The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia von Kühl, Tim, Eitel, Alexander, Damnik, Gregor, Körndle, Hermann

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Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? von Kühl, Tim, Scheiter, Katharina, Gerjets, Peter, Gemballa, Sven

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Learning with self-generated drawings and the impact of learners’ emotional states von Navratil, Sabrina D., Kühl, Tim

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Is Learning With Elaborative Interrogation Less Desirable When Learners Are Depleted? von Kühl, Tim, Bertrams, Alex

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Effects of disfluency on cognitive and metacognitive processes and outcomes von Kühl, Tim, Eitel, Alexander

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Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder-to-Read Mean Better-to-Understand? von Eitel, Alexander, Kühl, Tim, Scheiter, Katharina, Gerjets, Peter

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Why the Cells Look Like That - The Influence of Learning With Emotional Design and Elaborative Interrogations von Navratil, Sabrina D, Kühl, Tim, Heidig, Steffi

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Learning How to Identify Species in a Situated Learning Scenario: Using Dynamic-Static Visualizations to Prepare Students for Their Visit to the Aquarium von Pfeiffer, Vanessa D. I, Scheiter, Katharina, Kuhl, Tim, Gemballa, Sven

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Army-Wide Capabilities Protection Are You in the Know? von Kuhl, Tim, Oberndorf, Denise, Buchanan, Kelsey

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Underlying Processes of an Inverted Personalization Effect in Multimedia Learning - An Eye-Tracking Study von Zander, Steffi, Wetzel, Stefanie, Kühl, Tim, Bertel, Sven

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Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect von Kühl, Tim

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Learning with the interactive whiteboard in the classroom: Its impact on vocabulary acquisition, motivation and the role of foreign language anxiety von Kühl, Tim, Wohninsland, Patrizia

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Temporary instructor presence in lecture slides does not enhance online learning von Kühl, Tim, Teske, Felicia, Merkt, Martin, Sondermann, Christina

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An inverted personalization effect when learning with multimedia: The case of aversive content von Kühl, Tim, Zander, Steffi

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Standardized norm data for three self-report scales on egocentric and allocentric environmental spatial strategies von Münzer, Stefan, Fehringer, Benedict C.O.F., Kühl, Tim

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Editorial: Harmful or helpful to learning? The impact of seductive details on learning and instruction von Eitel, Alexander, Kühl, Tim

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Learning with the interactive whiteboard in the classroom: Its impact on vocabulary acquisition, motivation and the role of foreign language anxiety von Kühl, Tim, Wohninsland, Patrizia

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Learning about a serious disease: When a personalized message is harmful unless you are happy von Kühl, Tim, Münzer, Stefan

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Effects of disfluency and test expectancy on learning with text von Eitel, Alexander, Kühl, Tim

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The role of process information in narrations while learning with animations and static pictures von Stebner, Ferdinand, Kühl, Tim, Höffler, Tim, Wirth, Joachim

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