Jochen Kühn
Biographic Data
| ID | 6604752 |
|---|---|
| NAME | Jochen Kühn |
| GIVEN NAMES | Jochen |
| FAMILY NAME | Kühn |
| SIGNATURE | KUHN J |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0002-6985-3218 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Systematic Review of Empirical Research on Graphing Numerical Data in K–12 STEM Education
Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. The ability to understand graphs is connected to the ability to create graphs. In school education, particularly in STEM subjects, not only the understanding b…
Enhancing School Students’ Self-Regulated Learning through Generative AI Support
Self-regulated learning (SRL) is a critical competency for academic success and lifelong learning, yet providing personalized SRL support in real-time classroom settings remains challenging. In this randomized controlled trial, we investigated whether generative-AI-(GenAI)-based interventions can effectively support SRL in secondary school students. Drawing on an integrative model of self-regulation in education, the study contrasted two types of…
The Interplay of Self-regulation, Cognitive Load and Learner Resources
This study investigated how cognitive load, self-regulation, and learner resources interact to shape conceptual learning in immersive virtual reality (iVR). Building on Seufert’s (2018) model, we examined whether its predictions hold in iVR, how intrinsic (ICL) and extraneous cognitive load (ECL) relate to self-regulation and learning, and how learner resources contribute to these relations. Data from 473 students showed a consistent negative lin…
Exploring the role of conceptual knowledge and representational competence in an augmented reality physics environment
Prior knowledge plays a crucial role in learning in STEM education. The potential interplay between components of the prior knowledge, such as representational competence and conceptual understanding, remains remarkably underexplored. Even less is known about how these relationships unfold in augmented reality (AR)-supported learning environments, which offer unique affordances, such as visualizing the invisible, that may shape the role of prior …
The impact of the testing environment on gender differences in mental rotation performance
Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning
The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work
Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR de…
ChatGPT for good? On opportunities and challenges of large language models for education
A Literature Review Comparing Experts’ and Non-Experts’ Visual Processing of Graphs during Problem-Solving and Learning
The interpretation of graphs plays a pivotal role in education because it is relevant for understanding and representing data and comprehending concepts in various domains. Accordingly, many studies examine students’ gaze behavior by comparing different levels of expertise when interpreting graphs. This literature review presents an overview of 32 articles comparing the gaze behavior of experts and non-experts during problem-solving and learning …
SmaEPho–Smart Photometry in Education 4.0
Digitization offers new perspectives for educational research to identify the effects of visualizations regarding cognitive processing. In addition, new types of data can be generated, expanding the possibilities for visualizing cognitive processes and understanding human learning. Digital twins are already used in Industry 4.0, as an additional visualization to a real object, for data mining and data analysis for process optimization. The increa…
When the whole is greater than the sum of its parts
Comparison of Written and Spoken Instruction to Foster Coordination between Diagram and Equation in Undergraduate Physics Education
Visual–graphical representations are used to visualise information and are therefore key components of learning materials. An important type of convention-based representation in everyday contexts as well as in science, technology, engineering, and math (STEM) disciplines are vector field plots. Based on the cognitive theory of multimedia learning, we aim to optimize an instruction with symbolical-mathematical and visual-graphical representations…
The Best of Two Worlds
Conducting experiments fosters conceptual understanding in science education. In various studies, combinations of real (hands-on) and virtual (computer-simulated) experiments have been shown to be especially helpful for gaining conceptual understanding. The present systematic review, based on 42 experimental studies, focuses on the following: (1) What is the relative effectiveness of combining real and virtual experiments compared with a single t…
Motivational outcomes of the science outreach lab S'Cool LAB at Cern
Previous studies highlight the positive effects of science outreach labs, in particular on students' motivational variables. However, out‐of‐school learning is generally associated with high novelty and specific setting characteristics that can impact learning and development. Indeed, previous studies call for further research on students' perception of the learning settings to ensure the best possible use of science outreach labs. This study aim…
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Cognitive load theory is considered universally applicable to all kinds of learning scenarios. However, instead of a universal method for measuring cognitive load that suits different learning contexts or target groups, there is a great variety of assessment approaches. Particularly common are subjective rating scales, which even allow for measuring the three assumed types of cognitive load in a differentiated way. Although these scales have been…
Effects of augmented reality on learning and cognitive load in university physics laboratory courses
Recent studies emphasize a positive impact of learning with augmented reality (AR) systems in various instructional scenarios. Especially combining real and virtual learning components according to spatial and temporal contiguity principles is claimed to foster learning and to reduce extraneous cognitive processing. We applied these principles to a physics laboratory experiment examining heat conduction where students measure the temperature alon…
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results
Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design pri…
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Effects of augmented reality on learning and cognitive load in university physics laboratory courses
Recent studies emphasize a positive impact of learning with augmented reality (AR) systems in various instructional scenarios. Especially combining real and virtual learning components according to spatial and temporal contiguity principles is claimed to foster learning and to reduce extraneous cognitive processing. We applied these principles to a physics laboratory experiment examining heat conduction where students measure the temperature alon…
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results
Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design pri…
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Cognitive load theory is considered universally applicable to all kinds of learning scenarios. However, instead of a universal method for measuring cognitive load that suits different learning contexts or target groups, there is a great variety of assessment approaches. Particularly common are subjective rating scales, which even allow for measuring the three assumed types of cognitive load in a differentiated way. Although these scales have been…
Comparison of Written and Spoken Instruction to Foster Coordination between Diagram and Equation in Undergraduate Physics Education
Visual–graphical representations are used to visualise information and are therefore key components of learning materials. An important type of convention-based representation in everyday contexts as well as in science, technology, engineering, and math (STEM) disciplines are vector field plots. Based on the cognitive theory of multimedia learning, we aim to optimize an instruction with symbolical-mathematical and visual-graphical representations…
The Best of Two Worlds
Conducting experiments fosters conceptual understanding in science education. In various studies, combinations of real (hands-on) and virtual (computer-simulated) experiments have been shown to be especially helpful for gaining conceptual understanding. The present systematic review, based on 42 experimental studies, focuses on the following: (1) What is the relative effectiveness of combining real and virtual experiments compared with a single t…
Motivational outcomes of the science outreach lab S'Cool LAB at Cern
Previous studies highlight the positive effects of science outreach labs, in particular on students' motivational variables. However, out‐of‐school learning is generally associated with high novelty and specific setting characteristics that can impact learning and development. Indeed, previous studies call for further research on students' perception of the learning settings to ensure the best possible use of science outreach labs. This study aim…
ChatGPT for good? On opportunities and challenges of large language models for education
A Literature Review Comparing Experts’ and Non-Experts’ Visual Processing of Graphs during Problem-Solving and Learning
The interpretation of graphs plays a pivotal role in education because it is relevant for understanding and representing data and comprehending concepts in various domains. Accordingly, many studies examine students’ gaze behavior by comparing different levels of expertise when interpreting graphs. This literature review presents an overview of 32 articles comparing the gaze behavior of experts and non-experts during problem-solving and learning …
SmaEPho–Smart Photometry in Education 4.0
Digitization offers new perspectives for educational research to identify the effects of visualizations regarding cognitive processing. In addition, new types of data can be generated, expanding the possibilities for visualizing cognitive processes and understanding human learning. Digital twins are already used in Industry 4.0, as an additional visualization to a real object, for data mining and data analysis for process optimization. The increa…
When the whole is greater than the sum of its parts
The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work
Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR de…
Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning
A Systematic Review of Empirical Research on Graphing Numerical Data in K–12 STEM Education
Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. The ability to understand graphs is connected to the ability to create graphs. In school education, particularly in STEM subjects, not only the understanding b…
Enhancing School Students’ Self-Regulated Learning through Generative AI Support
Self-regulated learning (SRL) is a critical competency for academic success and lifelong learning, yet providing personalized SRL support in real-time classroom settings remains challenging. In this randomized controlled trial, we investigated whether generative-AI-(GenAI)-based interventions can effectively support SRL in secondary school students. Drawing on an integrative model of self-regulation in education, the study contrasted two types of…
The Interplay of Self-regulation, Cognitive Load and Learner Resources
This study investigated how cognitive load, self-regulation, and learner resources interact to shape conceptual learning in immersive virtual reality (iVR). Building on Seufert’s (2018) model, we examined whether its predictions hold in iVR, how intrinsic (ICL) and extraneous cognitive load (ECL) relate to self-regulation and learning, and how learner resources contribute to these relations. Data from 473 students showed a consistent negative lin…
Exploring the role of conceptual knowledge and representational competence in an augmented reality physics environment
Prior knowledge plays a crucial role in learning in STEM education. The potential interplay between components of the prior knowledge, such as representational competence and conceptual understanding, remains remarkably underexplored. Even less is known about how these relationships unfold in augmented reality (AR)-supported learning environments, which offer unique affordances, such as visualizing the invisible, that may shape the role of prior …
The impact of the testing environment on gender differences in mental rotation performance
Computer Science (10 works) · Psychology (9 works) · Cognition (8 works) · Mathematics education (7 works) · Visual and Cognitive Learning Processes (7 works) · Science Education and Pedagogy (6 works) · Cognitive Load (5 works) · Human–computer interaction (5 works) · Artificial Intelligence (4 works) · Cognitive psychology (4 works)