Alexander Renkl

Alexander Renkl
University of Freiburg | Albert-Ludwigs-Universität Freiburg · Institute of Psychology

Prof. Dr.

About

442
Publications
141,925
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17,745
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Introduction
Alexander Renkl currently works at the Institute of Psychology, University of Freiburg. Alexander does research in Educational Psychology.
Additional affiliations
January 1999 - December 2012
University of Freiburg
October 1997 - March 1999
University of Education Schwäbisch Gmünd
Position
  • Professor (Full)

Publications

Publications (442)
Article
Full-text available
When analyzing classroom video, pre-service teachers can improve their professional vision, that is, their ability to notice important events in a classroom and to interpret them based on theoretical knowledge. However, learning with video is especially challenging for novice learners. Thus, video needs to be embedded into an instructional context...
Article
Full-text available
Lay Description What is already known about this topic? Teachers hold misconceptions about multimedia learning (e.g., learning materials should be adapted to students' individual learning styles, such as visualizers or verbalizers). Refutation texts, naming a commonly held misconception, disproving it and introducing a scientific explanation, are...
Article
We investigated how to optimize the effectiveness of retrieval‐based learning when the instructional text comprises seductive details (i.e., interesting but irrelevant text adjuncts). Specific questions during retrieval practice should help students focus their recall on main ideas ‐ and not on seductive details, which should in turn foster delayed...
Article
Full-text available
Teaching the contents of study materials by providing explanations to fellow students can be a beneficial instructional activity. A learning-by-teaching effect can also occur when students provide explanations to a real, remote, or even fictitious audience that cannot be interacted with. It is unclear, however, which underlying mechanisms drive lea...
Article
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A worked-out or an open inventing problem with contrasting cases can prepare learners for learning from subsequent instruction differently regarding motivation and cognition. In addition, such activities potentially initiate different learning processes during the subsequent (“future”) learning phase. In this experiment ( N = 45 pre-service teacher...
Article
Inspired by evidence-based medicine, many researchers in the field of learning and instruction assume that meta-analyses are the best scientific information source to inform teachers' practice. This position is evaluated critically. For this purpose, I first clarify my fundamental assumptions about employing evidence for educational practice, as th...
Article
Crucial for training automotive mechatronics technicians (AMTs) is enabling them to diagnose car malfunctions. AMTs are particularly successful when they base their diagnostic process on a mental model of the affected automotive system. Still, only few AMT apprentices master such diagnoses after their apprenticeship. Therefore, we created a simulat...
Article
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Video-based training offers teacher students approximations of practice for developing professional vision (PV; i.e., noticing and reasoning) of core teaching practices. While much video analysis research focuses on whole-classroom scenarios, for early PV training, it is unclear whether the focused instructional context of tutoring could be an appr...
Article
Full-text available
Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to...
Article
Aufgaben, die den Abruf von kürzlich gelernten Inhalten erfordern, können das Erinnern dieser Inhalte erleichtern („Testing Effekt“). Abrufaufgaben können aber auch metakognitive, motivationale und kognitive Auswirkungen haben, die die Effizienz des weiteren Lernens nach dem Abruf beeinflussen. Diese Einflüsse werden als indirekte Effekte der Abruf...
Article
Full-text available
Zusammenfassung Aufgaben, die den Abruf von kürzlich gelernten Inhalten erfordern, können das Erinnern dieser Inhalte erleichtern („Testing Effekt“). Abrufaufgaben können aber auch metakognitive, motivationale und kognitive Auswirkungen haben, die die Effizienz des weiteren Lernens nach dem Abruf beeinflussen. Diese Einflüsse werden als indirekte E...
Article
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Zusammenfassung Es gibt eine beeindruckende Menge an Evidenz dafür, dass Abrufübungen das langfristige Behalten von Wissen bedeutend fördern können (oftmals als Testungs- oder Abrufübungseffekt bezeichnet). Es gibt allerdings auch Arbeiten, die zu kritischeren Schlüssen in Bezug auf den Nutzen von Abrufübungen kommen – insbesondere, was den Nutzen...
Article
Full-text available
Background Past research has shown that seductive details (i.e., interesting, but irrelevant adjuncts in learning materials) hamper learning in short, instructor-paced learning sessions through impaired cognitive processing. Objectives We integrate theory and research on multimedia learning and self-control to test whether detrimental effects of s...
Article
Full-text available
In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A...
Experiment Findings
Full-text available
In previous studies (e. g., Eitel et al., 2019) the detriemental effects of interesting, but irrelevant pictures and/or text-passages (seductive details) in learning materials on learning performance could be reduced by explicitely informing students about the details' irrelevance. We tested whether hiding seductive details behind hyperlinks could...
Article
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Zusammenfassung Die aktuellen Diskussionen um die Fachspezifität von Unterrichtsqualität und die Erweiterung der Basisdimensionen für Unterrichtsqualität sind aus unserer Perspektive zeitgemäß, qualitätsvoll und lassen einen großen Mehrwert für die Unterrichtsforschung erwarten. Mit Bezug zu einem gemeinsamen Forschungsprojekt zur Optimierung von V...
Preprint
Previous research has shown that explaining is an effective activity to enhance learning. In prior studies, students were instructed to explain the contents after completing an entire learning phase. Explaining at the end of a learning phase, however, may be less apt to support comprehension monitoring and subsequent regulation activities. In two e...
Article
Full-text available
We investigated the processes that make seductive details (i.e., interesting but irrelevant pictures and text passages in learning materials) harmful for learning scientific concepts and principles. In our experiment, students (N = 113) learned without seductive details (control condition) or with seductive details, and then worked on a knowledge t...
Article
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To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific i...
Article
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We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an...
Article
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The main goals of this paper are to exemplify and further elaborate on the theoretical connections between cognitive load and self-regulated learning. In an effort to achieve this, we integrate the concepts of self-control and self-management within the effort monitoring and regulation (EMR) framework laid out by de Bruin et al. (Educational Psycho...
Article
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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 retrieva...
Chapter
Die Vorlesung wird immer wieder als veraltete Lehr-Lern-Methode kritisiert, bei der die Studierenden nur passiv den Ausführungen folgen oder sich sogar mit stofffremden Dingen beschäftigen, etwa Facebook oder Tagträumen. Als Alternativen werden Lehr-Lern-Methoden vorgeschlagen, bei denen Studierende aktiver und selbstgesteuerter lernen. Bei dieser...
Chapter
Der Erwerb von Wissen („knowledge acquisition“) ist wohl die wichtigste Zieldimension der meisten Bildungsprozesse. Wird im Kontext von Schule, Hochschule und Weiterbildung der Begriff „Lernen“ gebraucht, so bezieht er sich typischerweise auf Wissenserwerb. Insofern wird im Folgenden Lernen synonym mit WissenserwerbWissenserwerb gebraucht. Zu gelun...
Article
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 presen...
Article
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 from a scientific point of view. To change students' learning behavior when they start their university education, we developed a computer-based, adaptive...
Article
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Multiple studies have revealed the beneficial effects of emotional design on affective or motivational factors but not often on learning outcomes. We, therefore, tested one important boundary condition: the duration of the learning episode. For the implementation of emotional design, we used the video format of sketched explanation videos, which is...
Chapter
Pre-service teachers face the challenge of integrating different knowledge types, such as pedagogical-psychological knowledge (PPK) and pedagogical content knowledge (PCK). In two experimental studies, we investigated whether a prior instruction that highlighted the importance of knowledge integration (relevance instruction) supported the integrate...
Article
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Zusammenfassung Fachlich wenig anschlussfähige Schülervorstellungen können den Aufbau fachlich gültiger ökologischer Konzepte im Biologieunterricht beeinträchtigen, wenn Lehrkräfte diese im Unterrichtsverlauf nicht diagnostizieren und angemessen darauf reagieren. Unterrichtsbegleitende Diagnosen von Äußerungen der Schülerinnen und Schüler müssen hä...
Article
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Students need an understanding of ecosystem properties and functions to face global issues related to ecological crises and to grasp the challenges and necessary actions associated with the Sustainable Development Goals 12–15. When addressing complex ecological constructs, such as material cycles, diagnosing students’ pre-existing conceptions about...
Chapter
Das Lernen mit Multimedia (Kombinationen aus Text und Bild) stellt eine Erfolg versprechende Lernmethode dar. Im Beitrag werden zunächst verschiedene Theorien zum Lernen mit Multimedia beschrieben. Diese betonen die Wichtigkeit einer angemessenen kognitiven Verarbeitung multimedialen Lernmaterials. Allerdings haben Lernende oftmals Schwierigkeiten,...
Article
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A mindset training aims to strengthen the belief that abilities are malleable (growth mindset), which has proven to be beneficial for learning. Teachers can support the effects of such a training by establishing a classroom culture in line with the growth mindset idea. Yet, previous training programs have mostly been detached from regular lessons....
Article
Worked examples support learning. However, if they introduce easy‐to‐confuse concepts or principles, specific ways of providing worked examples may influence their effectiveness. Multiple worked examples can be introduced blocked (i.e., several for the same principle) or interleaved (i.e., switching between principles), and can be presented sequent...
Article
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Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical–psychological knowledge and subject-specific pedagogical knowledge. We investigated whether prior instruction emphasizing the importance of knowledge integration (relevance instruction) supports preservice teachers in using both knowledge types si...
Article
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Example-based learning often uses a design in which learners first receive basic instructional explanations of new principles and concepts and then examples thereof. In this sequence, it is crucial that learners self-explain by using the content of the basic instructional explanations to elaborate on the examples. Typically, learners are not provid...
Article
Die vorliegende Studie untersucht, welche wissenschaftlichen Annahmen und Fehlkonzepte angehende Lehrkräfte über multimediales Lernen (d. h. Lernen mit Texten und Bildern) aufweisen und von welchen Faktoren (Fächerprofil, Studienfortschritt) diese Annahmen abhängig sind. Hierzu wurden 88 Lehramtsstudierende einer Pädagogischen Hochschule befragt. S...
Article
A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N 1 = 57; N 2 = 43). The students acquired argumentation knowledge by self-explaining different types of worked exa...
Article
The Cambridge Handbook of Cognition and Education - edited by John Dunlosky February 2019
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Cambridge Core - Cognition - The Cambridge Handbook of Cognition and Education - edited by John Dunlosky
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The Cambridge Handbook of Cognition and Education - edited by John Dunlosky February 2019
Article
Students' beliefs that mathematical abilities are fixed can cause long-standing problems with motivation and learning. Hence, teachers should notice such problematic beliefs about identity among their students and handle them adequately. We used written descriptions of classroom situations to determine whether preservice mathematics teachers (n = 8...
Article
Recent findings show that after studying a text, teaching the learned content on video to a fictitious peer student improves learning more than restudying the content. This benefit may be in part due to increased arousal associated with the teaching activity. The present experiment investigated whether teaching on video is also effective for acquir...
Chapter
Inkohärentes, unstrukturiertes, intuitives Vorwissen – sogenanntes Knowledge in Pieces – kann den Erwerb eines wissenschaftlichen Konzepts deutlich einschränken. Ein Vortraining, das Knowledge in Pieces reorganisiert, ist eine geeignete Maßnahme, um den anschließenden Wissenserwerb zu erleichtern. Es kann jedoch kognitiv sehr anspruchsvoll sein, di...
Chapter
In diesem Kapitel wird ein Problem gegenwärtiger universitärer Lehramtsausbildung diskutiert. Einerseits ist die Integration unterschiedlicher Arten von Wissen (Fachwissen, fachdidaktisches Wissen sowie pädagogisches und psychologisches Wissen) ein zentraler Faktor für Entwicklung von Lehrexpertise. Andererseits wird diese Integration in der gegenw...
Article
Multimedia learning, seductive details effect, cognitive load, relevance instruction, learning with multiple representations
Article
Full-text available
We investigated whether seductive details (i.e., interesting but irrelevant adjuncts) are harmful to learning only when students (mistakenly) think that they are relevant. We therefore conducted a study in which participants (N = 86) learned either without seductive details (control condition) or with seductive details – in the latter case with or...
Article
Die Überzeugung, musikalische Fähigkeiten seien unveränderbar, ist weit verbreitet und kann die Lernmotivation von Schülerinnen und Schülern im Musikunterricht stark beeinträchtigen. Anhand von Fallvignetten untersuchten wir, wie angehende Musik-Lehrkräfte (N = 92) problematische Fähigkeitsüberzeugungen wahrnehmen und interpretieren. Die Ergebnisse...
Article
Learners should become cognitively active to profit from multimedia representations. However, whether novices’ cognitive engagement should be augmented by behavioral engagement during multimedia learning is controversial. We find support for both stances in the literature: high cognitive engagement and high cognitive-plus-behavioral engagement. We...
Article
This study analyzed whether student teachers exhibit insufficient prior knowledge concerning learning strategies and whether different contexts lead to variations in activated knowledge. Furthermore, we investigated whether pieces of prior-knowledge and their structured-ness were associated with the assessment of pupils’ learning strategies. In a w...
Chapter
Dieser Beitrag stellt die Perspektive der Forschung zu Lernen und Instruktion dar. Unter Instruktion wird Unterrichten im weitesten Sinne verstanden, etwa inklusive der lernförderlichen Gestaltung von Lernumgebungen. Lernen und Instruktion werden dabei primär aus einer kognitiven, psychologischen Sichtweise betrachtet. Es werden die wichtigsten Art...
Article
FREE ACCESS until April 21, 2018: https://authors.elsevier.com/a/1Wem~6fTMpVfoC Although comprehension-oriented learning strategies are known to be important and teachable, teachers have been found to rarely assess and teach them well. A reason might be suboptimal knowledge about learning strategies. We collected data from 129 student teachers. We...
Chapter
Multimedia materials have become an important component of digital information environments. In general, they have been shown to foster student learning; however, many students fail to process the materials in ways that lead to deeper understanding. This can be regarded as a deficit in students’ self-regulation. That is, many students do not adequa...
Article
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Visual displays are very frequently used in learning materials. Although visual displays have great potential to foster learning, they also pose substantial demands on learners so that the actual learning outcomes are often disappointing. In this article, we pursue three main goals. First, we identify the main difficulties that learners have when l...