Dr. Tim Kühl

Mailing Address

Universität Mannheim
Lehrstuhl für Bildungspsychologie
Postfach 103462
D-68131 Mannheim

Address on Campus

A 5,6 building B,
2nd floor, room 207

Telephone: +(49) 621/ 181-3549
E-Mail: tim.kuehl//at//uni-mannheim.de

Office Hours

Every Wednesday between 12:00 p.m. and 13:00 p.m. It is not necessary to register for an appointment in advance.

 

 

 

 

 

 

 

 


CURRICULUM VITAE

University of Mannheim

Since 10 / 2012

Research assistant at the University of Mannheim, Psychology of Education

Dresden University of Technology

2 / 2011 – 9 / 2012

Research assistant at Dresden University of Technology, Psychology of Learning and Instruction

Knowledge Media Research Center, Tübingen

1 / 2007 – 1 / 2011

Research assistant at the Knowledge Media Research Center (KMRC), Hypermedia Lab

 

RESEARCH INTERESTS



MEMBERSHIPS

  • Member of  the German Psychological Society (DGP)

  • Member of the section "Educational Psychology" of the German Psychological Society (DGP)

  • Member of the European Association for Research on Learning and Instruction (EARLI)

  • Member of EARLI-Special Interest Groups "Comprehension of Text and Graphics" (SIG 2) as well as "Instructional Design" and "Learning and Instruction with Computers" (SIG 6 & 7)


PUBLICATIONS


Münzer, S., Fehringer, B. C. O. F., & Kühl, T. (2016). Validation of a 3-factor structure of spatial strategies and relations to possession and usage of navigational aids. Journal of Environmental Psychology, 47, 66-78. doi:10.1016/j.jenvp.2016.04.017

Münzer, S., Fehringer, B. C., & Kühl, T. (2016). Standardized norm data for three self-report scales on egocentric and allocentric environmental spatial strategies. Data in Brief, 8, 803-811. doi:10.1016/j.dib.2016.06.039

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

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

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. doi:10.1002/acp.3004

Kühl, T.*, Eitel, A.*, Scheiter, K., & Gerjets, P. (in press). A call for an unbiased search for moderators in disfluency research: Reply to Oppenheimer and Alter (2014). Applied Cognitive Psychology.

* These authors contributed equally to this work and should both be considered as first authors.

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. doi:10.1016/j.chb.2014.03.004.

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.

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. doi:10.1016/j.chb.2010.05.008

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. doi:10.1016/j.compedu.2010.08.008

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.

Kühl, T. (2011). Optimizing learning with dynamic and static visualizations to foster understanding in the Natural Sciences. Dissertation, Universität Tübingen [Online]. Verfügbar: http://nbn-resolving.de/urn:nbn:de:bsz:21-opus-58007

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 (New Perspectives on Learning and Instruction) (pp. 153-168). London: Routledge.

 

SELECTED CONFERENCE CONTRIBUTIONS

Kühl, T., Kählke, F., Römer, M., Navratil, S. D., & Münzer, S. (2016, September). Die Wirkung der Valenz von Seductive Details auf den Lernerfolg. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig.

Kühl, T., & Bertrams, A. (2016, Juni). The Influence of Ego Depletion on Learning with Inference Prompts vs. no Prompts. 9th International Cognitive Load Theory Conference. Bochum.

Kühl, T., & Eitel, A. (2015, September). Diskutant: Kognitive Motivation in Lern- und Leistungssituationen. 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel.

Kühl, T., & Roessel, J. (2014, September). Warum fremdsprachige Akzente lernhinderlich sein können. 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bochum.

Kühl, T., Kretschmar, U., & Münzer, S. (2014, März). Lernen mit zwei- und dreidimensionalen Visualisierungen: Der Einfluss räumlicher Textinformation und räumlichen Vorstellungsvermögens. 2. Fachtagung Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt.

Kühl, T., & Zander, S. (2013, September). Ein invertierter Personalisierungseffekt bei aversiven Lerninhalten: Was bei (D)einer Hirnblutung geschieht. 14. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim.

Kühl, T., Eitel, A., Damnik, G., Proske, A., Scheiter, K., & Körndle, H. (2012, September). Disfluency research meets cognitive load theory in learning with narrated visualizations. EARLI SIG 6&7 Conference. Bari, Italy.

Kühl, T., Proske, A., Damnik, G., Hilbig, A., & Körndle, H. (2011, Oktober). Wissen durch informelles Lernen systematisch weitergeben: Das postgraduale Bildungsangebot aquwa: „Gestaltung arbeitsplatznaher Qualifizierung und Wissensaustausch“. In W. Hacker, U. Pietrzyk & U. Debitz (Hrsg.), Wissen erfolgreich weitergeben – Lösungen für kleine und mittlere Unternehmen im demografischen Wandel (pp. 150-157). Lengerich: Pabst Science Publishers.

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.

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. 

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.

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.

Kühl, T., Gerjets, P. & Scheiter, K. (2008, März). 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.