of learning protocols by adaptive prompts. - Rolf Schwonke; Sabine Hauser; Matthias Nückles; Alexander Renkl (Comput. Hum. Behav., 2006)

Are worked examples and tutored problem solving synergistic forms of support? - Ron Salden; Vincent Aleven; Rolf Schwonke; Alexander Renkl (ICLS (3), 2008)

The worked-example effect: Not an artefact of lousy control conditions. - Rolf Schwonke; Alexander Renkl; Carmen Krieg; Jörg Wittwer; Vincent Aleven; Ron Salden (Comput. Hum. Behav., 2009)

Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support? - Ron J. C. M. Salden; Vincent A. W. M. M. Aleven; Alexander Renkl; Rolf Schwonke (Top. Cogn. Sci., 2009)

Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement? - Ulrike Magner; Rolf Schwonke; Alexander Renkl; Vincent Aleven; Octav Popescu (ICLS (1), 2010)

Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems. - Christine Otieno; Rolf Schwonke; Alexander Renkl; Vincent Aleven; Ron Salden (CogSci, 2011)

Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. - Rolf Schwonke; Alexander Renkl; Ron Salden; Vincent Aleven (Comput. Hum. Behav., 2011)

When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations. - Irene T. Skuballa; Rolf Schwonke; Alexander Renkl (CogSci, 2012)

Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes. - Inga Glogger; Julian Kappich; Rolf Schwonke; Lars Holzäpfel; Matthias Nückles; Alexander Renkl (CogSci, 2013)

Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation? - Christine Otieno; Rolf Schwonke; Ron Salden; Alexander Renkl (CogSci, 2013)

The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning. - Alexander Renkl; Irene T. Skuballa; Rolf Schwonke; Nora Harr; Jasmin Leber (J. Educ. Technol. Soc., 2015)

Metacognitive Load - Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning. - Rolf Schwonke (J. Educ. Technol. Soc., 2015)

Inventing motivates and prepares student teachers for computer-based learning. - Inga Glogger-Frey; Julian Kappich; Rolf Schwonke; Lars Holzäpfel; Matthias Nückles; Alexander Renkl (J. Comput. Assist. Learn., 2015)