Thomas Huk

895 total citations
22 papers, 642 citations indexed

About

Thomas Huk is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Education. According to data from OpenAlex, Thomas Huk has authored 22 papers receiving a total of 642 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Experimental and Cognitive Psychology, 14 papers in Developmental and Educational Psychology and 7 papers in Education. Recurrent topics in Thomas Huk's work include Visual and Cognitive Learning Processes (15 papers), Innovative Teaching and Learning Methods (9 papers) and Educational Games and Gamification (6 papers). Thomas Huk is often cited by papers focused on Visual and Cognitive Learning Processes (15 papers), Innovative Teaching and Learning Methods (9 papers) and Educational Games and Gamification (6 papers). Thomas Huk collaborates with scholars based in Germany, United States and Russia. Thomas Huk's co-authors include Katharina Scheiter, Peter Gerjets, Yvonne Kammerer, Wolfgang Winkel, Anne Schüler, Friedrich W. Hesse and Uwe Sander and has published in prestigious journals such as Proceedings of the Royal Society B Biological Sciences, Computers in Human Behavior and Oecologia.

In The Last Decade

Thomas Huk

22 papers receiving 588 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Thomas Huk Germany 11 292 184 151 123 116 22 642
Michael K. McBeath United States 18 275 0.9× 128 0.7× 18 0.1× 106 0.9× 89 0.8× 74 1.0k
Hagen Lehmann United Kingdom 15 132 0.5× 185 1.0× 51 0.3× 9 0.1× 49 0.4× 42 1.0k
Bärbel Garsoffky Germany 11 140 0.5× 107 0.6× 43 0.3× 34 0.3× 76 0.7× 18 487
Joe Marshall United Kingdom 24 69 0.2× 116 0.6× 37 0.2× 30 0.2× 256 2.2× 77 1.7k
Terry Purcell Australia 9 429 1.5× 25 0.1× 63 0.4× 96 0.8× 46 0.4× 15 1.3k
Yvonne Lippa United States 12 286 1.0× 158 0.9× 15 0.1× 368 3.0× 97 0.8× 15 865
Mark G. McGee United States 11 332 1.1× 287 1.6× 182 1.2× 959 7.8× 333 2.9× 19 1.4k
Wim Pouw Netherlands 15 344 1.2× 407 2.2× 80 0.5× 28 0.2× 47 0.4× 47 850
Dennis M. Shaffer United States 12 56 0.2× 72 0.4× 55 0.4× 35 0.3× 20 0.2× 34 469
Alexander Klassmann Germany 5 250 0.9× 251 1.4× 25 0.2× 10 0.1× 72 0.6× 10 971

Countries citing papers authored by Thomas Huk

Since Specialization
Citations

This map shows the geographic impact of Thomas Huk's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Thomas Huk with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas Huk more than expected).

Fields of papers citing papers by Thomas Huk

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Thomas Huk. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Thomas Huk. The network helps show where Thomas Huk may publish in the future.

Co-authorship network of co-authors of Thomas Huk

This figure shows the co-authorship network connecting the top 25 collaborators of Thomas Huk. A scholar is included among the top collaborators of Thomas Huk based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Thomas Huk. Thomas Huk is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
2.
Scheiter, Katharina, Anne Schüler, Peter Gerjets, Thomas Huk, & Friedrich W. Hesse. (2013). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior. 31. 73–84. 38 indexed citations
3.
Huk, Thomas, et al.. (2009). The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions. Instructional Science. 38(5). 455–469. 39 indexed citations
4.
Scheiter, Katharina, et al.. (2008). The effects of realism in learning with dynamic visualizations. Learning and Instruction. 19(6). 481–494. 94 indexed citations
5.
Huk, Thomas, et al.. (2008). Combining cognitive and affective support in order to promote learning. Learning and Instruction. 19(6). 495–505. 49 indexed citations
6.
Huk, Thomas, et al.. (2007). Testing the sexy son hypothesis--a research framework for empirical approaches. Behavioral Ecology. 19(2). 456–461. 14 indexed citations
7.
Huk, Thomas. (2006). Who benefits from learning with 3D models? the case of spatial ability. Journal of Computer Assisted Learning. 22(6). 392–404. 242 indexed citations
8.
Huk, Thomas & Wolfgang Winkel. (2006). Polygyny and its fitness consequences for primary and secondary female pied flycatchers. Proceedings of the Royal Society B Biological Sciences. 273(1594). 1681–1688. 35 indexed citations
9.
Huk, Thomas, et al.. (2006). Learning cell biology with close-up views or connecting lines: Evidence for the structure mapping effect. Computers in Human Behavior. 23(3). 1089–1104. 18 indexed citations
10.
Huk, Thomas, et al.. (2004). The Influence of Cognitive Abilities and the Presence of 3D Models on the Use of Task Relevant Content in Hypermedia Learning Systems. 2004(1). 1937–1942. 4 indexed citations
11.
Huk, Thomas, et al.. (2003). COMPUTER ANIMATIONS AS LEARNING OBJECTS: WHAT IS AN EFFICIENT INSTRUCTIONAL DESIGN, AND FOR WHOM?. 1187–1190. 6 indexed citations
12.
Huk, Thomas, et al.. (2003). Knowledge Acquisition Strategies and Navigation in Hypermedia Learning Environments: The Influence of Instructional Design Properties. 326–332. 1 indexed citations
13.
Huk, Thomas, et al.. (2003). Learning with Educational Hypermedia Software: The Impact of Signals in Animations.. 70(2). 689–695. 2 indexed citations
14.
Sander, Uwe, et al.. (2003). Evaluation of Two CD-ROMs from a Series on Cell Biology. PubMed. 2(4). 256–265. 10 indexed citations
15.
Huk, Thomas, et al.. (2003). The Use of High Quality 3D Animations and Videos in Hypermedia Systems by Learners with different Cognitive Abilities. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 1193–1196. 6 indexed citations
16.
Huk, Thomas, et al.. (2003). The Influence Of Visual Spatial Ability On The Attitude of Users Towards High-Quality 3D-animations In Hypermedia Learning Environments. 2003(1). 1038–1041. 11 indexed citations
17.
Huk, Thomas, et al.. (2003). Computer-Animations In Education: The Impact Of Graphical Quality (3D / 2D) And Signals. 2003(1). 1036–1037. 6 indexed citations
18.
Huk, Thomas, et al.. (2003). The Educational Value of Cues in Computer Animations and Its Dependence on Individual Learner Abilities. 2003(1). 2658–2661. 3 indexed citations
19.
Huk, Thomas, et al.. (2003). Helping Teachers Developing Computer Animations for Improving Learning in Science Education. 2003(1). 3022–3025. 16 indexed citations
20.
Huk, Thomas, et al.. (1999). Substrate selection by Carabus clatratus (Coleoptera, Carabidae) and its consequences for offspring development. Oecologia. 121(3). 348–354. 42 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Michael K. McBeath Breakdown of academic impact, for papers by Hagen Lehmann Breakdown of academic impact, for papers by Bärbel Garsoffky Breakdown of academic impact, for papers by Joe Marshall Breakdown of academic impact, for papers by Terry Purcell Breakdown of academic impact, for papers by Yvonne Lippa Breakdown of academic impact, for papers by Mark G. McGee Breakdown of academic impact, for papers by Wim Pouw Breakdown of academic impact, for papers by Dennis M. Shaffer Breakdown of academic impact, for papers by Alexander Klassmann
Rankless by CCL
2026