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Rolf Schwonke
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2010 – 2019
- 2015
- [j8]Rolf Schwonke:
Metacognitive Load - Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning. J. Educ. Technol. Soc. 18(4): 172-184 (2015) - [j7]Alexander Renkl, Irene T. Skuballa, Rolf Schwonke, Nora Harr, Jasmin Leber:
The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning. J. Educ. Technol. Soc. 18(4): 185-198 (2015) - [j6]Inga Glogger-Frey
, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl:
Inventing motivates and prepares student teachers for computer-based learning. J. Comput. Assist. Learn. 31(6): 546-561 (2015) - 2013
- [c6]Inga Glogger, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl:
Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes. CogSci 2013 - [c5]Christine Otieno, Rolf Schwonke, Ron Salden, Alexander Renkl:
Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation? CogSci 2013 - 2012
- [c4]Irene T. Skuballa, Rolf Schwonke, Alexander Renkl:
When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations. CogSci 2012 - 2011
- [j5]Rolf Schwonke, Alexander Renkl, Ron Salden
, Vincent Aleven:
Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. Comput. Hum. Behav. 27(1): 58-62 (2011) - [c3]Christine Otieno, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Ron Salden:
Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems. CogSci 2011 - 2010
- [c2]Ulrike Magner, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Octav Popescu:
Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement? ICLS (1) 2010: 1-8
2000 – 2009
- 2009
- [j4]Rolf Schwonke, Alexander Renkl, Carmen Krieg, Jörg Wittwer, Vincent Aleven, Ron Salden
:
The worked-example effect: Not an artefact of lousy control conditions. Comput. Hum. Behav. 25(2): 258-266 (2009) - [j3]Ron J. C. M. Salden
, Vincent A. W. M. M. Aleven, Alexander Renkl, Rolf Schwonke:
Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support? Top. Cogn. Sci. 1(1): 203-213 (2009) - 2008
- [c1]Ron Salden, Vincent Aleven, Rolf Schwonke, Alexander Renkl:
Are worked examples and tutored problem solving synergistic forms of support? ICLS (3) 2008: 119-120 - 2006
- [j2]Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl:
Enhancing computer-supported writing of learning protocols by adaptive prompts. Comput. Hum. Behav. 22(1): 77-92 (2006) - 2005
- [j1]Rolf Schwonke, Matthias Nückles, Sabine Hauser, Kirsten Berthold, Alexander Renkl:
Computergestütztes Schreiben von Lernprotokollen. Z. für Medienpsychologie 17(2): 42-53 (2005)
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