| The worked-example effect: Not an artefact of lousy control conditions R Schwonke, A Renkl, C Krieg, J Wittwer, V Aleven, R Salden Computers in human behavior 25 (2), 258-266, 2009 | 280 | 2009 |
| Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments UIE Magner, R Schwonke, V Aleven, O Popescu, A Renkl Learning and instruction 29, 141-152, 2014 | 252 | 2014 |
| Learning strategies assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies. I Glogger, R Schwonke, L Holzäpfel, M Nückles, A Renkl Journal of educational psychology 104 (2), 452, 2012 | 204 | 2012 |
| How multiple external representations are used and how they can be made more useful R Schwonke, K Berthold, A Renkl Applied Cognitive Psychology: The Official Journal of the Society for …, 2009 | 188 | 2009 |
| The expertise reversal effect and worked examples in tutored problem solving RJCM Salden, V Aleven, R Schwonke, A Renkl Instructional Science 38, 289-307, 2010 | 172 | 2010 |
| The use of public learning diaries in blended learning M Nückles*, R Schwonke, K Berthold, A Renkl Journal of Educational Media 29 (1), 49-66, 2004 | 127 | 2004 |
| Worked examples and tutored problem solving: redundant or synergistic forms of support? RJCM Salden, VA Aleven, A Renkl, R Schwonke Topics in Cognitive Science 1 (1), 203-213, 2009 | 123 | 2009 |
| Activation of learning strategies in writing learning journals: The specificity of prompts matters I Glogger, L Holzäpfel, R Schwonke, M Nückles, A Renkl Zeitschrift für pädagogische Psychologie 23 (2), 95-104, 2009 | 86 | 2009 |
| Metacognitive support promotes an effective use of instructional resources in intelligent tutoring R Schwonke, A Ertelt, C Otieno, A Renkl, V Aleven, RJCM Salden Learning and Instruction 23, 136-150, 2013 | 80 | 2013 |
| Can tutored problem solving benefit from faded worked-out examples R Schwonke, J Wittwer, V Aleven, R Salden, C Krieg, A Renkl European Cognitive Science Conference, 23-27, 2007 | 63 | 2007 |
| Enhancing computer-supported writing of learning protocols by adaptive prompts R Schwonke, S Hauser, M Nückles, A Renkl Computers in Human Behavior 22 (1), 77-92, 2006 | 62 | 2006 |
| Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes R Schwonke, A Renkl, R Salden, V Aleven Computers in Human Behavior 27 (1), 58-62, 2011 | 50 | 2011 |
| Learning from narrated animations with different support procedures: Working memory capacity matters IT Skuballa, R Schwonke, A Renkl Applied Cognitive Psychology 26 (6), 840-847, 2012 | 45 | 2012 |
| Metacognitive load–Useful, or extraneous concept? Metacognitive and self-regulatory demands in computer-based learning R Schwonke Journal of Educational Technology & Society 18 (4), 172-184, 2015 | 37 | 2015 |
| Making better use of multiple representations: How fostering metacognition can help A Renkl, K Berthold, CS Grosse, R Schwonke International handbook of metacognition and learning technologies, 397-408, 2013 | 36 | 2013 |
| Development and evaluation of a computer-based learning environment for teachers: Assessment of learning strategies in learning journals I Glogger, L Holzäpfel, J Kappich, R Schwonke, M Nückles, A Renkl Education Research International 2013, 2013 | 33 | 2013 |
| Lerntagebücher als Medium selbstgesteuerten Lernens: Theoretischer Hintergrund, empirische Befunde, praktische Entwicklungen A Renkl, M Nückles, R Schwonke, K Berthold, S Hauser Lernprozess, Lernumgebung und Lerndiagnostik. Wissenschaftliche Beiträge zum …, 2004 | 32 | 2004 |
| Inventing motivates and prepares student teachers for computer‐based learning I Glogger‐Frey, J Kappich, R Schwonke, L Holzäpfel, M Nückles, A Renkl Journal of Computer Assisted Learning 31 (6), 546-561, 2015 | 17 | 2015 |
| The effects of rapid assessments and adaptive restudy prompts in multimedia learning A Renkl, IT Skuballa, R Schwonke, N Harr, J Leber Journal of Educational Technology & Society 18 (4), 185-198, 2015 | 16 | 2015 |
| Selbstreguliert lernen durch Schreiben von Lerntagebüchern M Nückles, S Hübner, I Glogger, L Holzäpfel, R Schwonke, A Renkl Lerntagebuch und Portfolio aus empirischer Sicht, 35-59, 2010 | 16 | 2010 |
