PsychAuthors

Literaturliste von Dr. Tim Kühl

letzte Aktualisierung: 05.03.2024

Kühl, T. & Münzer, S. (2023). When pictures are not beneficial in multimedia learning: the case of threat-related pictures. Educational Psychology, 43(2-3), 155-172.

Navratil, S. D. & Kühl, T. (2023). Learning with self-generated drawings and the impact of learners' emotional states. Frontiers in Psychology, 14, No. 1286022.

Kühl, T., Fehringer, B. C. O. F. & Münzer, S. (2022). Unifying the ability-as-compensator and ability-as-enhancer hypotheses. Educational Psychology Review, 34(2), 1063-1095.

Kühl, T. & Wohninsland, P. (2022). Learning with the interactive whiteboard in the classroom: Its impact on vocabulary acquisition, motivation and the role of foreign language anxiety. Education and Information Technologies, 1-18.

Kühl, T. (2021). Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect. Learning and Instruction, 73, No. 101457.

Kühl, T. & Münzer, S. (2021). Learning about a serious disease: When a personalized message is harmful unless you are happy. Journal of Computer Assisted Learning, 1-12.

Eitel, A. & Kühl, T. (2019). Editorial: Harmful or helpful to learning? The impact of seductive details on learning and instruction. Applied Cognitive Psychology, 33(1), 3-8.

Kühl, T. & Bertrams, A. (2019). Is learning with elaborative interrogation less desirable when learners are depleted? Frontiers in Psychology, 10, No. 707.

Kühl, T., Moersdorf, F., Römer, M. & Münzer, S. (2019). Adding emotionality to seductive details - Consequences for learning? Applied Cognitive Psychology, 33(1), 48-61.

Kühl, T. & Münzer, S. (2019). The moderating role of additional information when learning with animations compared to static pictures. Instructional Science, 47(6), 659-677.

Navratil, S. D. & Kühl, T. (2019). Learning with elaborative interrogations and the impact of learners' emotional states. Journal of Computer Assisted Learning, 35(2), 218-227.

Kühl, T., Navratil, S. D. & Münzer, S. (2018). Animations and static pictures: The influence of prompting and time of testing. Learning and Instruction, 58, 201-209.

Kühl, T., Stebner, F., Navratil, S. C., Fehringer, B. C. O. F. & Muenzer, S. (2018). Text information and spatial abilities in learning with different visualizations formats. Journal of Educational Psychology, 110(4), 561-577.

Münzer, S., Fehringer, B. C. O. F. & Kühl, T. (2018). Specificity of mental transformations involved in understanding spatial structures. Learning and Individual Differences, 61, 40-50.

Navratil, S. D., Kühl, T. & Heidig, S. (2018). Why the cells look like that - The influence of learning with emotional design and elaborative interrogations. Frontiers in Psychology, 9, No. 1653.

Kühl, T. & Zander, S. (2017). An inverted personalization effect when learning with multimedia: The case of aversive content. Computers & Education, 108, 71-84.

Stebner, F., Kühl, T., Höffler, T. N., Wirth, J. & Ayres, P. (2017). The role of process information in narrations while learning with animations and static pictures. Computers & Education, 104, 34-48.

Zander, S., Wetzel, S., Kühl, T. & Bertel, S. (2017). Underlying processes of an inverted personalization effect in multimedia learning - An eye-tracking study. Frontiers in Psychology, 8, No. 2202.

Eitel, A. & Kühl, T. (2016). Effects of disfluency and test expectancy on learning with text. Metacognition and Learning, 11(1), 107-121.

Münzer, S., Fehringer, B. C. O. F. & Kühl, T. (2016). Validation of a 3-factor structure of spatial strategies and relations to possession and usage of navigational aids. Journal of Environmental Psychology, 47, 66-78.

Kühl, T., Eitel, A., Damnik, G. & Körndle, H. (2014). The impact of disfluency, pacing, and students' need for cognition on learning with multimedia. Computers in Human Behavior, 35, 189-198.

Kühl, T., Eitel, A., Scheiter, K. & Gerjets, P. (2014). A call for an unbiased search for moderators in disfluency research: Reply to Oppenheimer and Alter (2014). Applied Cognitive Psychology, 28(5), 805-806.

Kühl, T., Scheiter, K. & Gerjets, P. (2012). Enhancing Learning from Dynamic and Static Visualizations by Means of Cueing. Journal of Educational Multimedia and Hypermedia, 21(1), 71-88.

Kühl, T. (2011). Optimizing learning with dynamic and static visualizations to foster understanding in the natural sciences. Dissertation, Universität, Mathematisch-Naturwissenschaftliche Fakultät, Tübingen.

Kühl, T., Proske, A., Damnik, G., Hilbig, A. & Körndle, H. (2011). Wissen durch informelles Lernen systematisch weitergeben: Das postgraduale Bildungsangebot aquwa: "Gestaltung arbeitsplatznaher Qualifizierung und Wissensaustausch". In W. Hacker, U. Pietrzyk & U. Debitz (Hrsg.), Wissen erfolgreich weitergeben - Lösungen für kleine und mittlere Unternehmen im demografischen Wandel (S. 149-156). Lengerich: Pabst.

Kühl, T., Scheiter, K., Gerjets, P. & Edelmann, J. (2011). The influence of text modality on learning with static and dynamic visualizations. Computers in Human Behavior, 27(1), 29-35.

Kühl, T., Scheiter, K., Gerjets, P. & Gemballa, S. (2011). Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? Computers & Education, 56(1), 176-187.

Pfeiffer, V. D. I., Scheiter, K., Kühl, T. & Gemballa, S. (2011). Learning how to identify species in a situated learning scenario: Using dynamic-static visualizations to prepare students for their visit to the aquarium. EURASIA Journal of Mathematics, Science & Technology Education, 7(2), 135-147.

Gerjets, P., Imhof, B., Kühl, T., Pfeiffer, V., Scheiter, K. & Gemballa, S. (2010). Using static and dynamic visualisations to support the comprehension of complex dynamic phenomena in the natural sciences. In L. Verschaffel, E. De Corte, T. de Jong & J. Elen (Eds.), Use of representations in reasoning and problem solving. Analysis and improvement (pp. 153-168). Abingdon: Routledge.

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