Tim Kühl

Kühl, T., & Wohninsland, P.: Learning with the interactive whiteboard in the classroom:

Kühl, T.*, Fehringer, B. C. O. F.*, & Münzer, S.*: Unifying the ability-as-compensator and ability-as-enhancer hypotheses.

Kühl, T. & Münzer, S.: Learning about a serious disease: When a personalized message is harmful unless you are happy.

Kühl, T.: Prerequisite knowledge and time of testing in learning with animations and static pictures:

Kühl, T., & Münzer, S.: The moderating role of additional information when learning with animations compared to static pictures.

Eitel, A., & Kühl, T.: Harmful or helpful? The impact of seductive details on learning and instruction.

Kühl, T., & Bertrams, A.: Is learning with elaborative interrogation less desirable when learners are depleted?

Kühl, T., Moersdorf, F., Römer, M., & Münzer, S.: Adding emotionality to seductive details – Consequences for learning?

Navratil, S. D., & Kühl, T.: Learning with elaborative interrogations and the impact of learners’ emotional states.

Kühl, T., Navratil, S. D., & Münzer, S.: Animations and static pictures: The influence of prompting and time of testing.

Kühl, T., Stebner, F., Navratil, S. D., Fehringer, B. C. O. F., & Münzer, S.: Text information and spatial abilities in learning with different visualization formats.

Münzer, S., Fehringer, B. C. O. F., & Kühl, T.: Specificity of mental transformations involved in understanding spatial structures:

Navratil, S. D., Kühl, T., & Heidig, S.: Why the cells look like that – The influence of learning with emotional design and elaborative interrogations.

Kühl, T. & Zander, S.: An inverted personalization effect when learning with multimedia:

Stebner, F., Kühl, T., Höffler, T., Wirth, J., & Ayres, P.: The role of process information in narrations while learning with animations and static pictures.

Zander, S., Wetzel, S., Kühl, T., & Bartels, S.: Underlying processes of an inverted personalization effect in multimedia learning

Eitel, A. & Kühl, T.: Effects of disfluency and test expectancy on learning with text.

Münzer, S., Fehringer, B. C. O. F., & Kühl, T.: Validation of a 3-factor structure of spatial strategies and relations to possession and usage of navigational aids.

Münzer, S., Fehringer, B. C. O. F., & Kühl, T.: Standardized norm data for three self-report scales on egocentric and allocentric environmental spatial strategies.

Kühl, T. & Eitel, A.: Effects of disfluency on cognitive and metacognitive processes and outcomes.

Kühl, T., Eitel, A., Damnik, G., & Körndle, H.: The impact of disfluency, pacing, and students' need for cognition on learning with multimedia.

Eitel, A.*, Kühl, T.*, Scheiter, K., & Gerjets, P.: Disfluency meets cognitive load in multimedia learning:

Kühl, T.*, Eitel, A.*, Scheiter, K., & Gerjets, P. : A call for an unbiased search for moderators in disfluency research: