Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task. - Alexander Skulmowski; Simon Pradel; Tom Kühnert; Guido Brunnett; Günter Daniel Rey (Comput. Educ., 2016)

The negative impact of saturation on website trustworthiness and appeal: A temporal model of aesthetic website perception. - Alexander Skulmowski; Yannik Augustin; Simon Pradel; Steve Nebel; Sascha Schneider; Günter Daniel Rey (Comput. Hum. Behav., 2016)

Realistic details in visualizations require color cues to foster retention. - Alexander Skulmowski; Günter Daniel Rey (Comput. Educ., 2018)

When color coding backfires: A guidance reversal effect when learning with realistic visualizations. - Alexander Skulmowski (Educ. Inf. Technol., 2022)

Is there an optimum of realism in computer-generated instructional visualizations? - Alexander Skulmowski (Educ. Inf. Technol., 2022)

Realistic visualizations can aid transfer performance: Do distinctive shapes and descriptive labels contribute towards learning? - Alexander Skulmowski (J. Comput. Assist. Learn., 2022)

Shape distinctness and segmentation benefit learning from realistic visualizations, while dimensionality and perspective play a minor role. - Alexander Skulmowski (Comput. Educ. X Real., 2023)

Ethical issues of educational virtual reality. - Alexander Skulmowski (Comput. Educ. X Real., 2023)

Realistic details impact learners independently of split-attention effects. - Alexander Skulmowski (Cogn. Process., 2023)

Are realistic details important for learning with visualizations or can depth cues provide sufficient guidance? - Alexander Skulmowski (Cogn. Process., 2024)

Appealing, but misleading: a warning against a naive AI realism. - Patricia Engel-Hermann; Alexander Skulmowski (AI Ethics, 2025)

The ethics of erroneous AI-generated scientific figures. - Alexander Skulmowski; Patricia Engel-Hermann (Ethics Inf. Technol., 2025)