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Renkl, Alexander; Scheiter, Katharina – Educational Psychology Review, 2017
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…
Descriptors: Visual Aids, Instructional Materials, Multimedia Instruction, Instructional Effectiveness
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Renkl, Alexander – Educational Psychology Review, 2013
Robinson et al. ("Educ Psychol Rev" 25:291-302, 2013) have suggested refraining from practice and policy recommendations in primary educational research articles, in particular because primary research journals are not the appropriate outlet for such recommendations, the evidence provided by one research article is usually not…
Descriptors: Educational Research, Journal Articles, Periodicals, Educational Practices
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Berthold, Kirsten; Renkl, Alexander – Educational Psychology Review, 2010
In instructional communication settings, instructional explanations play an important role. Despite the very common use of instructional explanations, empirical studies show that very often, they have no positive effects on learning outcomes. This ineffectiveness might be due to mental passivity of the recipient learners that leads to shallow…
Descriptors: Computer Assisted Instruction, Outcomes of Education, Teaching Methods, Computer Mediated Communication
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Wittwer, Jorg; Nuckles, Matthias; Renkl, Alexander – Educational Psychology Review, 2010
To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This is particularly true in computer-mediated settings where it is more difficult to thoroughly…
Descriptors: Computer Mediated Communication, Computers, Educational Psychology, Teaching Methods
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Kalyuga, Slava; Renkl, Alexander; Paas, Fred – Educational Psychology Review, 2010
The development of flexible, transferable problem-solving skills is an important aim of contemporary educational systems. Since processing limitations of our mind represent a major factor influencing any meaningful learning, the acquisition of flexible problem-solving skills needs to be based on known characteristics of our cognitive architecture…
Descriptors: Problem Solving, Cognitive Processes, Educational Theories, Models
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Salden, Ron J. C. M.; Koedinger, Kenneth R.; Renkl, Alexander; Aleven, Vincent; McLaren, Bruce M. – Educational Psychology Review, 2010
Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizing extraneous cognitive load by providing…
Descriptors: Feedback (Response), Computer Assisted Instruction, Problem Solving, Tutors
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Wittwer, Jorg; Renkl, Alexander – Educational Psychology Review, 2010
The worked example effect within cognitive load theory is a very well-established finding. The concrete effectiveness of worked examples in a learning situation, however, heavily depends on further moderating factors. For example, if learners improve their processing of worked examples by actively explaining the worked examples to themselves, they…
Descriptors: Problem Solving, Instructional Effectiveness, Cognitive Processes, Theories
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Renkl, Alexander; Hilbert, Tatjana; Schworm, Silke – Educational Psychology Review, 2009
One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies…
Descriptors: Instructional Design, Heuristics, Cognitive Ability, Instructional Materials
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Atkinson, Robert K.; Renkl, Alexander – Educational Psychology Review, 2007
This review describes parts of our research program on example-based learning that relates to recent efforts to incorporate interactive elements into learning environments designed to support learning from worked-out examples. Since most learners spontaneously study or process examples in a very passive or superficial manner, this review focuses…
Descriptors: Computer Assisted Instruction, Learner Controlled Instruction, Educational Environment, Study Habits