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Prof. Dr. Alexander Renkl



Über kurz oder lang kann das nimmer länger so weitergehen, außer es dauert noch länger, dann kann man nur sagen, es braucht halt alles seine Zeit, und Zeit wär's, dass es bald anders wird (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


Office hour: Thursday 15-16h. Prior notice is highly recommendable.  

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)

Bender, L., Renkl, A., & Eitel, A. (2021). When and how seductive details harm learning. A study using cued retrospective reporting. Applied Cognitive Psychology, 35, 948–959. https://doi.org/20.1002/acp.3822

Eitel, A., Endres, T., & Renkl, A. (2022). Specific questions during retrieval practice are better for texts containing seductive details. Appled Cognitive Psychology, 36(5), 996-1008. doi.org/10.1002/acp.3984

Endres, T., Lovell, O., Morkunas, D., Rieß, W., & Renkl, A. (2022). Can prior knowledge increase task complexity? Cases in which higher prior knowledge leads to higher intrinsic load. Britisch Journal of Educational Psychology.  https://doi.org/10.1111/bjep.12563

Martin, M., Farrell, M., Seidel, T., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Renkl, A. (2023).  Knowing what matters: Short introductory texts support teacher students' professional vision of tutoring interactions. Teaching and Teacher Education, 124, 104014. doi.org/10.1016/j.tate.2023.104014

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32, 1089-1126. doi.org/10.1007/s10648-020-09541-1

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, 131-147doi.org/10.1037/edu0000365

Renkl, A. (2022). Meta-analyses as a privileged information source for informing teachers' practice? A plea for theories as primus inter pares. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 36(4), 217-231. https://doi.org/10.1024/1010-0652/a000345


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