Tim Kühl
Biographic Data
| ID | 9589762 |
|---|---|
| NAME | Tim Kühl |
| GIVEN NAMES | Tim |
| FAMILY NAME | Kühl |
| SIGNATURE | KUHL T |
| AFFILIATIONS | Institute for Psychology of Learning and Instruction (IPL) Educational Psychology: Digital Media, Kiel University Kiel Germany |
| ORCID | 0000-0001-5557-8238 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Temporary instructor presence in lecture slides does not enhance online learning
The empirical evidence concerning the question whether an instructor should be presented on online lecture slides is equivocal and two lines of theoretical reasoning exist. On the one hand, the instructor may distract from the content, thereby hampering learning; on the other hand, the instructor may function as a social cue that triggers a more active processing of the content, thereby fostering learning. These potential drawbacks and advantages…
More personal, but not better
Learning about a serious disease
According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that…
No prominent works on this page.
Learning about a serious disease
According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that…
More personal, but not better
Temporary instructor presence in lecture slides does not enhance online learning
The empirical evidence concerning the question whether an instructor should be presented on online lecture slides is equivocal and two lines of theoretical reasoning exist. On the one hand, the instructor may distract from the content, thereby hampering learning; on the other hand, the instructor may function as a social cue that triggers a more active processing of the content, thereby fostering learning. These potential drawbacks and advantages…
Cognitive psychology (3 works) · Computer Science (3 works) · Psychology (3 works) · Visual and Cognitive Learning Processes (3 works) · World Wide Web (3 works) · Communication in Education and Healthcare (2 works) · Learning Styles and Cognitive Differences (2 works) · Personalization (2 works) · Applied Psychology (1 works) · Cognition (1 works)