| Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? T Kühl, K Scheiter, P Gerjets, S Gemballa Computers & Education 56 (1), 176-187, 2011 | 136 | 2011 |
| The influence of text modality on learning with static and dynamic visualizations T Kühl, K Scheiter, P Gerjets, J Edelmann Computers in Human Behavior 27 (1), 29-35, 2011 | 114 | 2011 |
| Disfluency meets cognitive load in multimedia learning: Does harder‐to‐read mean better‐to‐understand? A Eitel, T Kühl, K Scheiter, P Gerjets Applied Cognitive Psychology 28 (4), 488-501, 2014 | 97 | 2014 |
| The role of process information in narrations while learning with animations and static pictures F Stebner, T Kühl, TN Höffler, J Wirth, P Ayres Computers & Education 104, 34-48, 2017 | 72 | 2017 |
| Effects of disfluency on cognitive and metacognitive processes and outcomes T Kühl, A Eitel Metacognition and Learning 11, 1-13, 2016 | 72 | 2016 |
| Effects of disfluency and test expectancy on learning with text A Eitel, T Kühl Metacognition and Learning 11, 107-121, 2016 | 63 | 2016 |
| The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia T Kühl, A Eitel, G Damnik, H Koerndle Computers in Human Behavior 35, 189-198, 2014 | 56 | 2014 |
| Enhancing learning from dynamic and static visualizations by means of cueing T Kühl, K Scheiter, PT GerjeTS Journal of Educational Multimedia and Hypermedia 21 (1), 71-88, 2012 | 41 | 2012 |
| Validation of a 3-factor structure of spatial strategies and relations to possession and usage of navigational aids S Münzer, BCOF Fehringer, T Kühl Journal of Environmental Psychology 47, 66-78, 2016 | 37 | 2016 |
| An inverted personalization effect when learning with multimedia: The case of aversive content T Kühl, S Zander Computers & Education 108, 71-84, 2017 | 35 | 2017 |
| Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect T Kühl Learning and Instruction 73, 101457, 2021 | 33 | 2021 |
| Text information and spatial abilities in learning with different visualizations formats. T Kühl, F Stebner, SC Navratil, BCOF Fehringer, S Münzer Journal of Educational Psychology 110 (4), 561, 2018 | 31 | 2018 |
| Animations and static pictures: The influence of prompting and time of testing T Kühl, SD Navratil, S Münzer Learning and Instruction 58, 201-209, 2018 | 29 | 2018 |
| A call for an unbiased search for moderators in disfluency research: reply to Oppenheimer and Alter (2014) T Kühl, A Eitel, K Scheiter, P Gerjets Applied Cognitive Psychology 28 (5), 805-806, 2014 | 28 | 2014 |
| Why the cells look like that–the influence of learning with emotional design and elaborative interrogations SD Navratil, T Kühl, S Heidig Frontiers in Psychology 9, 1653, 2018 | 24 | 2018 |
| Adding emotionality to seductive details—Consequences for learning? T Kühl, F Moersdorf, M Römer, S Münzer Applied Cognitive Psychology 33 (1), 48-61, 2019 | 21 | 2019 |
| Learning how to identify species in a situated learning scenario: Using dynamic-static visualizations to prepare students for their visit to the aquarium. VD Pfeiffer, K Scheiter, T Kühl, S Gemballa Eurasia Journal of Mathematics, Science & Technology Education 7, 2011 | 20 | 2011 |
| Harmful or helpful to learning? The impact of seductive details on learning and instruction A Eitel, T Kühl Applied Cognitive Psychology 33 (1), 3-8, 2019 | 19 | 2019 |
| Learning with elaborative interrogations and the impact of learners' emotional states SD Navratil, T Kühl Journal of Computer Assisted Learning 35 (2), 218-227, 2019 | 16 | 2019 |
| Using static and dynamic visualisations to support the comprehension of complex dynamic phenomena in the natural sciences P Gerjets, B Imhof, T Kühl, V Pfeiffer Use of Representations in Reasoning and Problem Solving, 163-178, 2010 | 16 | 2010 |
