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Ehemaliges IWM-Mitglied [01.01.2007 - 31.01.2011]

Tim Kühl

Abgeschlossene Projekte

Effektivität dynamischer und statischer Visualisierungen für das Verständnis naturwissenschaftlicher Zusammenhänge

Ressourcenadaptiver Einsatz dynamischer Visualisierungen zur Unterstützung des Verständnisses für naturwissenschaftliche Zusammenhänge

Artikel in referierten Zeitschriften

Eitel, A., & Kühl, T. (2016). Effects of disfluency and test expectancy on learning with text. Metacognition and Learning, 11, 107-121. https://dx.doi.org/10.1007/s11409-015-9145-3 Volltext anfordern
 

Kühl, T., & Eitel, A. (2016). Editorial: Effects of disfluency on cognitive and metacognitive processes and outcomes. Metacognition and Learning, 11, 1-13. https://dx.doi.org/10.1007/s11409-016-9154-x Volltext anfordern
 

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(4), 488-501. https://dx.doi.org/10.1002/acp.3004 Volltext anfordern
 

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. Volltext anfordern
 

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://dx.doi.org/10.1002/acp.3030 Volltext anfordern
 

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. Open Access
 

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. Volltext anfordern
 

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. Volltext anfordern
 

Pfeiffer, V. D., Scheiter, K., Kühl, T., & Gemballa, S. (2011). Learning how to identify species in a situated learning scenario: Using dynamic-static visualizations to prepare students for their visit to the aquarium. EURASIA Journal of Mathematics, Science & Technology Education, 7, 135-147. Open Access
 

Buchbeiträge

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 (pp. 153-168). London: Routledge.
 

Konferenzbeiträge

Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014, August). Disfluency meets cognitive load in multimedia learning: Does harder to read mean better to understand? Meeting of the EARLI SIG 6&7 Instructional Design & Learning with Computers. Rotterdam, The Netherlands. [Talk]
 

Kühl, T., Eitel, A., Damnik, G., Scheiter, K., & Körndle, H. (2013, August). Introducing perceptual difficulties might actually hamper learning with narrated visualizations. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Talk]
 

Kühl, T., Eitel, A., Damnik, G., Kapp, F., Proske, A., & Scheiter, K. (2012, September). Die Rolle von disfluent gesprochenem Text beim Lernen mit Multimedia 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
 

Kühl, T., Eitel, A., Damnik, G., Proske, A., Scheiter, K., & Körndle, H. (2012, May). Disfluency research meets cognitive load theory in learning with narrated visualizations Meeting of the EARLI SIG 6&7 Instructional Design & Learning with Computers. Bari, Italy. [Talk]
 

Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2011, July). When harder to read means better to understand! Cognitive load theory meets disfluency research when learning with multimedia. 21st Annual Meeting of the Society for Text and Discourse. Poitiers, France. [Talk]
 

Kühl, T., Eitel, A., Scheiter, K., & Gerjets, P. (2011, September). Wenn schlechte Leserlichkeit zu tieferem Verständnis führt: Disfluency-Forschung versus Cognitive Load Theory beim Lernen mit Multimedia. 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Erfurt. [Vortrag]
 

Kühl, T., Eitel, A., Scheiter, K., & Gerjets, P. (2011, August). Disfluency research meets cognitive load theory in multimedia learning: When a bad layout leads to good performance. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
 

Kühl, T., Gerjets, P., & Scheiter, K. (2011, September). Die Rolle textlicher Information über dynamische Eigenschaften beim Lernen mit dynamischen oder statischen Visualisierungen. 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Erfurt. [Vortrag]
 

Kühl, T., Gerjets, P., & Scheiter, K. (2011, August). The role of textual information on dynamics in learning with dynamic or static visualizations. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
 

Schüler, A., & Kühl, T. (2011, September). Rahmenbedingungen des Wissenserwerbs mit multiplen Repräsentationen. Arbeitsgruppe auf der 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Erfurt. [Symposium Organisation]
 

Tibus, M., Imhof, B., Kühl, T., Nommensen, S., Gerjets, P., & Schwan, S. (2011, September). Kunstmuseum als Lernorte: Was wünschen die Besucher? 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2010, August). Can text compensate differences in types of graphics? Meeting of the EARLI SIG2 Text and Graphics Comprehension. Tübingen. [Poster]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2010, September). Der Einfluss aufmerksamkeitslenkender Maßnahmen auf das Lernen mit dynamischen und statischen Visualisierungen. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
 

Kühl, T., De Koning, B., Ayres, P., & Höffler, T. (2009, August). Organization: Designing effective dynamic and static visualizations in complex learning environments. Symposium at the 13th Biennial Conference of the European Conference for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Symposium Organisation]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2009, September). Der Einfluss der Textmodalität auf das Lernen mit dynamischen und statischen Visualisierungen. 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Vortrag]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2009, August). Does the modality effect moderate the effectiveness of learning with either static or dynamic visualizations? 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2009, June). Learning with dynamic and static visualizations: Roles of learning strategies, text modality and cueing methods. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2009, Juli). Lernen mit dynamischen und statischen Visualisierungen. Kolloquium der Abteilung Kognitionspsychologie & Kognitive Ergonomie der Technischen Universität Berlin. Berlin. [Vortrag]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2009, August). Effects of cueing in learning with static and dynamic visualizations. Roundtable at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2009, September). Der Einfluss aufmerksamkeitslenkender Maßnahmen auf das Lernen mit dynamischen und statischen Visualisierungen. 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Poster]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2009, March). The influence of text modality on learning with static and dynamic visualizations. 3rd International Cognitive Load Theory Conference. Heerlen, The Netherlands. [Talk]
 

Bétrancourt, M., & Kühl, T. (2008, July). Learning with dynamic visualizations: Cognitive and design issues. Symposium at the XXIX International Congress of Psychology (ICP). Berlin. [Talk]
 

Gerjets, P., Scheiter, K., Imhof, B., Kühl, T., Pfeiffer, V., & Gemballa, S. (2008, September). Adaptive design of visualizations for supporting the comprehension of complex dynamics in the natural sciences. Workshop "Use of (external) representations in mathematical and scientific reasoning and problem solving: Analysis and improvement" des FWO Networks „Developing critical and flexible thinking”. University of Leuven, Belgium. [Talk]
 

Kühl, T., Gerjets, P., & Scheiter, K. (2008, August). Does the modality effect moderate the effectiveness of learning with either static or dynamic visualizations? Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Tilburg, Niederlande. [Poster]
 

Kühl, T., Gerjets, P. & Scheiter, K. (2008, March). The effects of static and dynamic visualizations for understanding Natural Sciences. 92nd Annual Meeting of the American Educational Research Association (AERA). New York, NY, USA. [Talk]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2008, May). Understanding natural sciences: Effects of dynamic and static visualizations. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2008, May). Does the modality effect moderate the effectiveness of learning with either static or dynamic visualizations? Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2008, July). Effects of dynamic and static visualizations in understanding natural science phenomena. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2008, May). Effects of cueing in learning with static and dynamic visualizations. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
 

Kühl, T., Gerjets, P., & Scheiter, K. (2007, September). Der Einfluss statischer und dynamischer Visualisierungen auf das Verständnis naturwissenschaftlicher Zusammenhänge. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]
 

Kühl, T., Scheiter, K., & Gerjets, P. (2007, May). The effects of illustrations in learning physical principles and forces of fish locomotion. Workshop "Resource-adaptive Design of Visualizations for Supporting the comprehension of complex dynamics ion the Natural Sciences". Protaras, Cyprus. [Talk]
 

Tim Kühl
Tim Kühl