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Nr. Titel Autor Jahr
1 COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis Skulmowski, Alexander* et al. 2020
2 Realism as a retrieval cue: Evidence for concreteness‐specific effects of realistic, schematic, and verbal components of visualizations on learning and testing Skulmowski, Alexander* et al. 2020
3 Subjective cognitive load surveys lead to divergent results for interactive learning media Skulmowski, Alexander* et al. 2020
4 The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load Skulmowski, Alexander* et al. 2020
5 Visualizing pathogens: Disfluent shapes of pathogens increase their perceived complexity and danger while realism and disfluency boost the credibility of visualizations Skulmowski, Alexander* et al. 2020
6 Bridging the gap between embodied cognition and cognitive load theory Skulmowski, Alexander 2019
7 Proceedings of the Media Psychology Division. 11th Conference of the Media Psychology Division 2019, German Psychological Society Nebel, Steve et al. 2019
8 Adjusting Sample Sizes for Different Categories of Embodied Cognition Research Skulmowski, Alexander* et al. 2018
9 Embodied learning: Introducing a taxonomy based on bodily engagement and task integration Skulmowski, Alexander* et al. 2018
10 Realistic details in visualizations require color cues to foster retention Skulmowski, Alexander* et al. 2018
11 Bodily Effort Enhances Learning and Metacognition: Investigating the Relation Between Physical Effort and Cognition Using Dual-Process Models of Embodiment Skulmowski, Alexander* et al. 2017
12 Measuring cognitive load in embodied learning settings Skulmowski, Alexander* et al. 2017
13 Embodied Cognitive Load Theory: Costs, benefits, and resources determine embodied learning outcomes Skulmowski, Alexander et al. 2016
14 Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task Skulmowski, Alexander* et al. 2016
15 Learning time determines cognitive load in embodied learning tasks Skulmowski, Alexander et al. 2016
16 Physical demands impact cognitive resource allocation : Bodily effort enhances learning and metacognition Skulmowski, Alexander* et al. 2016
17 The negative impact of saturation on website trustworthiness and appeal: A temporal model of aesthetic website perception Skulmowski, Alexander* et al. 2016
18 A temporal model of aesthetic web site perception Augustin, Yannik et al. 2015
19 Embodied Learning Using a Tangible User Interface: The Effects of Haptic Perception and Interaction Mode on Learning, Cognitive Load, Motivation, and Usability Skulmowski, Alexander* et al. 2015
20 Investigating conceptions of intentional action by analyzing participant generated scenarios Skulmowski, Alexander* et al. 2015
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