Alexander Renkl

44 papers B 10Journal 26Unranked 8

Year	Rank	Type	Title / Venue / Authors
2026	J	`jnl`	Seductive Details Behind Hyperlinks - Harmful or Helpful for Learning? J. Comput. Assist. Learn. Lisa Bender, Alexander Renkl, Katharina Scheiter, Juliane Richter, Alexander Eitel
2025	J	`jnl`	Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives. Comput. Educ. Tino Endres, Charlotte Vössing, K. Ann Renninger, Alexander Eitel, Alexander Renkl
2025	J	`jnl`	The Impact of System Models on Systems Thinking in the Context of Climate Change in Elementary School. Syst. Sven Frey, Maik Beege, Alexander Renkl, Werner Rieß
2024	J	`jnl`	Digital re-attributional feedback in high school mathematics education and its effect on motivation and achievement. J. Comput. Assist. Learn. Katharina Alexandra Whalen, Alexander Renkl, Alexander Eitel, Inga Glogger-Frey
2024	J	`jnl`	Video-based modeling examples and comparative self-explanation prompts for teaching a complex problem-solving strategy. J. Comput. Assist. Learn. Julius Moritz Meier, Peter Hesse, Stephan Abele, Alexander Renkl, Inga Glogger-Frey
2023	J	`jnl`	Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention. Res. Pract. Technol. Enhanc. Learn. Markus H. Hefter, Julian Roelle, Alexander Renkl, Kirsten Berthold
2022	J	`jnl`	Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning. J. Comput. Assist. Learn. Anna-Sophia Dersch, Alexander Renkl, Alexander Eitel
2021	J	`jnl`	Adjunct aids and signals support online learning from multiple representations. J. Comput. Assist. Learn. Julia Kollmer, Theresa Hosp, Inga Glogger-Frey, Alexander Renkl, Alexander Eitel
2021	J	`jnl`	Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant. J. Comput. Assist. Learn. Lisa Bender, Alexander Renkl, Alexander Eitel
2020	J	`jnl`	When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence. J. Comput. Assist. Learn. Tino Endres, Steffen Weyreter, Alexander Renkl, Alexander Eitel
2015	J	`jnl`	Inventing motivates and prepares student teachers for computer-based learning. J. Comput. Assist. Learn. Inga Glogger-Frey, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl
2015	J	`jnl`	The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning. J. Educ. Technol. Soc. Alexander Renkl, Irene T. Skuballa, Rolf Schwonke, Nora Harr, Jasmin Leber
2014	B	`conf`	A Non-Verbal Pre-Training Based on Eye Movements to Foster Comprehension of Static and Dynamic Learning Environments. CogSci Irene T. Skuballa, Alexander Renkl
2014	—	`conf`	Combining Generation and Expository Instruction to Prepare Students to Transfer Big Ideas Across School Topics. ICLS 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
2014	J	`jnl`	Toward an Instructionally Oriented Theory of Example-Based Learning. Cogn. Sci. Alexander Renkl
2013	B	`conf`	Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy. CogSci Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl
2013	B	`conf`	Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation? CogSci Christine Otieno, Rolf Schwonke, Ron Salden, Alexander Renkl
2013	B	`conf`	Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes. CogSci Inga Glogger, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl
2013	B	`conf`	Online Education: A Unique Opportunity for Cognitive Scientists to Integrate Research and Practice. CogSci Joseph Jay Williams, Alexander Renkl, Kenneth R. Koedinger, John C. Stamper
2013	B	`conf`	Training Principle-Based Self-Explanations: Transfer to New Learning Contents. CogSci Alexander Renkl, Judith Solymosi, Michael Erdmann, Vincent Aleven
2012	B	`conf`	When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations. CogSci Irene T. Skuballa, Rolf Schwonke, Alexander Renkl
2011	B	`conf`	Does Teaching Experience Help? Differences in the Assessment of Tutees' Understanding Between Teacher Tutors and Student Tutors. CogSci Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl
2011	J	`jnl`	Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. Comput. Hum. Behav. Rolf Schwonke, Alexander Renkl, Ron Salden, Vincent Aleven
2011	B	`conf`	Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems. CogSci Christine Otieno, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Ron Salden
2011	J	`jnl`	The double-edged effects of explanation prompts. Comput. Hum. Behav. Kirsten Berthold, Heidi Röder, Daniel Knörzer, Wolfgang Kessler, Alexander Renkl
2010	B	`conf`	Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of "Active" and Their Instructional Consequences. Intelligent Tutoring Systems (1) Alexander Renkl
2010	—	`conf`	Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement? ICLS (1) Ulrike Magner, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Octav Popescu
2009	J	`jnl`	Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps. Comput. Hum. Behav. Tatjana S. Hilbert, Alexander Renkl
2009	J	`jnl`	The worked-example effect: Not an artefact of lousy control conditions. Comput. Hum. Behav. Rolf Schwonke, Alexander Renkl, Carmen Krieg, Jörg Wittwer, Vincent Aleven, Ron Salden
2009	J	`jnl`	Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support? Top. Cogn. Sci. Ron J. C. M. Salden, Vincent A. W. M. M. Aleven, Alexander Renkl, Rolf Schwonke
2008	J	`jnl`	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. Johannes Gurlitt, Alexander Renkl
2008	—	`conf`	Are worked examples and tutored problem solving synergistic forms of support? ICLS (3) Ron Salden, Vincent Aleven, Rolf Schwonke, Alexander Renkl
2008	—	`conf`	Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examples. ICLS (2) Silke Schworm, Pia Bradler, Alexander Renkl
2008	J	`jnl`	Learning to teach with worked-out examples: a computer-based learning environment for teachers. J. Comput. Assist. Learn. Tatjana S. Hilbert, Alexander Renkl, Silke Schworm, Stephan Kessler, Kristina M. Reiss
2008	—	`conf`	Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn. ICLS (2) Matthias Nückles, Sandra Hübner, Alexander Renkl
2006	J	`jnl`	Computer-supported example-based learning: When instructional explanations reduce self-explanations. Comput. Educ. Silke Schworm, Alexander Renkl
2006	J	`jnl`	Enhancing computer-supported writing of learning protocols by adaptive prompts. Comput. Hum. Behav. Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl
2006	—	`conf`	How Can We Use Concept Maps for Prior Knowledge Activation - Different Mapping-tasks Lead to Different Cognitive Processes. ICLS Johannes Gurlitt, Alexander Renkl, Michael A. Motes, Sabine Hauser
2006	—	`conf`	Making a Difference - Exploiting the Full Potential of Instructionally Designed On-Screen Videos. ICLS Anna Ertelt, Alexander Renkl, Hans Spada
2006	—	`conf`	Supporting Concept Mapping for Learning from Text. ICLS Sabine Hauser, Matthias Nueckles, Alexander Renkl
2005	J	`jnl`	Computergestütztes Schreiben von Lernprotokollen. Z. für Medienpsychologie Rolf Schwonke, Matthias Nückles, Sabine Hauser, Kirsten Berthold, Alexander Renkl
2003	J	`jnl`	Der Einfluss nonverbaler Signale auf den Kommunikationsprozess in einer kollaborativen virtuellen Umgebung. Z. für Medienpsychologie Katrin Müller, Heide Troitzsch, Alexander Renkl
2002	J	`jnl`	Learning From Examples: Fostering Self-Explanations in Computer-Based Learning Environments. Interact. Learn. Environ. Alexander Renkl, Robert K. Atkinson
1997	J	`jnl`	Learning from Worked-Out-Examples: A Study on Individual Differences. Cogn. Sci. Alexander Renkl