Tim Kühl

发表

The impact of disfluency, pacing, and students' need for cognition on learning with multimedia

Hermann Körndle, Alexander Eitel, Gregor Damnik, 2014, Comput. Hum. Behav..

Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?

Katharina Scheiter, Peter Gerjets, Sven Gemballa, 2011, Comput. Educ..

Learning with elaborative interrogations and the impact of learners' emotional states

Tim Kühl, Sabrina D. Navratil, Tim Kühl, 2018, J. Comput. Assist. Learn..

The moderating role of additional information when learning with animations compared to static pictures

Stefan Münzer, Tim Kühl, Tim Kühl, 2019, Instructional Science.

The role of process information in narrations while learning with animations and static pictures

Joachim Wirth, Paul Ayres, Tim Kühl, 2017, Comput. Educ..

Enhancing Learning from Dynamic and Static Visualizations by Means of Cueing

Peter Gerjets, Tim Kühl, Kataharina Scheiter, 2012 .

Optimizing Learning with Dynamic and Static Visualizations to Foster Understanding in the Natural Sciences

Tim Kühl, Tim Kühl, 2011 .

An inverted personalization effect when learning with multimedia: The case of aversive content

Steffi Zander, Tim Kühl, Tim Kühl, 2017, Comput. Educ..

Animations and static pictures: The influence of prompting and time of testing

Tim Kühl, Sabrina D. Navratil, Stefan Münzer, 2018, Learning and Instruction.

The influence of text modality on learning with static and dynamic visualizations

Katharina Scheiter, Peter Gerjets, Jörg Edelmann, 2011, Comput. Hum. Behav..

Learning about a serious disease: When a personalized message is harmful unless you are happy

Tim Kühl, Stefan Münzer, 2021, J. Comput. Assist. Learn..

Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect

Tim Kühl, Tim Kühl, 2021 .

Why the Cells Look Like That – The Influence of Learning With Emotional Design and Elaborative Interrogations

Tim Kühl, Steffi Heidig, Sabrina D. Navratil, 2018, Front. Psychol..

A Call for an Unbiased Search for Moderators in Disfluency Research: Reply to Oppenheimer and Alter (2014)

Katharina Scheiter, Peter Gerjets, Alexander Eitel, 2014 .

Effects of disfluency on cognitive and metacognitive processes and outcomes

Alexander Eitel, Tim Kühl, Alexander Eitel, 2016 .

Learning How to Identify Species in a Situated Learning Scenario: Using Dynamic-Static Visualizations to Prepare Students for Their Visit to the Aquarium.

Katharina Scheiter, Vanessa D. I. Pfeiffer, Sven Gemballa, 2011 .

Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder‐to‐Read Mean Better‐to‐Understand?

Katharina Scheiter, Peter Gerjets, Alexander Eitel, 2014 .

Validation of a 3-factor structure of spatial strategies and relations to possession and usage of navigational aids

Benedict C. O. F. Fehringer, Tim Kühl, Stefan Münzer, 2016 .

Effects of disfluency and test expectancy on learning with text

Alexander Eitel, Tim Kühl, Alexander Eitel, 2016 .

Text Information and Spatial Abilities in Learning With Different Visualizations Formats

Benedict C. O. F. Fehringer, Tim Kühl, Stefan Münzer, 2017 .