I am interested in how to design teaching and learning processes with digital media in supportive ways. I address learning with animations and static pictures and investigate under which conditions animations or static pictures may be better suited to achieve a deeper understanding of the topic. In addition, I consider how individual differences, such as spatial abilities or prior knowledge, may differently influence learning with animations or static pictures. I examine how and by which means learners can be best stimulated to engage in deeper processing. For instance, is it reasonable to intentionally introduce difficulties in a multimedia presentation that learners need to solve? In another branch of my research, I study the impact of affective-motivational factors on learning with multimedia. How does the learner’s emotional state affect the learning process and learning outcomes? Does the emotional content of a topic play a role? For instance, do certain multimedia design principles change their effect if the topic is emotionally aversive?
To gain deeper insights into the learning processes, I also use eye-tracking data for some of these research questions.
Here, you can get more information about the Research at the Chair of Psychology of Education.
Publications in scientific journals with peer review:
Eitel, A., & Kühl, T. (2019). Harmful or Helpful? The Impact of Seductive Details on Learning and Instruction (Editorial of Special Issue). Applied Cognitive Psychology, 33, 3-8. doi:10.1002/
Kühl, T., & Bertrams, A. (2019). Is learning with elaborative interrogation less desirable when learners are depleted?. Frontiers in Psychology, 10, 707. doi:10.3389/
Kühl, T., Moersdorf, F., Römer, M., & Münzer, S. (2019). Adding emotionality to seductive details – Consequences for learning? Applied Cognitive Psychology, 33, 48-61. doi:10.1002/
Navratil, S. D., & Kühl, T. (2019). Learning with elaborative interrogations and the impact of learners’ emotional states. Journal of Computer Assisted Learning, 35, 218-227. doi:10.1111/
Kühl, T., Navratil, S. D., & Münzer, S. (2018). Animations and static pictures: The influence of prompting and time of testing. Learning and Instruction, 58, 201-209. doi:10.1016/
Kühl, T., Stebner, F., Navratil, S. D., Fehringer, B. C. O. F., & Münzer, S. (2018). Text information and spatial abilities in learning with different visualization formats. Journal of Educational Psychology, 110, 561-577. doi:10.1037/
Münzer, S., Fehringer, B. C. O. F., & Kühl, T. (2018). Specificity of mental transformations involved in understanding spatial structures: Correspondence between ability measures and dedicated tasks. Learning and Individual Differences, 61, 40-50. doi:10.1016/
Navratil, S. D., Kühl, T., & Heidig, S. (2018). Why the cells look like that – The influence of learning with emotional design and elaborative interrogations. Frontiers in Psychology, 9, 1653. doi:10.3389/
Kühl, T. & Zander, S. (2017). An inverted personalization effect when learning with multimedia: The case of aversive content. Computers & Education, 108, 71-84. doi:10.1016/
Stebner, F., Kühl, T., Höffler, T., Wirth, J., & Ayres, P. (2017). The role of process information in narrations while learning with animations and static pictures. Computers & Education, 104, 34-38. doi:10.1016/
Zander, S., Wetzel, S., Kühl, T., & Bartels, S. (2017). Underlying processes of an inverted personalization effect in multimedia learning – an eye-tracking study. Frontiers in Psychology, 8, 2202. doi:10.3389/
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/
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/
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/
Eitel, A. & Kühl, T. (2016). Effects of disfluency and test expectancy on learning with text. Metacognition and Learning, 11, 107-121. doi:10.1007/
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/
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, 488-501. doi:10.1002/
* These authors contributed equally to this work and should both be considered as first authors
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. doi:10.1002/
* These authors contributed equally to this work and should both be considered as first authors.
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/
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/
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.
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.
Teaching. Students enrolled in programs for the teaching degree for secondary schools at the University of Mannheim (Lehramt Gymnasium, Bachelor of Education, Master of Education) attend my seminars in Psychology of Education. My courses focus on teaching and learning with digital media (including psychological foundations of learning and memory), inter-individual differences, quality of instruction, instructional methods, development of competences of teachers, and heterogeneity of learners in secondary school classrooms. Furthermore, I am involved in teaching Psychology for students enrolled in B.Sc. and M.Sc. Psychology (e.g., specific issues of Educational Psychology, as well as research-oriented courses with small groups).
Supervision of Bachelor theses and Master theses. I supervise and examine B.Sc. and M.Sc. theses in Psychology as well as Master theses in the Master of Education program.
Development of Curriculum and Quality. I work together with the University’s center for teacher education and innovation in teaching (Zentrum für Lehrerbildung und Bildungsinnovation, ZLBI) to adapt the curriculum according to current challenges for schools (e.g., heterogeneity of learners in secondary school classrooms). We develop course formats that combine working for and within the society with learning and reflection in the seminar (Service Learning).