Publications
Recent Publications
- Eitel, A., Bender, L., & Renkl, A. (2020). Effects of informed use: A proposed extension of the sekf-management effect. In S. Tindall-Ford, S. Agostinho, & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 168-179). Abingdon, UK: Routledge.
- 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.
- Glogger-Frey, I., Deutscher, M., & Renkl, A. (in press). Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies. Teaching and Teacher Education.
- Hefter, M., ten Hagen, I., Krense, C., Berthold, K., & Renkl, A. (in press). Effective and efficient acquisition of argumentation knowledge by self-explaining examples: Videos, texts, or graphic novels? Journal of Educational Psychology
- Herppich, S., Praetorius, A.-K., Förster, N., Glogger-Frey, I., Karst, K., Leutner, D., ... Südkamp, A. (in press). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. doi:10.1016/j.tate.2017.12.001
- 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. doi: 10.1037/edu0000272
- Renkl, A. & Eitel, A. (2019). Self-explaining: Learning about principles and their application. In J. Dunlosky & K. Rawson (Eds.), Cambridge handbook and cognition and education (pp. 528-549). New York, NY: Cambridge University Press.
- Rieche, H., Leuders, T., & Renkl, A. (2019). If a student thinks, "I'm not a math person", do preservice teachers notice? European Journal of Science and Mathematics Education, 7, 32-49.
- Van Gog, T., Rummel, N., & Renkl, A. (2019). Learning how to solve problems by studying examples. In J. Dunlosky & K. Rawson (Eds.), Cambridge handbook and cognition and education (pp. 183-208). New York, NY: Cambridge University Press.