Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? - Tim Kühl; Katharina Scheiter; Peter Gerjets; Sven Gemballa (Comput. Educ., 2011)

The influence of text modality on learning with static and dynamic visualizations. - Tim Kühl; Katharina Scheiter; Peter Gerjets; Jörg Edelmann (Comput. Hum. Behav., 2011)

The impact of disfluency, pacing, and students' need for cognition on learning with multimedia. - Tim Kühl; Alexander Eitel; Gregor Damnik; Hermann Körndle (Comput. Hum. Behav., 2014)

An inverted personalization effect when learning with multimedia: The case of aversive content. - Tim Kühl; Steffi Zander (Comput. Educ., 2017)

The role of process information in narrations while learning with animations and static pictures. - Ferdinand Stebner; Tim Kühl; Tim N. Höffler; Joachim Wirth; Paul Ayres (Comput. Educ., 2017)

Learning with elaborative interrogations and the impact of learners' emotional states. - Sabrina D. Navratil; Tim Kühl (J. Comput. Assist. Learn., 2019)

Learning about a serious disease: When a personalized message is harmful unless you are happy. - Tim Kühl; Stefan Münzer (J. Comput. Assist. Learn., 2021)

Learning with the interactive whiteboard in the classroom: Its impact on vocabulary acquisition, motivation and the role of foreign language anxiety. - Tim Kühl; Patrizia Wohninsland (Educ. Inf. Technol., 2022)

More personal, but not better: The personalization effect in learning neutral and aversive health information. - Luciana Maria Cavichioli Gomes Almeida; Stefan Münzer; Tim Kühl (J. Comput. Assist. Learn., 2024)