Prof. Dr. Alexander Renkl

Es ist schon alles gesagt, nur noch nicht von allen (Karl Valentin) 

Postal Address University of Freiburg Psychological Institute Educational and Developmental Psychology Engelbergerstr.41 D-79085 Freiburg Germany Tel.: ++49 (0) 761 203 3003 Fax: ++49 (0) 761 203 3100 renkl@psychologie.uni-freiburg.de  Presently no office hours (corona); pls send email

Manchmal gehen mir meine Meinungen auf die Nerven; aber ich habe keine anderen (Werner Schneyder)

Research Example-based learning Instructional explanations and self-explanations Learning from multiple representations (multimedia learning) Learning strategies Learning by journal writing Retrieval practice Teachers' pedagogical and psychological knowledge    Teaching Educational Psychology Developmental Psychology Short bio

Selected Recent Publications (Full list of Publications)

Eitel, A., Bender, L., & Renkl, A. (2019). Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance. Applied Cognitive Psychology, 33, 20-30.

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (in press). The self-regulation view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review.

Hoogerheide,, V., Renkl, A., Fiorella, L., Paas, F., & van Gog, T. (2019). Enhancing example-based learning: Teaching on video increases arousal and improves problem-solving performance. Journal of Educational Psychology, 111, 45-56.

Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2020). Timing matters! Explaining between study phases enhances students' learning. Journal of Educational Psychology, 112, 841-853.

Roelle, J., & Renkl, A. (2020). Does an option to review instructional explanations enhance example-based learning? It depends on learners' academic self-concept. Journal of Educational Psychology, 112, 131-147.

Zeeb, H., Biwer, F., Brunner, G., Leuders, T., & Renkl, A. (2019). Make it relevant! How prior instructions foster the integration of teacher knowledge. Instructional Science, 47, 711-739.