| Finding and fixing errors in worked examples: Can this foster learning outcomes? CS Große, A Renkl Learning and instruction 17 (6), 612-634, 2007 | 270 | 2007 |
| How fading worked solution steps works–a cognitive load perspective A Renkl, RK Atkinson, CS Große Instructional science 32 (1-2), 59-82, 2004 | 251 | 2004 |
| Effects of multiple solution methods in mathematics learning CS Große, A Renkl Learning and Instruction 16 (2), 122-138, 2006 | 129 | 2006 |
| Learning from worked examples: What happens if errors are included CS Grosse, A Renkl Instructional design for effective and enjoyable computer-supported learning …, 2004 | 33 | 2004 |
| Lernen mit multiplen Lösungswegen CS Große Waxmann Verlag, 2005 | 27 | 2005 |
| 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 | 19 | 2013 |
| Online collaborative learning in dyads: Effects of knowledge distribution and awareness MD Kozlov, CS Große Computers in Human Behavior 59, 389-401, 2016 | 16 | 2016 |
| Instruktionale Erklärungen beim Erwerb kognitiver Fertigkeiten: sechs Thesen zu einer oft vergeblichen Bemühung A Renkl, J Wittwer, C Große, S Hauser, T Hilbert, M Nückles, S Schworm na, 2006 | 16 | 2006 |
| Example-based learning with multiple solution methods fosters understanding CS Große, A Renkl Proceedings of EuroCogSci 3, 163-168, 2003 | 10 | 2003 |
| Benefits of illustrations and videos for technical documentations CS Große, L Jungmann, R Drechsler Computers in Human Behavior 45, 109-120, 2015 | 7 | 2015 |
| Learning to solve story problems—supporting transitions between reality and mathematics CS Große European journal of psychology of education 29 (4), 619-634, 2014 | 7 | 2014 |
| Mathematics learning with multiple solution methods: effects of types of solutions and learners’ activity CS Große Instructional Science 42 (5), 715-745, 2014 | 7 | 2014 |
| Fostering Modeling Competencies: Benefits of Worked Examples, Problems to Be Solved, and Fading Procedures. CS Große European Journal of Science and Mathematics Education 3 (4), 364-375, 2015 | 6 | 2015 |
| Smart Homes Programming: Development and Evaluation of an Educational Programming Application for Young Learners M Seraj, CS Große, S Autexier, R Drechsler Proceedings of the 18th ACM International Conference on Interaction Design …, 2019 | 1 | 2019 |
| Look what I can do: acquisition of programming skills in the context of living labs M Seraj, CS Große, S Autexier, R Drechsler Proceedings of the 41st International Conference on Software Engineering …, 2019 | 1 | 2019 |
| Effects of Multiple Choice Options in Mathematics Learning. CS Große European Journal of Science and Mathematics Education 5 (2), 165-177, 2017 | 1 | 2017 |
| “Copying allowed–But be careful, errors included!”–Effects of copying correct and incorrect solutions on learning outcomes CS Große Learning and Instruction 58, 173-181, 2018 | | 2018 |
| SELF-PRACTICING OF LOGIC CIRCUITS THROUGH MOBILE DEVICES: LECTURERS’AND STUDENTS’PERCEPTIONS M Seraj, C Große, R Drechsler Annual International Conference on Education and New Learning Technologies …, 2017 | | 2017 |
| Steunvragen voor zelfverklaringen bevorderen de integratie van multipele representaties K Berthold, C Große, A Renkl Pedagogische Studien 87, 2010 | | 2010 |
| Information Storage CS Große, R Drechsler | | |
