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Trends in Neuroscience and Education|June 12, 2026
Visual cues as perceptual load: Cues can create additional cognitive demands in interactive visualizations despite being perceived as helpfulPatricia Engel-Hermann, Alexander SkulmowskiCognitive Processing|March 21, 2024
Are realistic details important for learning with visualizations or can depth cues provide sufficient guidance?Alexander SkulmowskiEducation and Information Technologies|November 15, 2021
When color coding backfires: A guidance reversal effect when learning with realistic visualizationsAlexander SkulmowskiCognitive Processing|January 9, 2023
Realistic details impact learners independently of split-attention effectsAlexander SkulmowskiHuman Behavior and Emerging Technologies|July 5, 2021
COVID-19 information fatigue? A case study of a German university website during two waves of the pandemicAlexander Skulmowski, Bernhard StandlTrends in Neuroscience and Education|September 1, 2025
Learning with erroneous visualizations modulates retention depending on perceptual richness and test typeTheresa Dechamps, Alexander SkulmowskiHuman Behavior and Emerging Technologies|August 25, 2020
COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisisAlexander Skulmowski, Günter Daniel ReyHuman Behavior and Emerging Technologies|December 28, 2020
Visualizing pathogens: Disfluent shapes of pathogens increase their perceived complexity and danger while realism and disfluency boost the credibility of visualizationsAlexander Skulmowski, Günter Daniel ReyCognitive Research: Principles and Implications|March 16, 2018
Embodied learning: introducing a taxonomy based on bodily engagement and task integrationAlexander Skulmowski, Günter Daniel ReyAdvances in Cognitive Psychology|April 26, 2017
Bodily Effort Enhances Learning and Metacognition: Investigating the Relation Between Physical Effort and Cognition Using Dual-Process Models of EmbodimentAlexander Skulmowski, Günter Daniel ReyPageof 2