| Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load A Skulmowski, KM Xu Educational psychology review, 1-26, 2022 | 411 | 2022 |
| Embodied learning: introducing a taxonomy based on bodily engagement and task integration A Skulmowski, GD Rey Cognitive research: principles and implications 3, 1-10, 2018 | 332 | 2018 |
| COVID‐19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis A Skulmowski, GD Rey Human Behavior and Emerging Technologies, 2020 | 305 | 2020 |
| Forced-choice decision-making in modified trolley dilemma situations: a virtual reality and eye tracking study A Skulmowski, A Bunge, K Kaspar, G Pipa Frontiers in behavioral neuroscience 8, 426, 2014 | 179 | 2014 |
| Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task A Skulmowski, S Pradel, T Kühnert, G Brunnett, GD Rey Computers & Education 92, 64-75, 2016 | 169 | 2016 |
| Measuring cognitive load in embodied learning settings A Skulmowski, GD Rey Frontiers in psychology 8, 1191, 2017 | 116 | 2017 |
| The negative impact of saturation on website trustworthiness and appeal: A temporal model of aesthetic website perception A Skulmowski, Y Augustin, S Pradel, S Nebel, S Schneider, GD Rey Computers in Human Behavior 61, 386-393, 2016 | 63 | 2016 |
| Subjective cognitive load surveys lead to divergent results for interactive learning media A Skulmowski, GD Rey Human Behavior and Emerging Technologies, 2020 | 50 | 2020 |
| Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations A Skulmowski, S Nebel, M Remmele, GD Rey Educational Psychology Review, 2022 | 45 | 2022 |
| The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load A Skulmowski, GD Rey Human Behavior and Emerging Technologies, 2020 | 45 | 2020 |
| Realistic details in visualizations require color cues to foster retention A Skulmowski, GD Rey Computers & Education 122, 23-31, 2018 | 39 | 2018 |
| Bodily Effort Enhances Learning and Metacognition: Investigating the Relation Between Physical Effort and Cognition Using Dual-Process Models of Embodiment. A Skulmowski, GD Rey Advances in Cognitive Psychology 13 (1), 2017 | 37 | 2017 |
| Ethical issues of educational virtual reality A Skulmowski Computers & Education: X Reality 2, 1-8, 2023 | 33 | 2023 |
| Realism as a retrieval cue: Evidence for concreteness‐specific effects of realistic, schematic, and verbal components of visualizations on learning and testing A Skulmowski, GD Rey Human Behavior and Emerging Technologies, 2021 | 30 | 2021 |
| COVID‐19 information fatigue? A case study of a German university website during two waves of the pandemic A Skulmowski, B Standl Human behavior and emerging technologies 3 (3), 350-356, 2021 | 25 | 2021 |
| Guidelines for Choosing Cognitive Load Measures in Perceptually Rich Environments A Skulmowski Mind, Brain, and Education 17 (1), 20-28, 2023 | 23 | 2023 |
| The cognitive architecture of digital externalization A Skulmowski Educational Psychology Review 35 (4), 101, 2023 | 20 | 2023 |
| Realistic visualizations can aid transfer performance: Do distinctive shapes and descriptive labels contribute towards learning? A Skulmowski Journal of computer assisted learning 38 (3), 681-691, 2022 | 18 | 2022 |
| Is there an optimum of realism in computer-generated instructional visualizations? A Skulmowski Education and Information Technologies 27 (7), 10309-10326, 2022 | 16 | 2022 |
| When color coding backfires: A guidance reversal effect when learning with realistic visualizations A Skulmowski Education and Information Technologies 27 (4), 4621-4636, 2022 | 10 | 2022 |
Günter Daniel ReyPsychologie digitaler Lernmedien, Institut für Medienforschung, Technische Universität ChemnitzVerifierad e-postadress på Phil.TU-Chemnitz.de