Publikationen
Navratil, S. D. *, & Kühl, T. * (2023). Learning with self-generated drawings and the impact of learners' emotional states. Frontiers in Psychology, 14, 1286022. https://doi.org/10.3389/fpsyg.2023.1286022 * Both authors contributed equally to this work and should both be considered as first authors |
Kühl, T., & Münzer, S. (2023). When pictures are not beneficial in multimedia learning: The case of threat-related pictures. Educational Psychology, 43, 155-172. |
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, 10387-10404. |
Kühl, T.*, Fehringer, B. C. O. F.*, & Münzer, S.* (2022). Unifying the ability-as-compensator and ability-as-enhancer hypotheses. Educational Psychology Review, 34, 1063-1095. https://doi.org/10.1007/s10648-021-09650-5 * All authors contributed equally to this work and should both be considered as first authors. |
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, 37, 1312-1323. https://doi.org/10.1111/jcal.12571 |
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, 101457. https://doi.org/10.1016/j.learninstruc.2021.101457 |
Kühl, T., & Münzer, S. (2019). The moderating role of additional information when learning with animations compared to static pictures. Instructional Science, 47, 659-677. https://doi.org/10.1007/s11251-019-09498-x |
Eitel, A., & Kühl, T. (2019). Harmful or helpful? The impact of seductive details on learning and instruction (Editorial of Special Issue). Applied Cognitive Psychology, 33, 3-8. https://doi.org/10.1002/acp.3513 |
Kühl, T., & Bertrams, A. (2019). Is learning with elaborative interrogation less desirable when learners are depleted?. Frontiers in Psychology, 10, 707. https://doi.org/10.3389/fpsyg.2019.00707 |
Kühl, T., Moersdorf, F., Römer, M., & Münzer, S. (2019). Adding emotionality to seductive details – Consequences for learning? Applied Cognitive Psychology, 33, 48-61. https://doi.org/10.1002/acp.3477 |
Navratil, S. D., & Kühl, T. (2019). Learning with elaborative interrogations and the impact of learners’ emotional states. Journal of Computer Assisted Learning, 35, 218-227. https://doi.org/10.1111/jcal.12324 |
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. https://doi.org/10.1016/j.learninstruc.2018.07.006 |
Kühl, T., Stebner, F., Navratil, S. D., Fehringer, B. C. O. F., & Münzer, S. (2018). Text information and spatial abilities in learning with different visualization formats. Journal of Educational Psychology, 110, 561-577. https://doi.org/10.1037/edu0000226 |
Münzer, S., Fehringer, B. C. O. F., & Kühl, T. (2018). Specificity of mental transformations involved in understanding spatial structures: Correspondence between ability measures and dedicated tasks. Learning and Individual Differences, 61, 40-50. https://doi.org/10.1016/j.lindif.2017.11.004 |
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, 1653. https://doi.org/10.3389/fpsyg.2018.01653 |
Kühl, T., & Zander, S. (2017). An inverted personalization effect when learning with multimedia: The case of aversive content. Computers & Education, 108, 71-84. https://doi.org/10.1016/j.compedu.2017.01.013 |
Stebner, F., Kühl, T., Höffler, T., Wirth, J., & Ayres, P. (2017). The role of process information in narrations while learning with animations and static pictures. Computers & Education, 104, 34-38. https://doi.org/10.1016/j.compedu.2016.11.001 |
Zander, S., Wetzel, S., Kühl, T., & Bartels, S. (2017). Underlying processes of an inverted personalization effect in multimedia learning – an eye-tracking study. Frontiers in Psychology, 8, 2202. https://doi.org/10.3389/fpsyg.2017.02202 |
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. https://doi.org/10.1016/j.jenvp.2016.04.017 |
Münzer, S., Fehringer, B. C. O. F., & Kühl, T. (2016). Standardized norm data for three self-report scales on egocentric and allocentric environmental spatial strategies. Data in Brief, 8, 803-811. https://doi.org/10.1016/j.dib.2016.06.039 |
Kühl, T., & Eitel, A. (2016). Effects of disfluency on cognitive and metacognitive processes and outcomes (Editorial of Special Issue). Metacognition and Learning, 11, 1-13. https://doi.org/10.1007/s11409-016-9154-x |
Eitel, A. & Kühl, T. (2016). Effects of disfluency and test expectancy on learning with text. Metacognition and Learning, 11, 107-121. https://doi.org/10.1007/s11409-015-9145-3 |
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. https://doi.org/10.1016/j.chb.2014.03.004 |
Eitel, A.*, Kühl, T.*, Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean better-to-understand? Applied Cognitive Psychology, 28, 488-501. https://doi.org/10.1002/acp.3004 * These authors contributed equally to this work and should both be considered as first authors |
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, 805-806. https://doi.org/10.1002/acp.3030 * These authors contributed equally to this work and should both be considered as first authors. |
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, 71-88. |
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, 29-35. https://doi.org/10.1016/j.chb.2010.05.008 |
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, 176-187. https://doi.org/10.1016/j.compedu.2010.08.008 |
Gerjets, P., Imhof, B., Kühl, T., Pfeiffer, V., Scheiter, K., & Gemballa, S. (2010). Using static and dynamic visualizations 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 external representations in reasoning and problem solving: Analysis and improvement (New Perspectives on Learning and Instruction) (pp. 153-168). London: Routledge. |
Herausgeberschaft |
Eitel, A., & Kühl, T. (2019). Harmful or helpful? The impact of seductive details on learning and Instruction. Applied Cognitive Psychology, 33. (Special Issue) |
Kühl, T. & Eitel, A. (2016). Effects of disfluency on cognitive and metacognitive processes and outcomes. Metacognition and Learning, 11. (Special Issue) |