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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

D-79085 Freiburg

Tel.: ++49 (0) 761 203 3003
Fax: ++49 (0) 761 203 3100


Presently no office hours (corona); pls send email


Foto Inga GloggerFoto Inga Glogger


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

  • 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



  • 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.



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