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ORCIDTim Kühl
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- affiliation: University of Mannheim, Psychology of Education, Germany
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2020 – today
- 2024
[j9]Luciana Maria Cavichioli Gomes Almeida
, Stefan Münzer, Tim Kühl:
More personal, but not better: The personalization effect in learning neutral and aversive health information. J. Comput. Assist. Learn. 40(5): 2248-2260 (2024)- 2022
- [j8]Tim Kühl, Patrizia Wohninsland:
Learning with the interactive whiteboard in the classroom: Its impact on vocabulary acquisition, motivation and the role of foreign language anxiety. Educ. Inf. Technol. 27(7): 10387-10404 (2022) - 2021
- [j7]Tim Kühl, Stefan Münzer:
Learning about a serious disease: When a personalized message is harmful unless you are happy. J. Comput. Assist. Learn. 37(5): 1312-1323 (2021)
2010 – 2019
- 2019
- [j6]Sabrina D. Navratil, Tim Kühl:
Learning with elaborative interrogations and the impact of learners' emotional states. J. Comput. Assist. Learn. 35(2): 218-227 (2019) - 2017
- [j5]Ferdinand Stebner, Tim Kühl, Tim N. Höffler, Joachim Wirth, Paul Ayres:
The role of process information in narrations while learning with animations and static pictures. Comput. Educ. 104: 34-48 (2017) - [j4]Tim Kühl, Steffi Zander:
An inverted personalization effect when learning with multimedia: The case of aversive content. Comput. Educ. 108: 71-84 (2017) - 2014
- [j3]Tim Kühl, Alexander Eitel, Gregor Damnik, Hermann Körndle:
The impact of disfluency, pacing, and students' need for cognition on learning with multimedia. Comput. Hum. Behav. 35: 189-198 (2014) - 2011
- [j2]Tim Kühl, Katharina Scheiter, Peter Gerjets, Sven Gemballa:
Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? Comput. Educ. 56(1): 176-187 (2011) - [j1]Tim Kühl, Katharina Scheiter, Peter Gerjets, Jörg Edelmann:
The influence of text modality on learning with static and dynamic visualizations. Comput. Hum. Behav. 27(1): 29-35 (2011)
Coauthor Index
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