Assistant professor of cognitive psychology in the Institute for Intelligent Systems at the University of Memphis. Directs the KuhlMedia & Mind Lab. Researching how to help students learn meaningfully and persist in STEM. Go Dawgs, Knights, & Tigers!
Dr. Shelbi Kuhlmann
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How students use video controls—speed watching, rewinding, scrubbing—predicts STEM learning. For novices, these boost scores; for more knowledgeable folks, not so much!
Design & teach for active engagement.
Great work by @shelbikuhlmann.bsky.social! #PsychSciSky #AcademicSky #EduSky
Curious about how help-seeking behaviors relate to learning in an online learning environment? Then check out this open access (!) article authored by Chenyu Hou, featuring the outstanding mentoring of @shelbikuhlmann.bsky.social! doi.org/10.1007/s114...
doi.org
The shift towards active pedagogies in higher education that emphasize students’ engagement in their own learning in and outside of the classroom has increased the ubiquity of online learning and asse...
#LatePost but myself and other psychology faculty joined the #MarchForScience in Nashville. It was a great collection of TN scientists sharing how science is for everyone!
It was a great #AERA2025 bringing my students for the first time, presenting our work on SRL with videos, co-hosting the #MotSIG ECR social with the amazing @allisonzengilowski.bsky.social, & connecting with all my academic besties! 💙 Now I get to read in the mountains for a few days!
It’s presentation season for the KuhlMedia & Mind Lab! Undergraduate student, Tatum Terrell, presented our study on SRL with videos at the MidSouth Psychology Conference. Master’s student, Noelle Patterson, presented her thesis work on measuring cognitive load at the UofM student research forum.
Making your schedule for #AERA25!? If you’re an early career researcher in the Motivation in Education SIG, join us for our social on Wed 4/23 at 7:30.
There will be food, drinks, and Bocce ball! I gotta head start on honing my Bocce skills, so can’t wait to win 😂
In her thesis study, Noelle tested two, previously validated, cognitive load instruments under the revised cognitive load theory, which excludes germane load as distinct construct. And she found great psychometric evidence for modeling CLT across just the remaining two factors.
