Prof. Dr.

Tim Kühl

Dr. Tim Kühl lehrt seit dem Wintersemester 2022/23 im Fachgebiet Psychologie am Campus Köln der Hochschule Macromedia.

Nach seinem Studium der Psychologie an der Technischen Universität Berlin promovierte er am Leibniz-Institut für Wissensmedien in Tübingen im Fach Psychologie zum Thema der lernförderlichen Gestaltung von Visualisierungen im Kontext des Lernens mit digitalen Medien.

Mehr Infos
Lehrgebiet:

Psychologie

Zu Psychologie
Stadtansicht Köln, Dom und Rheinufer
Campus:

Köln

Zum Standort
Fakultät:

Fakultät Kultur, Medien, Psychologie

Publikationen

2022

Learning with the interactive whiteboard in the classroom:

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2022

Unifying the ability-as-compensator and ability-as-enhancer hypotheses.

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2021

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

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2021

Prerequisite knowledge and time of testing in learning with animations and static pictures:

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2019

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

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2019

Harmful or helpful? The impact of seductive details on learning and instruction.

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2019

Is learning with elaborative interrogation less desirable when learners are depleted?

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2019

Adding emotionality to seductive details – Consequences for learning?

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2019

Learning with elaborative interrogations and the impact of learners’ emotional states.

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2018

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

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2018

Text information and spatial abilities in learning with different visualization formats.

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2018

Specificity of mental transformations involved in understanding spatial structures:

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2018

Why the cells look like that – The influence of learning with emotional design and elaborative interrogations.

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2017

An inverted personalization effect when learning with multimedia:

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2017

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

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2017

Underlying processes of an inverted personalization effect in multimedia learning

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2016

Effects of disfluency and test expectancy on learning with text.

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2016

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

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2016

Standardized norm data for three self-report scales on egocentric and allocentric environmental spatial strategies.

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2016

Effects of disfluency on cognitive and metacognitive processes and outcomes.

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2014

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

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2014

Disfluency meets cognitive load in multimedia learning:

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2014

A call for an unbiased search for moderators in disfluency research:

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