| 2014 | CogSci | A Non-Verbal Pre-Training Based on Eye Movements to Foster Comprehension of Static and Dynamic Learning Environments. | Irene T. Skuballa, Alexander Renkl |
| 2013 | CogSci | Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes. | Inga Glogger, Julian Kappich, Rolf Schwonke, Lars Holzpfel, Matthias Nckles, Alexander Renkl |
| 2013 | CogSci | Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy. | Stephanie Herppich, Jrg Wittwer, Matthias Nckles, Alexander Renkl |
| 2013 | CogSci | Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation? | Christine Otieno, Rolf Schwonke, Ron Salden, Alexander Renkl |
| 2013 | CogSci | Training Principle-Based Self-Explanations: Transfer to New Learning Contents. | Alexander Renkl, Judith Solymosi, Michael Erdmann, Vincent Aleven |
| 2013 | CogSci | Online Education: A Unique Opportunity for Cognitive Scientists to Integrate Research and Practice. | Joseph Jay Williams, Alexander Renkl, Kenneth R. Koedinger, John C. Stamper |
| 2012 | CogSci | When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations. | Irene T. Skuballa, Rolf Schwonke, Alexander Renkl |
| 2011 | CogSci | Does Teaching Experience Help? Differences in the Assessment of Tutees' Understanding Between Teacher Tutors and Student Tutors. | Stephanie Herppich, Jrg Wittwer, Matthias Nckles, Alexander Renkl |
| 2011 | CogSci | Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems. | Christine Otieno, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Ron Salden |
| 2010 | ITS | Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of "Active" and Their Instructional Consequences. | Alexander Renkl |