Alexander Renkl
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Educational Psychology
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Cognitive Psychology
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Education Psychology
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(Suggest an Edit or Addition)Alexander Renkl's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Cognitive Load Theory and Instructional Design: Recent Developments (2003) (2145)
- Learning from Examples: Instructional Principles from the Worked Examples Research (2000) (1003)
- Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004) (920)
- Learning from Worked-Out-Examples: A Study on Individual Differences (1997) (733)
- Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective (2003) (476)
- Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. (2003) (466)
- Worked-out examples: instructional explanations support learning by self- explanations (2002) (423)
- Toward an Instructionally Oriented Theory of Example-Based Learning (2014) (363)
- From Example Study to Problem Solving: Smooth Transitions Help Learning (2002) (318)
- Inert knowledge: Analyses and remedies (1996) (272)
- Finding and fixing errors in worked examples: Can this foster learning outcomes? ☆ (2007) (270)
- Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts (2007) (259)
- Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009) (238)
- Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations (2008) (230)
- Instructional strategies for using video in teacher education (2013) (227)
- How Fading Worked Solution Steps Works – A Cognitive Load Perspective (2004) (218)
- Enhancing self-regulated learning by writing learning protocols (2009) (218)
- Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations (2009) (206)
- Five research-based heuristics for using video in pre-service teacher education (2013) (206)
- Learning argumentation skills through the use of prompts for self-explaining examples. (2007) (203)
- The worked-example effect: Not an artefact of lousy control conditions (2009) (199)
- Computer-supported example-based learning: When instructional explanations reduce self-explanations (2006) (189)
- Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection (2014) (182)
- The worked-out-example principle in multimedia learning (2005) (150)
- The Cambridge Handbook of Multimedia Learning: The Worked-Out Examples Principle in Multimedia Learning (2005) (149)
- Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments (2014) (147)
- Writing learning journals: Instructional support to overcome learning-strategy deficits (2010) (144)
- Expertise reversal effect and its instructional implications: introduction to the special issue (2010) (136)
- Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies (2012) (134)
- How multiple external representations are used and how they can be made more useful (2009) (134)
- Learning mathematics from worked-out examples: Analyzing and fostering self-explanations (1999) (132)
- How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review (2010) (130)
- Effects of multiple solution methods in mathematics learning (2006) (123)
- Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers? (2008) (122)
- Studying Visual Displays: How to Instructionally Support Learning (2017) (115)
- Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account (2009) (114)
- The expertise reversal effect and worked examples in tutored problem solving (2010) (111)
- Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps (2009) (111)
- Conditions and effects of example elaboration (2002) (104)
- Expertise reversal effects in writing-to-learn (2010) (101)
- Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving (2010) (97)
- Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples (2007) (96)
- Learning to prove in geometry: Learning from heuristic examples and how it can be supported (2008) (93)
- Communities of practice toward expertise: Social foundation of university instruction (1996) (92)
- Inventing a solution and studying a worked solution prepare differently for learning from direct instruction (2015) (85)
- Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy (2010) (85)
- Situated learning and transfer (1995) (84)
- Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results. (1995) (81)
- Instruction Based on Examples (2010) (81)
- Facilitating Flexible Problem Solving: A Cognitive Load Perspective (2010) (80)
- Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support? (2009) (80)
- Learning From Examples: Fostering Self-Explanations in Computer-Based Learning Environments (2002) (80)
- From Studying Examples to Solving Problem: Fading Worked-Out Solution Steps Helps Learning (2000) (77)
- The use of public learning diaries in blended learning (2004) (74)
- Learning from Worked-Out Examples and Problem Solving (2010) (70)
- Information about a layperson's knowledge supports experts in giving effective and efficient online advice to laypersons. (2005) (67)
- Learning to prove: The idea of heuristic examples (2002) (64)
- Interactive Learning Environments: Contemporary Issues and Trends. An Introduction to the Special Issue (2007) (63)
- The double-edged effects of explanation prompts (2011) (60)
- Learning from worked-examples in mathematics: students relate procedures to principles (2017) (58)
- The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020) (57)
- How to Foster Active Processing of Explanations in Instructional Communication (2010) (56)
- Enhancing learning by retrieval: Enriching free recall with elaborative prompting (2017) (55)
- Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019) (52)
- Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students (2008) (48)
- Instructional effects in complex learning: Do objective and subjective learning outcomes converge? (1998) (47)
- Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions (2014) (46)
- Enhancing computer-supported writing of learning protocols by adaptive prompts (2006) (45)
- Metacognitive support promotes an effective use of instructional resources in intelligent tutoring (2013) (45)
- Can tutors be supported in giving effective explanations (2010) (44)
- Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning (2015) (43)
- Different roads lead to Rome: the case of principle-based cognitive skills (2015) (43)
- Learning from direct instruction: Best prepared by several self-regulated or guided invention activities? (2017) (41)
- Activation of Learning Strategies in Writing Learning Journals (2009) (41)
- Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics (2014) (37)
- Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance (2018) (37)
- Reasoning and proof in geometry: effects of a learning environment based on heuristic worked-out examples (2008) (36)
- LEARNING FROM WORKED-OUT EXAMPLES: THE TRANSITION FROM INSTRUCTIONAL EXPLANATIONS TO SELF-EXPLANATION PROMPTS (2004) (36)
- LEARNING FROM WORKED-OUT EXAMPLES: THE TRANSITION FROM INSTRUCTIONAL EXPLANATIONS TO SELF-EXPLANATION PROMPTS (2004) (36)
- Instructional Means To Overcome Transfer Problems in the Domain of Economics: Empirical Studies. (1999) (35)
- Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008) (2009) (35)
- Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values (2015) (35)
- Effects of News Frames on Perceived Risk, Emotions, and Learning (2013) (34)
- Misconceptions and knowledge compartmentalization (1993) (34)
- An Example Order for Cognitive Skill Acquisition (2010) (34)
- Informing about climate change and invasive species: how the presentation of information affects perception of risk, emotions, and learning (2014) (33)
- Prompting Cognitive and Metacognitive Processing in Writing-to-Learn Enhances Learning Outcomes (2006) (31)
- Two instructional aids to optimise processing and learning from instructional explanations (2014) (31)
- Learning to teach with worked-out examples: a computer-based learning environment for teachers (2008) (31)
- Supporting Concept Mapping for Learning from Text (2006) (31)
- Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies (2018) (31)
- Learning How to Solve Problems by Studying Examples (2019) (31)
- Learning by Solved Example Problems: Instructional Explanations Reduce Self-Explanation Activity (2019) (31)
- Learning from Narrated Animations with Different Support Procedures: Working Memory Capacity Matters (2012) (30)
- Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept. (2020) (30)
- Future teachers’ knowledge about learning strategies: Misconcepts and knowledge-in-pieces (2018) (30)
- Integrated learning: ways of fostering the applicability of teachers’ pedagogical and psychological knowledge (2015) (29)
- A plea for “more local” theories of cooperative learning (1992) (29)
- Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication (2010) (29)
- Timing matters! Explaining between study phases enhances students’ learning. (2020) (28)
- Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment (2014) (28)
- Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking (2008) (27)
- Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes (2011) (27)
- Situated learning in instructional settings: From euphoria to feasibility (1996) (24)
- Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals (2013) (24)
- Cognitive Load Theory : A Special Issue of educational Psychologist (2016) (23)
- Discriminant effects of performance-oriented and structure-oriented mathematics tasks on achievement growth (1992) (22)
- Activation of Learning Strategies When Writing Learning Protocols: The Specificity of Prompts Matters (2009) (22)
- Does it Make a Difference? Investigating the Assessment Accuracy of Teacher Tutors and Student Tutors (2013) (22)
- Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details (2020) (22)
- Why Practice Recommendations Are Important in Use-Inspired Basic Research and Why Too Much Caution Is Dysfunctional (2013) (21)
- When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence (2020) (21)
- Indeed, sometimes knowledge does not help: A replication study (1998) (20)
- Helping preservice teachers with inaccurate and fragmentary prior knowledge to acquire conceptual understanding of psychological principles (2015) (20)
- Two kinds of meaningful multimedia learning: Is cognitive activity alone as good as combined behavioral and cognitive activity? (2018) (19)
- Preparing learners with partly incorrect intuitive prior knowledge for learning (2014) (19)
- Problems of knowledge utilization in the development of expertise (1992) (19)
- Making Better Use of Multiple Representations: How Fostering Metacognition Can Help (2013) (19)
- The Worked Example Principle in Multimedia Learning (2021) (18)
- Making a Difference - Exploiting the Full Potential of Instructionally Designed On-Screen Videos (2006) (17)
- An eye movement pre-training fosters the comprehension of processes and functions in technical systems (2015) (16)
- Improving Lifelong Learning by Fostering Students’ Learning Strategies at University (2020) (15)
- Learning from worked examples: How to prepare students for meaningful problem solving. (2014) (14)
- Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work? (2021) (14)
- Intrinsic motivation, self-explanations, and transfer (1997) (14)
- Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training (2020) (14)
- Example-based learning: exploring the use of matrices and problem variability (2016) (13)
- Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn (2008) (13)
- Learning to apply: From "school garden instruction" to technology-based learning environments (1993) (12)
- Knowledge Application in Complex Systems (1994) (12)
- Effective and efficient acquisition of argumentation knowledge by self-explaining examples: Videos, texts, or graphic novels? (2019) (11)
- Knowledge application in complex situations (1994) (11)
- Enhancing the Quality of Learning: Fostering Self-Regulated Learning by Journal Writing (2012) (11)
- Providing worked examples for learning multiple principles (2020) (11)
- When the type of assessment counteracts teaching for understanding (2018) (11)
- Training Interventions to Foster Skill and Will of Argumentative Thinking (2018) (10)
- Self-Explaining (2019) (10)
- Exploration strategies in an economics simulation game (1993) (10)
- Expertise amiss: interactivity fosters learning but expert tutors are less interactive than novice tutors (2016) (10)
- Meta-analyses as a privileged information source for informing teachers' practice? (2022) (10)
- The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning (2015) (10)
- Online Education: A Unique Opportunity for Cognitive Scientists to Integrate Research and Practice (2013) (9)
- Inventing motivates and prepares student teachers for computer-based learning (2015) (9)
- Situated Learning: Out of School and in the Classroom (2001) (9)
- Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog (2020) (9)
- It matters how to recall – task differences in retrieval practice (2020) (8)
- The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers (2021) (8)
- Which features make illustrations in multimedia learning interesting? (2016) (8)
- Scripting Laypersons’ Problem Descriptions in Internet-Based Communication with Experts (2007) (8)
- If a student thinks, “I'm not a math person”, do preservice teachers notice? (2019) (8)
- How Can We Use Concept Maps for Prior Knowledge Activation - Different Mapping-tasks Lead to Different Cognitive Processes (2006) (8)
- Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes (2004) (7)
- Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy (2013) (7)
- How to Design Adaptive Information Environments to Support Self-Regulated Learning with Multimedia (2017) (7)
- Fostering the Understanding of Multi-Representational Examples by Self-Explanation Prompts (2005) (7)
- Mental Models of Complex Systems: When Veridicality Decreases Functionality (1995) (7)
- When and how seductive details harm learning. A study using cued retrospective reporting (2021) (6)
- Training Principle-Based Self-Explanations: Transfer to New Learning Contents (2013) (6)
- Do Tutors’ Content Knowledge and Beliefs About Learning Influence Their Assessment of Tutees’ Understanding? (2010) (5)
- Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter (2020) (5)
- Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation? (2013) (5)
- Can Experts Benefit from Information about a Layperson’s Knowledge for Giving Adaptive Explanations? (2004) (5)
- Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes (2013) (5)
- Make it relevant! How prior instructions foster the integration of teacher knowledge (2019) (5)
- Communities of practice towards expertise: The role of social interaction in learning (1994) (5)
- Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training! (2022) (5)
- Fostering the cycle of self-regulation in writing learning protocols (2006) (4)
- Refuting student teachers’ misconceptions about multimedia learning (2021) (4)
- An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis (2022) (4)
- Individual Differences in Concept Mapping when Learning from Texts (2005) (4)
- Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning (2022) (4)
- Learning by Explaining--Or Better by Listening?. (1997) (4)
- Fostering the Translation Between External Representations: Does it Enhance Learning with an Intelligent Tutoring Program? (2008) (4)
- How to Make Instructional Explanations in Human Tutoring More Effective (2006) (4)
- Interactions of Expertise and Prior-Knowledge Activation with Low-Coherent and High-Coherent Concept Mapping Tasks (2007) (4)
- Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant (2021) (4)
- How do learners actually use multiple external representations? An analysis of eye movements and learning outcomes (2007) (3)
- Knowing what matters: Short introductory texts support pre-service teachers‘ professional vision of tutoring interactions (2023) (3)
- Fostering the Application of Learning Strategies in Writing Learning Protocols (2019) (3)
- Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement? (2010) (3)
- Improving human tutoring by improving tutor-generated explanations (2006) (3)
- Different Paradigms of Software Agents Applied to Modeling and Simulation of Complex Social Systems (2005) (2)
- Example-Based Learning with Multiple Solution Methods Fosters Understanding (2019) (2)
- Example-Based Learning with Multiple Solution Methods: Effects on Learning Processes and Learning Outcomes (2005) (2)
- Fostering applicable and transferable knowledge in the domain of accounting – studies on example-based learning (2002) (2)
- Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems (2011) (2)
- FOSTERING SELF-GUIDED LEARNING THROUGH ADAPTIVE PROMPTS IN A COGNITIVE TOOL FOR THE COMPOSITION OF LEARNING PROTOCOLS (2004) (2)
- Knowledge construction with multiple external representations (2007) (2)
- Effects of informed use (2019) (2)
- Adjunct aids and signals support online learning from multiple representations (2020) (2)
- REFLECTION ON THE FIELD Conversations with Four Highly Productive German Educational Psychologists : Frank Fischer (2016) (1)
- How to Promote Lasting Learning in Schools (2022) (1)
- Are worked examples and tutored problem solving synergistic forms of support? (2008) (1)
- Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examples (2008) (1)
- Learning from heuristic examples: An approach to foster the acquisition of heuristic skill in mathematics (2006) (1)
- Training focused processing of explanations: How can transfer across domains be fostered? (2010) (1)
- The Dependability of Test Scores: Generalizability Theory and Hierarchical Linear Models (1993) (1)
- Combining Retrieval Practice and Generative Learning in Educational Contexts (2022) (1)
- Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups (2022) (1)
- The Pitfalls of Overprompting in Writing-to-Learn (2006) (1)
- Publishing and annotating learning protocols in a blended-learning environment (2006) (1)
- An Investigation into Adaptive Shifting in Knowledge Transfer (2005) (1)
- A Non-Verbal Pre-Training Based on Eye Movements to Foster Comprehension of Static and Dynamic Learning Environments (2014) (1)
- Can Tutored Problem Solving Be Improved By Learning from Examples (2007) (1)
- Learning from Worked-Out Examples via Self-Explanations: How it Can(not) be Fostered (2019) (1)
- Expertise and memory development: Longitudinal findings from the domain of chess (1994) (1)
- Example-based acquisition of argumentation skills: video-based or written examples (2015) (1)
- Does Teaching Experience Help? Differences in the Assessment of Tutees' Understanding Between Teacher Tutors and Student Tutors (2011) (1)
- Excess Knowledge can obstruct the View: Complexity no Warrant for Success (1997) (0)
- Does Learning from Examples Improve Tutored Problem Solving (2006) (0)
- Can prior knowledge increase task complexity? - Cases in which higher prior knowledge leads to higher intrinsic cognitive load. (2022) (0)
- Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection (2013) (0)
- Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training (2023) (0)
- Instruktionale Erklärungen zu multiplen Repräsentationen: Wie kann ihre Weiterverarbeitung gefördert werden? [Instructional explanations on multiple representations: How can a further processing be fostered?] (2007) (0)
- How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers (2022) (0)
- Aktives Lernen in Mathematik (2011) (0)
- Two instructional aids to optimise processing and learning from instructional explanations (2013) (0)
- Example-based learning: exploring the use of matrices and problem variability (2015) (0)
- Learning from worked-examples in mathematics: students relate procedures to principles (2017) (0)
- Instructional explanations on multiple representations: How can a deep processing be fostered? (2009) (0)
- Combining Generation and Expository Instruction to Prepare Students to Transfer Big Ideas Across School Topics (2014) (0)
- Writing-To-Learn in Networked and Face-To-Face Environments (2005) (0)
- Evaluative Knowledge Test (2018) (0)
- Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast. In J. Roelle (Chair), How to optimize example-based learning? (2017) (0)
- Two instructional aids to optimize processing of instructional explanations (2010) (0)
- Multi-representational solutions, an integration aid, and scaffolding self-explanation prompts all foster understanding (2006) (0)
- Successful Learning at University – an Adaptive Online Learning Strategies Training for Freshmen (2018) (0)
- How to foster the will to engage in argumentative thinking (2013) (0)
- Why Practice Recommendations Are Important in Use-Inspired Basic Research and Why Too Much Caution Is Dysfunctional (2013) (0)
- Author response for "Adjunct Questions With Hints Toward Graphics Support Learning With Multiple Representations: Evidence From an Online Experiment" (2020) (0)
- Learning with multi-representational worked-out examples. What eye movements can tell us (a pilot study) (2007) (0)
- Timing Matters! Explaining Between Study Phases Enhances Students’ Learning (0)
- Refuting student teachers’ misconceptions about multimedia learning (2021) (0)
- Generative Knowledge Test (2018) (0)
- How to optimize providing and processing instructional explanations (2010) (0)
- Learning for later teaching: Encouraging or threatening? (1994) (0)
- Studying Visual Displays: How to Instructionally Support Learning (2015) (0)
- Combining a Direct and Indirect Training Approach for Cross-Domain Competences: The Case of the Course “Pedagogy for Psychotherapists” (2023) (0)
- Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions (2014) (0)
- Multiple external representations and internal representations: Why subjective goals matter! (2007) (0)
- Reducing Extraneous Demands in Learning from Tutored Problem Solving and Embedded Worked Examples Paper Session Worked Examples Paper Session Multimedia Learning - Redundancy & Modality (2009) (0)
- How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study (2023) (0)
- Learning from worked-out examples: Fostering the integration of multiple representations (2005) (0)
- The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge (2009) (0)
- Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog (2020) (0)
- Expertise amiss: interactivity fosters learning but expert tutors are less interactive than novice tutors (2015) (0)
- How to foster skill and will of argumentative thinking (2014) (0)
- Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of "Active" and Their Instructional Consequences (2010) (0)
- Fostering skill and will of argumentative thinking through training interventions (2015) (0)
- How can the comprehension of instructional explanations on multiple representations be supported (2005) (0)
- Supporting Computer Experts'Adaptation to the Client's Knowledge in Asynchronous Communication: The Assessment Tool (2019) (0)
- Fostering self-guided learning by writing learning diaries (2003) (0)
- How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers (2022) (0)
- Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention (2022) (0)
- Specific Questions during Retrieval Practice Are Better for Texts Containing Seductive Details (2022) (0)
- Exploring worked examples in tutored problem solving (2009) (0)
- Effects of physical context change and perceptual learning on generalization (2013) (0)
- How can signaling in authentic classroom videos support reasoning on how to induce learning strategies? (2023) (0)
- Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training! (2022) (0)
- Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge (2007) (0)
- When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations (2012) (0)
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Alexander Renkl is affiliated with the following schools:
