Rolf Schwonke

According to our database, Rolf Schwonke authored at least 14 papers between 2005 and 2015.

Collaborative distances:

• Dijkstra number of five.
• Erdős number of four.

2015

Inventing motivates and prepares student teachers for computer-based learning.

Inga Glogger-Frey, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl

J. Comput. Assist. Learn., 2015

Metacognitive Load - Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning.

Rolf Schwonke

J. Educ. Technol. Soc., 2015

The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning.

Alexander Renkl, Irene T. Skuballa, Rolf Schwonke, Nora Harr, Jasmin Leber

J. Educ. Technol. Soc., 2015

2013

Can Help Seeking Behavior in Intelligent Tutoring Systems Be Used as Online Measure for Goal Orientation?

Christine Otieno, Rolf Schwonke, Ron Salden, Alexander Renkl

Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013

Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes.

Inga Glogger, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl

Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013

2012

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

Proceedings of the 34th Annual Meeting of the Cognitive Science Society, 2012

2011

Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes.

Rolf Schwonke, Alexander Renkl, Ron Salden, Vincent Aleven

Comput. Hum. Behav., 2011

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

Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011

2010

Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement?

Ulrike Magner, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Octav Popescu

Proceedings of the Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, 2010

2009

Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?

Ron J. C. M. Salden, Vincent A. W. M. M. Aleven, Alexander Renkl, Rolf Schwonke

Top. Cogn. Sci., 2009

The worked-example effect: Not an artefact of lousy control conditions.

Rolf Schwonke, Alexander Renkl, Carmen Krieg, Jörg Wittwer, Vincent Aleven, Ron Salden

Comput. Hum. Behav., 2009

2008

Are worked examples and tutored problem solving synergistic forms of support?

Ron Salden, Vincent Aleven, Rolf Schwonke, Alexander Renkl

Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008

2006

Enhancing computer-supported writing of learning protocols by adaptive prompts.

Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl

Comput. Hum. Behav., 2006

2005

Computergestütztes Schreiben von Lernprotokollen.

Rolf Schwonke, Matthias Nückles, Sabine Hauser, Kirsten Berthold, Alexander Renkl

Z. für Medienpsychologie, 2005