Publikationen

Aktuelle Publikationen (Auswahl) :

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. Applied Cognitive Psychology, 36(5), 996-1008. https://doi.org/10.1002/acp.3984

Endres, T., Eitel, A., Renninger, K. A., Vössing, C., & Renkl, A. (2024). Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos. Learning & Instruction, 94, 101962. https://doi.org/10.1016/j.learninstruc.2024.101962

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. British Journal of Educational Psychology.  https://doi.org/10.1111/bjep.12563

Grund, A., Fries, S., Nückles, M., Renkl, A., & Roelle, J. (2024). When is learning “effortful”? Scrutinizing the concept of mental effort in cognitively-oriented research from a motivational perspective. Educational Psychology Review, 36. 11.https://doi.org/10.1007/s10648-024-09852-7

Hoppe, T., Seidel, T., Renkl, A., & Rieß, W. (in press). Advancing pre-service science teachers’ skills to assess student thinking on-the-fly through practice-based learning. Journal of Teacher Education. https://doi.org/10.1177/00224871241237497

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

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

Roelle, J., Endres, T., Abel, R., Obergassel, N., Nückles, M., & Renkl, A. (2023).Happy together? On the relationship between research on retrieval practice and generative learning. Educational Psychology Review,35, 102. https://doi.org/10.1007/s10648-023-09810-9.

Udvardi-Lakos, N., Weirich, M., Lützenburger, K., Asbrand, J., Renkl, A. (2023). Combining a direct and indirect training approach for cross-domain competences: The case of the course “Pedagogy for Psychotherapists". Psychology Learning and Teaching. https://doi.org/10.1177/14757257231163482