Alexander Renkl
University of Freiburg
Human–computer interactionMetacognitionEducational psychologyMathematics educationArtificial intelligencePsychologyInstructional designEducational technologyCognitionCognitive psychologyPedagogyActive learningLearning environmentContext (language use)Computer-Assisted InstructionExperiential learningComputer scienceMultimediaCooperative learningCognitive loadSocial psychologyTeaching method
336Publications
67H-index
12.2kCitations
Publications 338
Newest
#1Alexander Eitel (University of Freiburg)H-Index: 16
#2Anja Prinz (University of Freiburg)H-Index: 3
Last. Marlit Annalena Lindner (Leibniz Association)H-Index: 9
view all 8 authors...
In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and int...
Source
#1Lisa Bender (University of Freiburg)H-Index: 2
#2Alexander Renkl (University of Freiburg)H-Index: 67
Last. Alexander Eitel (University of Giessen)H-Index: 16
view all 3 authors...
Source
#1Anja Prinz (University of Freiburg)H-Index: 3
#2Helene Zeeb (University of Freiburg)H-Index: 1
Last. Kenneth A. Kiewra (NU: University of Nebraska–Lincoln)H-Index: 26
view all 5 authors...
Previous studies have investigated the characteristics, influencing factors, and working strategies of highly successful educational psychologists. These studies, however, have focused mainly on male scholars. Consequently, little is known about how successful female educational psychologists go about their work and are so productive. In the present study, we addressed this gap by interviewing five leading female educational psychologists (Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mar...
2 CitationsSource
1 CitationsSource
Source
#1Lisa Bender (University of Freiburg)H-Index: 2
#2Alexander Renkl (University of Freiburg)H-Index: 67
Last. Alexander Eitel (University of Giessen)H-Index: 1
view all 3 authors...
Source
#1Tino Endres (University of Freiburg)H-Index: 4
#2Jasmin Leber (University of Freiburg)H-Index: 3
Last. Alexander Renkl (University of Freiburg)H-Index: 67
view all 5 authors...
The foundation of how students usually learn is laid early in their academic lives. However, many or even most students do not primarily rely on those learning strategies that are most favorable fr...
4 CitationsSource
#1Julia Kollmer (University of Freiburg)H-Index: 1
#2Theresa Hosp (University of Freiburg)H-Index: 1
Last. Alexander Eitel (University of Freiburg)H-Index: 16
view all 5 authors...
Source
#1Cornelia Gräsel (University of Wuppertal)H-Index: 15
Last. Joachim Wirth (RUB: Ruhr University Bochum)H-Index: 15
view all 8 authors...
Source
#1Tino Endres (University of Freiburg)H-Index: 4
#2Lena Kranzdorf (University of Freiburg)
Last. Alexander Renkl (University of Freiburg)H-Index: 67
view all 4 authors...
The type of a recall task may substantially influence the effects of learning by retrieval practice. In a within-subject design, 54 university students studied two expository texts, followed by retrieval practice with either short-answer tasks (targeted retrieval) or a free-recall task (holistic retrieval). Concerning the direct effects of retrieval practice, short-answer tasks led to increased retention of directly retrieved targeted information from the learning contents, whereas free-recall t...
Source