Tim Kühl
Tim Kühl
Institute for Psychology of Learning and Instruction; Kiel University
Verified email at - Homepage
Cited by
Cited by
Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?
T Kühl, K Scheiter, P Gerjets, S Gemballa
Computers & Education 56 (1), 176-187, 2011
The influence of text modality on learning with static and dynamic visualizations
T Kühl, K Scheiter, P Gerjets, J Edelmann
Computers in Human Behavior 27 (1), 29-35, 2011
Disfluency meets cognitive load in multimedia learning: Does harder‐to‐read mean better‐to‐understand?
A Eitel, T Kühl, K Scheiter, P Gerjets
Applied Cognitive Psychology 28 (4), 488-501, 2014
The role of process information in narrations while learning with animations and static pictures
F Stebner, T Kühl, TN Höffler, J Wirth, P Ayres
Computers & Education 104, 34-48, 2017
Effects of disfluency on cognitive and metacognitive processes and outcomes
T Kühl, A Eitel
Metacognition and Learning 11, 1-13, 2016
Effects of disfluency and test expectancy on learning with text
A Eitel, T Kühl
Metacognition and Learning 11, 107-121, 2016
The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia
T Kühl, A Eitel, G Damnik, H Koerndle
Computers in Human Behavior 35, 189-198, 2014
Enhancing learning from dynamic and static visualizations by means of cueing
T Kühl, K Scheiter, PT GerjeTS
Journal of Educational Multimedia and Hypermedia 21 (1), 71-88, 2012
Validation of a 3-factor structure of spatial strategies and relations to possession and usage of navigational aids
S Münzer, BCOF Fehringer, T Kühl
Journal of Environmental Psychology 47, 66-78, 2016
An inverted personalization effect when learning with multimedia: The case of aversive content
T Kühl, S Zander
Computers & Education 108, 71-84, 2017
Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect
T Kühl
Learning and Instruction 73, 101457, 2021
Animations and static pictures: The influence of prompting and time of testing
T Kühl, SD Navratil, S Münzer
Learning and Instruction 58, 201-209, 2018
Text information and spatial abilities in learning with different visualizations formats.
T Kühl, F Stebner, SC Navratil, BCOF Fehringer, S Münzer
Journal of Educational Psychology 110 (4), 561, 2018
A call for an unbiased search for moderators in disfluency research: reply to Oppenheimer and Alter (2014)
T Kühl, A Eitel, K Scheiter, P Gerjets
Applied Cognitive Psychology 28 (5), 805-806, 2014
Why the cells look like that–the influence of learning with emotional design and elaborative interrogations
SD Navratil, T Kühl, S Heidig
Frontiers in Psychology 9, 353643, 2018
Adding emotionality to seductive details—Consequences for learning?
T Kühl, F Moersdorf, M Römer, S Münzer
Applied Cognitive Psychology 33 (1), 48-61, 2019
Harmful or helpful to learning? The impact of seductive details on learning and instruction
A Eitel, T Kühl
Applied Cognitive Psychology 33 (1), 3-8, 2019
Learning how to identify species in a situated learning scenario: Using dynamic-static visualizations to prepare students for their visit to the aquarium.
VD Pfeiffer, K Scheiter, T Kühl, S Gemballa
Eurasia Journal of Mathematics, Science & Technology Education 7, 2011
Learning with elaborative interrogations and the impact of learners' emotional states
SD Navratil, T Kühl
Journal of Computer Assisted Learning 35 (2), 218-227, 2019
Using static and dynamic visualisations to support the comprehension of complex dynamic phenomena in the natural sciences
P Gerjets, B Imhof, T Kühl, V Pfeiffer
Use of Representations in Reasoning and Problem Solving, 163-178, 2010
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