Tim Kühl

852 total citations
30 papers, 613 citations indexed

About

Tim Kühl is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Tim Kühl has authored 30 papers receiving a total of 613 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Experimental and Cognitive Psychology, 13 papers in Developmental and Educational Psychology and 9 papers in Social Psychology. Recurrent topics in Tim Kühl's work include Visual and Cognitive Learning Processes (24 papers), Innovative Teaching and Learning Methods (9 papers) and Communication in Education and Healthcare (6 papers). Tim Kühl is often cited by papers focused on Visual and Cognitive Learning Processes (24 papers), Innovative Teaching and Learning Methods (9 papers) and Communication in Education and Healthcare (6 papers). Tim Kühl collaborates with scholars based in Germany, Switzerland and Australia. Tim Kühl's co-authors include Alexander Eitel, Peter Gerjets, Katharina Scheiter, Stefan Münzer, Sven Gemballa, Ferdinand Stebner, Steffi Zander, Hermann Körndle, Joachim Wirth and Tim N. Höffler and has published in prestigious journals such as Journal of Educational Psychology, Computers in Human Behavior and Computers & Education.

In The Last Decade

Tim Kühl

27 papers receiving 594 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tim Kühl Germany	16	375	274	166	92	90	30	613
Juan C. Castro-Alonso Australia	14	437 1.2×	387 1.4×	251 1.5×	124 1.3×	77 0.9×	22	801
Christian Kürschner Germany	6	339 0.9×	270 1.0×	168 1.0×	68 0.7×	24 0.3×	9	623
Wayne Leahy Australia	11	648 1.7×	469 1.7×	312 1.9×	94 1.0×	37 0.4×	11	962
Maria Opfermann Germany	9	368 1.0×	298 1.1×	250 1.5×	36 0.4×	49 0.5×	10	596
Ulrich Glowalla Germany	8	294 0.8×	185 0.7×	89 0.5×	45 0.5×	83 0.9×	14	533
Laura J. Massa United States	4	204 0.5×	240 0.9×	155 0.9×	57 0.6×	64 0.7×	5	475
Raedy M. Ping United States	10	241 0.6×	450 1.6×	176 1.1×	183 2.0×	198 2.2×	13	729
Florian Schmidt‐Weigand Germany	9	309 0.8×	235 0.9×	120 0.7×	31 0.3×	26 0.3×	9	450
Neil H. Schwartz United States	14	194 0.5×	316 1.2×	269 1.6×	52 0.6×	118 1.3×	43	632
Anna Wong Australia	4	273 0.7×	187 0.7×	111 0.7×	72 0.8×	30 0.3×	6	386

Countries citing papers authored by Tim Kühl

Since Specialization

Citations

This map shows the geographic impact of Tim Kühl'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 Tim Kühl with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tim Kühl more than expected).

Fields of papers citing papers by Tim Kühl

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tim Kühl. 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 Tim Kühl. The network helps show where Tim Kühl may publish in the future.

Co-authorship network of co-authors of Tim Kühl

This figure shows the co-authorship network connecting the top 25 collaborators of Tim Kühl. A scholar is included among the top collaborators of Tim Kühl 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 Tim Kühl. Tim Kühl is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Kühl, Tim, et al.. (2024). Temporary instructor presence in lecture slides does not enhance online learning. Educational Technology Research and Development. 73(2). 717–739.

Münzer, Stefan, et al.. (2024). More personal, but not better: The personalization effect in learning neutral and aversive health information. Journal of Computer Assisted Learning. 40(5). 2248–2260.

Kühl, Tim, et al.. (2023). Learning with self-generated drawings and the impact of learners’ emotional states. Frontiers in Psychology. 14.

Kühl, Tim & Stefan Münzer. (2023). When pictures are not beneficial in multimedia learning: the case of threat-related pictures. Educational Psychology. 43(2-3). 155–172. 3 indexed citations

Kühl, Tim, et al.. (2022). Unifying the Ability-as-Compensator and Ability-as-Enhancer Hypotheses. Educational Psychology Review. 34(2). 1063–1095. 10 indexed citations

Kühl, Tim & Stefan Münzer. (2021). Learning about a serious disease: When a personalized message is harmful unless you are happy. Journal of Computer Assisted Learning. 37(5). 1312–1323. 5 indexed citations

Kühl, Tim & Alex Bertrams. (2019). Is Learning With Elaborative Interrogation Less Desirable When Learners Are Depleted?. Frontiers in Psychology. 10. 707–707. 5 indexed citations

Kühl, Tim, et al.. (2018). Why the Cells Look Like That – The Influence of Learning With Emotional Design and Elaborative Interrogations. Frontiers in Psychology. 9. 1653–1653. 18 indexed citations

Kühl, Tim, et al.. (2018). Learning with elaborative interrogations and the impact of learners' emotional states. Journal of Computer Assisted Learning. 35(2). 218–227. 10 indexed citations

10.

Kühl, Tim, et al.. (2018). Adding emotionality to seductive details—Consequences for learning?. Applied Cognitive Psychology. 33(1). 48–61. 19 indexed citations

11.

Kühl, Tim, et al.. (2018). Animations and static pictures: The influence of prompting and time of testing. Learning and Instruction. 58. 201–209. 28 indexed citations

12.

Kühl, Tim, et al.. (2017). Text information and spatial abilities in learning with different visualizations formats.. Journal of Educational Psychology. 110(4). 561–577. 20 indexed citations

13.

Zander, Steffi, et al.. (2017). Underlying Processes of an Inverted Personalization Effect in Multimedia Learning – An Eye-Tracking Study. Frontiers in Psychology. 8. 2202–2202. 7 indexed citations

14.

Münzer, Stefan, et al.. (2017). Specificity of mental transformations involved in understanding spatial structures. Learning and Individual Differences. 61. 40–50. 9 indexed citations

15.

Kühl, Tim & Steffi Zander. (2017). An inverted personalization effect when learning with multimedia: The case of aversive content. Computers & Education. 108. 71–84. 19 indexed citations

16.

Münzer, Stefan, et al.. (2016). Standardized norm data for three self-report scales on egocentric and allocentric environmental spatial strategies. Data in Brief. 8. 803–811. 5 indexed citations

17.

Kühl, Tim & Alexander Eitel. (2016). Effects of disfluency on cognitive and metacognitive processes and outcomes. Metacognition and Learning. 11(1). 1–13. 43 indexed citations

18.

Eitel, Alexander, Tim Kühl, Katharina Scheiter, & Peter Gerjets. (2014). Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder‐to‐Read Mean Better‐to‐Understand?. Applied Cognitive Psychology. 28(4). 488–501. 62 indexed citations

19.

Kühl, Tim, et al.. (2012). Enhancing learning from dynamic and static visualizations by means of cueing.. Journal of educational multimedia and hypermedia. 21(1). 71–88. 25 indexed citations

20.

Scheiter, Katharina, et al.. (2011). Learning How to Identify Speciesin a Situated Learning Scenario:Using Dynamic-StaticVisualizations to Prepare Studentsfor Their Visit to The Aquarium. Eurasia Journal of Mathematics Science and Technology Education. 7(2). 9 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.

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