This image shows Maria Wirzberger

Maria Wirzberger

Jun.-Prof. Dr. rer. nat.

Professor for Teaching and Learning with Intelligent Systems | Spokesperson of the Stuttgart Research Focus IRIS | Co-Director of the AI Software Academy
Teaching and Learning with Intelligent Systems (LLiS)

Contact

+49 711 685 81176
+4971168573130

Geschwister-Scholl-Straße 24 D
70174 Stuttgart
Germany
Room: 3.351

Office Hours

on appointment

If your are interested in doing a thesis with us, please take a look at our department website to get information on currently available topics and indicated supervisors.

Subject

  • Modeling and simulation of human cognition with cognitive and connectionist approaches
  • Advanced statistical models of cross-section and longitudinal data (including multi-level models, time series analyses, structural equation models)
  • Assessment and modeling of distraction, interruption and attention control in applied contexts
  • Design and implementation of adaptive tutoring systems based on learning analytics and cognitive psychology
  • Multimodal assessment of cognitive load by secondary tasks, speech, eye and mouse tracking, and physiological parameters
  • Modeling effects of individual characteristics in human-computer interaction (e.g., affinity for technology, age, gender, special needs)
  • Exploring cognitive mechanisms of human trust, AI-generated bias, and critical reflection in interaction with intelligent systems (within in the SRF IRIS)
  1. 2022

    1. Zermiani, F., Bulling, A., & Wirzberger, M. (2022). Mind wandering trait-level tendencies during lecture viewing: A pilot study. 2022 Symposium on Eye Tracking Research and Applications (ETRA ’22), June 8–11, 2022, Seattle, WA, USA. https://doi.org/10.1145/3517031.3529241
    2. Wirzberger, M., Lado, A., Scheiger, C., Stock, A., & Zermiani, F. (2022). Augmented learning contexts: Leveraging augmented technologies to foster self-regulation in everyday life.
    3. Wirzberger, M., Scharinger, C., & Ninaus, M. (2022). Augmented learning – An emerging field in instructional research?
    4. Schmitz-Hübsch, A., Stasch, S.-M., Becker, R., Fuchs, S., & Wirzberger, M. (2022). Affective response categories – Towards personalized reactions in affect-adaptive tutoring systems. Frontiers in Artificial Intelligence. https://doi.org/10.3389/frai.2022.873056
    5. Prislan, L., & Wirzberger, M. (2022). Exploring cognitive pathways to sustainability – development and validation of personas for sustainable behavior. In J. Culbertson, A. Perfors, H. Rabagliati, & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Meeting of the Cognitive Science Society. https://escholarship.org/uc/item/3r223876
    6. Mönch, J., Stock, A., Baatz, J., Krieglstein, F., Stock, O., Suren, M., Rey, G. D., & Wirzberger, M. (2022). “Wild sisters” meet app: Connecting virtual and real worlds to foster environmental awareness in classroom settings.
    7. Becker, F., Wirzberger, M., Pammer-Schindler, V., Srinivas, S., & Lieder, F. (2022). Systematic metacognitive reflection helps people discover far-sighted decision strategies: a process-tracing experiment. In Open Science Framework. https://osf.io/akw67/
  2. 2021

    1. Wirzberger, M. (2021). ACTrain@School: Can we bring AI to the classroom to foster self-regulated learning? EARLI 2021 - Online. https://maria-wirzberger.de/wp-content/uploads/2021/04/ICT_Demo_ACTrain_Schools_final.pdf
    2. Wirzberger, M., Bornemeier, J., Kampel, S., Álvarez Serrano, M. G., Ullmann, L., & Rey, G. D. (2021). Umwelt trifft App: Verbindung virtueller und realer Welten in der Bildung für nachhaltige Entwicklung – Kurzbericht. Umweltpsychologie, 1, 123–132. https://www.wiso-net.de/document/UMPS__62250357c3f61e54e7174e913e816fa65fb56e14
    3. Wirzberger, M. (2021). Warum Lernen (manchmal mehr, manchmal weniger) anstrengend ist. Das In-Mind Magazin, 1. https://de.in-mind.org/article/warum-lernen-manchmal-mehr-manchmal-weniger-anstrengend-ist
    4. Wirzberger, M., & Schwarz, M. (2021). Förderung selbstregulierten Lernens durch ein KI-gestütztes Training. Bildung Und Erziehung, 74, 280–295. https://doi.org/10.13109/buer.2021.74.3.280
    5. Spitzer, M. W. H., Gutsfeld, R., Wirzberger, M., & Moeller, K. (2021). Evaluating students’ engagement with an online learning environment during and after COVID-19 related school closures: A survival analysis approach. Trends in Neuroscience and Education, 25, 100168. https://doi.org/10.1016/j.tine.2021.100168
    6. Berberena, T., & Wirzberger, M. (2021). Bringing Thiagi to the classroom: Reducing stereotype-threat by promoting reflection in CRT. EARLI 2021 - Online. https://maria-wirzberger.de/wp-content/uploads/2021/04/Workshop_Thiagi_Classroom_final.pdf
    7. Berberena, T., & Wirzberger, M. (2021). Unveiling unconscious biases and stereotypes in students: The necessity of self-reflection in Higher Education (T. Fitch, C. Lamm, H. Leder, & K. Teßmar-Raible, Eds.). https://escholarship.org/uc/item/6k97t362
  3. 2020

    1. Wirzberger, M., Lado, A., Eckerstorfer, L., Oreshnikov, I., Passy, J.-C., Stock, A., Shenhav, A., & Lieder, F. (2020). How to navigate everyday distractions: Leveraging optimal feedback to train attention control. In S. Denison, M. Mack, Y. Xu, & B. C. Armstrong (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (p. 1736). Cognitive Science Society. https://maria-wirzberger.de/wp-content/uploads/2020/07/Poster_Wirzberger_CogSci2020.pdf
    2. Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2020). Memory-related cognitive load effects in an interrupted learning task: A model-based explanation. Trends in Neuroscience and Education, 100139. https://doi.org/10.1016/j.tine.2020.100139
    3. Wirzberger, M., Oreshnikov, I., Passy, J.-C., Lado, A., Shenhav, A., & Lieder, F. (2020). ACTrain: Ein KI-basiertes Aufmerksamkeitstraining für die Wissensarbeit. In M. Rötting & L. Onnasch (Eds.), Digitale Arbeit, digitaler Wandel, digitaler Mensch?. 66. Kongress der Gesellschaft für Arbeitswissenschaft (p. C.8.8). Gesellschaft für Arbeitswissenschaft e.V.
    4. Musslick, S., Wirzberger, M., Grahek, I., Bustamante, L., Shenhav, A., & Cohen, J. D. (2020). Mental effort: One construct, many faces? In S. Denison, M. Mack, Y. Xu, & B. C. Armstrong (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (pp. 1–2). Cognitive Science Society. https://cognitivesciencesociety.org/cogsci20/papers/0001/0001.pdf
  4. 2019

    1. Xu, L., Wirzberger, M., & Lieder, F. (2019). How should we incentivize learning? An optimal feedback mechanism for educational games and online courses. 41st Annual Meeting of the Cognitive Science Society, 3136--3142.
    2. Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2019). A model-based explanation of performance related changes in abstract stimulus-response learning. 52nd Annual Meeting of the Society for Mathematical Psychology. Program and Abstracts, 19--20.
    3. Wirzberger, M. (2019). Load-inducing factors in instructional design: Process-related advances in theory and assessment. TU Chemnitz.
    4. Wirzberger, M., Schmidt, R., Georgi, M., Hardt, W., Brunnett, G., & Rey, G. D. (2019). Effects of system response delays on elderly humans’ cognitive performance in a virtual training scenario. Scientific Reports, 9(1), 1--12. https://doi.org/10.1038/s41598-019-44718-x
    5. Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2019). An ACT-R approach to investigating mechanisms of performance-related changes in an interrupted learning task. 41st Annual Meeting of the Cognitive Science Society, 1206--1211.
    6. Wirzberger, M. (2019). Pädagogik trifft Psychologie und Informatik. Interdisziplinäre Perspektiven zur Gestaltung intelligenter Bildungstechnologien. In D. Höppel (Ed.), Positionen 34/2019. Maria Gräfin von Linden-Preis 2019 (pp. 55–63). Verband Baden-Württembergischer Wissenschaftlerinnen. https://maria-wirzberger.de/wp-content/uploads/2020/08/Aufsatz_Positionen_2019_Wirzberger.pdf
    7. Schneider, S., Wirzberger, M., & Rey, G. D. (2019). The moderating role of arousal on the seductive detail effect in a multimedia learning setting. Applied Cognitive Psychology, 33, 71--84. https://doi.org/10.1002/acp.3473
    8. Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H., & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31, 389--419. https://doi.org/10.1007/s10648-018-9456-4
    9. Iwama, G. Y., Wirzberger, M., & Lieder, F. (2019). The Goal Characteristics (GC) questionnaire: A comprehensive measure for goals’ content, attainability, interestingness, and usefulness. Annual Meeting of the Society for Judgment and Decision Making.
    10. Iwama, G. Y., Wirzberger, M., & Lieder, F. (2019). The Goal Characteristics (GC) questionnaire: Measuring goals’ content, attainability, interestingness, and usefulness. 60th Annual Meeting of the Psychonomic Society, 255.
    11. Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., & Rey, G. D. (2019). Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the effects of spatial proximity between related and unrelated representations. Frontiers in Education, 4, 86. https://doi.org/10.3389/feduc.2019.00086
  5. 2018

    1. Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Rey, G. D., & Eibl, M. (2018). Cognitive load influences performance, speech and physiological parameters in a multimodal dual-task setting. In A. C. Schütz, A. Schubö, D. Endres, & H. Lachnit (Eds.), Abstracts of the 60th Conference of Experimental Psychologists (p. 296). Pabst Science Publishers.
    2. Wirzberger, M., & Rey, G. D. (2018). Attention please! Enhanced attention control abilities compensate for instructional impairments in multimedia learning. Journal of Computers in Education, 5(2), 243--257. https://doi.org/10.1007/s40692-018-0106-0
    3. Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Eibl, M., & Rey, G. D. (2018). Schema-related cognitive load influences performance, speech, and physiology in a dual-task setting: A continuous multi-measure approach. Cognitive Research: Principles and Implications. https://doi.org/10.1186/s41235-018-0138-z
    4. Wirzberger, M., Schmidt, R., Georgi, M., Hardt, W., Brunnett, G., & Rey, G. D. (2018). Influences of system response delay on elderly participants’ performance in a virtual memory training. In R. Wiczorek, D. Manzey, L. Onnasch, K. Brookhuis, A. Toffetti, & D. De Waard (Eds.), Annual Meeting of the Europe Chapter of the Human Factors and Ergonomics Society 2018, Technology for an Aging Society, Book of Abstracts (p. 42). https://www.hfes-europe.org/wp-content/uploads/2018/10/Wirzberger2018Poster.pdf
    5. Herms, R., Wirzberger, M., Eibl, M., & Rey, G. D. (2018). CoLoSS: Cognitive load corpus with speech and performance data from a symbol-digit dual-task. In N. Calzolari, K. Choukri, C. Cieri, T. Declerck, S. Goggi, K. Hasida, H. Isahara, B. Maegaard, J. Mariani, H. Mazo, A. Moreno, J. Odijk, S. Piperidis, & T. Tokunaga (Eds.), Proceedings of the 11th International Language Resources and Evaluation Conference (LREC 2018) (pp. 4312--4317). European Language Resource Association (ELRA). http://www.lrec-conf.org/proceedings/lrec2018/pdf/1008.pdf
    6. Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2018). Guidance or Setting? Exploring the learnability of computer-based instructions in a construction task. In A. C. Schütz, A. Schubö, D. Endres, & H. Lachnit (Eds.), Abstracts of the 60th Conference of Experimental Psychologists (p. 69). Pabst Science Publishers.
  6. 2017

    1. Wirzberger, M., Rey, G. D., & Krems, J. (2017). Modeling cognitive load effects in an interrupted learning task: An ACT-R approach. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (pp. 3540--3545). Cognitive Science Society. https://mindmodeling.org/cogsci2017/papers/0667/paper0667.pdf
    2. Wirzberger, M., Esmaeili Bijarsari, S., & Rey, G. D. (2017). Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task. Acta Psychologica, 179, 30--41. https://doi.org/10.1016/j.actpsy.2017.07.001
    3. Wirzberger, M., Schneider, S., Dlouhy, S., & Rey, G. D. (2017). Time – Space – Content? Interrupting features of hyperlinks in multimedia learning. In T. Goschke, A. Bolte, C. Kirschbaum, & B. Fricke (Eds.), Abstracts of the 59th Conference of Experimental Psychologists (TeaP) (p. 97). Pabst Science Publishers.
    4. Wirzberger, M., Schmidt, R., Rey, G. D., & Hardt, W. (2017). Auswirkung systeminduzierter Delays auf die menschliche Gedächtnisleistung in einem virtuellen agentenbasierten Trainingssetting. In M. Eibl & M. Gaedke (Eds.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (pp. 2287--2294). Gesellschaft für Informatik. https://doi.org/10.18420/in2017_229
    5. Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Rey, G. D., & Eibl, M. (2017). Influences of cognitive load on learning performance, speech and physiological parameters in a dual-task setting. Abstracts of the 20th Conference of the European Society for Cognitive Psychology, 161.
    6. Wirzberger, M. (2017). Inspecting cognitive load factors in digital learning settings with ACT-R. In T. Arnold, B. Heinzerling, C. Tauchmann, T. Grube, M. Maaß, & N. Wessels (Eds.), Dagstuhl 2017. Proceedings of the 11th Joint Workshop of the German Research Training Groups in Computer Science (p. 62).
    7. Wirzberger, M., Truschzinski, M., Schmidt, R., & Barlag, M. (2017). Computer Science meets Cognition: Möglichkeiten und Herausforderungen interdisziplinärer Kognitionsforschung. In M. Eibl & M. Gaedke (Eds.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (pp. 2273--2277). Gesellschaft für Informatik. https://doi.org/doi:10.18420/in2017_227
    8. Truschzinski, M., & Wirzberger, M. (2017). A dynamic process model for predicting workload in an air traffic controller task. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (pp. 1224--1229). Cognitive Science Society. https://mindmodeling.org/cogsci2017/papers/0236/paper0236.pdf
    9. Schneider, S., Wirzberger, M., Augustin, Y., & Rey, G. D. (2017). The moderating role of arousal on the seductive detail effect. In T. Goschke, A. Bolte, C. Kirschbaum, & B. Fricke (Eds.), Abstracts of the 59th Conference of Experimental Psychologists (TeaP) (p. 96). Papst Science Publishers.
    10. Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2017). Lernförderliche Gestaltung computerbasierter Instruktionen zur Roboterkonstruktion. In M. Eibl & M. Gaedke (Eds.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (pp. 2279--2286). Gesellschaft für Informatik. https://doi.org/10.18420/in2017_228
  7. 2016

    1. Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research. Computers & Education, 100, 18--31. https://doi.org/10.1016/j.compedu.2016.04.010
    2. Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). CLT meets WMU: Simultaneous experimental manipulation of load factors in a basal working memory task. 9th International Cognitive Load Theory Conference, June 22nd to 24th, 2016, Bochum, Germany, Abstracts, 19.
    3. Wirzberger, M., & Rey, G. D. (2016). CLT meets ACT-R: Modeling load-inducing factors in instructional design. In J. Funke, J. Rummel, & A. Voß (Eds.), Abstracts of the 58th Conference of Experimental Psychologists (p. 377). Pabst Science Publishers.
    4. Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). Separating cognitive load facets in a working memory updating task: An experimental approach. International Meeting of the Psychonomic Society, Granada – Spain, May 5-8, 2016, Abstract Book, 211--212.
    5. Wirzberger, M. (2016). Modeling load factors in multimedia learning: An ACT-R approach. In B. Etzold, R. Richter, M. Eibl, & W. Lehner (Eds.), Dagstuhl 2016. Proceedings of the 10th Joint Workshop of the German Research Training Groups in Computer Science (p. 98). Universitätsverlag Chemnitz.
    6. Wirzberger, M., & Rey, G. D. (2016). Examining load-inducing factors in instructional design: An ACT-R approach. In D. Reitter & F. Ritter (Eds.), Proceedings of the 14th International Conference on Cognitive Modeling (ICCM 2016) (pp. 223--224). University Park, PA.
    7. Lüderitz, C., Wirzberger, M., & Karrer-Gauß, K. (2016). Advances in Ergonomic Design of Systems, Products and Processes. Proceedings of the Annual Meeting of the GfA 2015 (B. Deml, P. Stock, R. Bruder, & C. M. Schlick, Eds.; pp. 463--475). Springer. https://doi.org/10.1007/978-3-662-48661-0
    8. Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., & Rey, G. D. (2016). Bedingt räumliche Nähe bessere Lernergebnisse? Die Rolle der Distanz und Integration beim Lernen mit multiplen Informationsquellen. In I. Fritsche (Ed.), 50th Conference of the German Psychological Society. Abstracts (p. 540). Pabst Science Publishers.
  8. 2015

    1. Wirzberger, M., & Russwinkel, N. (2015). Modeling interruption and resumption in a smartphone task: An ACT-R approach. I-Com, 14(2), Article 2. https://doi.org/10.1515/icom-2015-0033
    2. Wirzberger, M., & Rey, G. D. (2015). Cognitive modeling meets instructional design: Exploring Cognitive Load Theory with ACT-R. In C. Wienrich, T. O. Zander, & K. Gramann (Eds.), Trends in Neuroergonomics. Proceedings of the 11th Berlin Workshop Human-Machine Systems (pp. 190--193). Universitätsverlag der TU Berlin. https://doi.org/10.14279/depositonce-4887
    3. Lüderitz, C., Wirzberger, M., & Karrer-Gauß, K. (2015). Nachhaltige Effekte simulatorbasierten Trainings auf eine ökologische Fahrweise Sustainable effects of simulator-based training on ecological driving. In G. für Arbeitswissenschaft (Ed.), VerANTWORTung für die Arbeit der Zukunft, 61st Conference of the Society for Ergonomics and Work Science. GfA Press.
  9. 2014

    1. Wirzberger, M., Lüderitz, C., Rohrer, S., & Karrer-Gauß, K. (2014). “Keep green!” – Nachhaltige Förderung ökologischen Fahrens durch Simulatortraining? In O. Güntürkün (Ed.), 49th Conference of the German Psychological Society. Abstracts (p. 570). Pabst Science Publishers.
    2. Wirzberger, M. (2014). Smart@load? Modeling interruption while using a Smartphone-app in alternating workload conditions. https://maria-wirzberger.de/wp-content/uploads/2019/05/Masterthesis_Maria_Wirzberger.pdf
    3. Wirzberger, M., & Russwinkel, N. (2014). “I don’t need it!” – Modeling ad-induced interruption while using a Smartphone-app. CrossWorlds 2014: Theory, Development and Evaluation of Social Technology. https://doi.org/10.13140/rg.2.1.4426.0966
    4. Russwinkel, N., Prezenski, S., Lindner, S., Halbrügge, M., Schulz, M., & Wirzberger, M. (2014). Modeling of cognitive aspects of mobile interaction. Cognitive Processing, 15(Suppl.1), S22--S24. https://doi.org/10.1007/s10339-014-0632-2
  10. 2013

    1. Wirzberger, M., & Rey, G. D. (2013). Attention impairment in multimedia learning: Does initial task attention act as moderator. In F. Schwab, A. Carolus, M. Brill, & C. Hennighausen (Eds.), Media Psychology: Media Research: Yesterday, Today, and Tomorrow. Proceedings of the 8th Conference of the Media Psychology Division of the German Psychological Society (p. 11). University of Würzburg.
    2. Wirzberger, M., & Rey, G. D. (2013). Inducing impaired attention within the seductive detail effect: Do already distracted learners suffer more? In U. Ansorge, E. Kirchler, C. Lamm, & H. Leder (Eds.), Abstracts of the 55th Conference of Experimental Psychologists (p. 314). Pabst Science Publishers.
  11. 2012

    1. Wirzberger, M. (2012). Experimentelle Induktion beeinträchtigter Aufmerksamkeit im Kontext des seductive detail Effekts. https://maria-wirzberger.de/wp-content/uploads/2019/05/Bachelorthesis_Maria_Wirzberger.pdf
  12. 2005

    1. Wirzberger, M. (2005). „Bruder sein, das ist nicht schwer, Schwester sein dagegen sehr?" - Geschlechtsspezifische Betrachtungsweisen zur Situation von Geschwistern behinderter Kinder und Jugendlicher.

University of Stuttgart

Summer semester 2022

  • Digital media in vocational education and training (Seminar, M.A. Vocational Education and HR)
  • AI and data in eduction: an ethical reflection (Seminar, B.Sc. Data Science, B.A. Computer Science Teaching Qualification, M.Ed. Teaching Qualification)
  • More than bots & blocks - Project seminar on instructional design in computer science education (Seminar, M.Ed. Computer Science Teaching Qualification)
  • May reflection be with you (Summer School Workshop, SimTech Graduate Academy)

Winter semester 2021-22

  • Digital media in vocational education (Seminar, B.A. Vocational and Technical Education, M.Sc. Technical Education)
  • Introduction to educational psychology (Lecture, B.A. Teaching Qualification, B.A. Vocational and Technical Education, FÜSQ)
  • How to be a good instructor? (Workshop, IMPRS-IS Graduate School)

Summer semester 2021

  • Digitalization in schools (Seminar, B.A. Teaching Qualification)
  • Didactics of computer science (Seminar, M.Ed. Computer Science Teaching Qualification)
  • More than bots & blocks - Project seminar on instructional design in computer science education (Seminar, M.Ed. Teaching Qualification)
  • Back to the future: Critical thinking in simulation technology (Workshop, SimTech Graduate Academy)

Winter semester 2020-21

  • Digital media in vocational education (Seminar, B.A. Vocational and Technical Education)
  • Introduction to educational psychology (Lecture, B.A. Teaching Qualification, B.A. Vocational and Technical Education, FÜSQ)
  • Mentoring for students who need to catch up (Seminar, M.Ed. Teaching Qualification)

Summer semester 2020

  • Didactics of computer science (Seminar, M.Ed. Computer Science Teaching Qualification)
  • Digitalization in schools (Seminar, M.Ed. Teaching Qualification)

 

Univerzita Jana Evangelisty Purkyně, Ústí nad Labem (guest lecturer)

Winter semester 2017/2018

  • Designing conducive instructions in digital learning contexts - Insights into psychological foundations and current research (Lecture for teaching degree students within the Erasmus+ programme)

 

TU Chemnitz

Summer semester 2018

  • Interactive Learning Media (Seminar, M.Sc. Media and Instructional Psychology)
  • Scripting (Exercise, B.A. Media and Communication Science)
  • Statistics (Exercise, B.A. Media and Communication Science)

Winter semester 2017/2018

  • Instructional Psychology (Seminar, M.Sc. Media and Instructional Psychology)

Summer semester 2017

  • Statistics (Exercise, B.A. Media Communication)

 

TU Berlin

Winter semester 2014/2015

  • Special methods: Modelling and simulation in human-machine systems (Lecture + Exercise, M.Sc. Human Factors)

Summer semester 2014*

  • Experimental Exercise Human-Machine-Systems (Exercise, B.Sc. Mechanical Engineering and B.Sc. Transportation)
  • Interdisciplinary project in systems engineering (Project, M.Sc. Human Factors)

Winter semester 2013/2014*

  • Introduction to Programming for Psychologists (Lecture, M.Sc. Human Factors)
  • Engineering project for psychologists (Project, M.Sc. Human Factors)

* Courses supervised or co-supervised as a tutor

Education

04/2015 – 01/2019 Doctoral program “Psychology” (Dr. rer. nat, summa cum laude), TU Chemnitz
Doctoral thesis: Load-inducing factors in instructional design: Process-related advances in theory and assessment
Submitted: October 26, 2018
Defended: January 22, 2019
10/2012 – 12/2014 Master program “Human Factors” (M.Sc.), TU Berlin
Master thesis: Smart@load? Modeling interruption while using a Smartphone-app in alternating workload condition
04/2009 – 09/2012 Bachelor program “Psychology” (B.Sc.), University of Hagen
Bachelor thesis: Experimental induction of attention distraction within the seductive detail effect
[Original title: Experimentelle Induktion beeinträchtigter Aufmerksamkeit im Kontext des seductive detail Effekts]
03/2008 – 03/2009 Vocational training program “Personal Coach”, European University of Applied Sciences, Hamburg
09/2002 – 01/2006 Diploma program “Inclusive Education” (Heilpädagogik), Protestant University of Applied Sciences, Bochum
Diploma thesis: “It’s easy to be a brother, but hard to be a sister?” – Gender-related perspectives on the situation of disabled childrens’ brothers and sisters
[Original title: “Bruder sein das ist nicht schwer, Schwester sein dagegen sehr?” – Geschlechtsspezifische Betrachtungsweisen zur Situation von Geschwistern behinderter Kinder und Jugendlicher]

Professional positions

03/2020 – present

Tenure-track professor / Head of department, Teaching and Learning with Intelligent Systems, University of Stuttgart

11/2018 – 03/2020

Postdoctoral researcher, Max Planck Institute for Intelligent Systems, Tübingen

04/2018 – 10/2018

Researcher, Psychology of learning with digital media, TU Chemnitz

04/2017 – 10/2018

Junior lecturer, Psychology of learning with digital media, TU Chemnitz
09/2018 Visiting researcher, Bernoulli Institute for Mathematics, Computer Science and Artificial Intelligence, University of Groningen, The Netherlands

04/2015 – 03/2018

Researcher, Interdisciplinary Research Training Group CrossWorlds (GRK 1780, funded by the German Research Foundation), TU Chemnitz

02/2018

Guest lecturer (Erasmus+ program), Faculty of Education, Univerzita Jana Evangelisty Purkyně, Ústí nad Labem, Czech Republic

01/2015 – 03/2015

Researcher and lecturer, Cognitive Modeling in dynamic Human-Machine Systems, TU Berlin

01/2013 – 09/2014

Teaching assistant, Human-Machine Systems, TU Berlin

09/2010 – 12/2010

Research intern, Max Planck Institute for Human Development, Berlin

04/2009 – 06/2010

Lecturer, Vocational Training Center of the Bavarian Economy (bfz), Aschaffenburg

09/2006 – 12/2008

Pre-primary education professional in Germany and Switzerland

Scientific offices and involvement

05/2022 – present

Elisabeth Schiemann Fellow, Elisabeth Schiemann Kolleg, Max Planck Society, Germany

08/2021 – present

Member of the Executive Board, Artificial Intelligence Software Academy (AISA), University of Stuttgart, Germany

06/2021 – 06/2022 Member, Commission Expert group "AI and Data in Education and Training", European Commission
03/2021 – present Member, SimTech Committee "Platform of Reflection", Cluster of Excellence "Data-Integrated Simulation Science" (EXC 2075, funded by the German Research Foundation), University of Stuttgart

03/2021 – present

Faculty member, Stuttgart Center for Simulation Science (SC SimTech), University of Stuttgart

02/2021 – present

Spokesperson, Stuttgart Research Focus "Interchange Forum for Reflecting on Intelligent Systems", University of Stuttgart

09/2020 – 08/2021

Principal investigator, Interdisciplinary Research Training Group Soft Tissue Robotics in cooperation with the University of Auckland, New Zealand (GRK 2198, funded by the German Research Foundation), University of Stuttgart

07/2020 – present

Associated faculty, International Max Planck Research School for Intelligent Systems (IMPRS-IS), Tübingen-Stuttgart

03/2020 – present

Member of the section "Computer Science", Professional School of Education, Stuttgart-Ludwigsburg

03/2020 – present

Faculty member, Cyber Valley, Tübingen-Stuttgart

07/2019 – present

National affiliate, LEAD Graduate School & Research Network, University of Tübingen
  • 3rd Workshop on Mental Effort, funded by the Association for Psychological Science and the Psychonomic Society, Brown University, Providence, USA (2022); https://sites.google.com/view/mental-effort
  • Augmented learning - An emerging field in instructional research? Hot Topics Symposium, 52nd Conference of the German Psychological Society, Hildesheim (2022)
  • 2nd Workshop on Mental Effort, funded by the Association for Psychological Science and the Psychonomic Society, virtual event (2021)
  • Mental effort: One construct, many faces?, Workshop, 42nd Annual Meeting of the Cognitive Science Society, virtual event (2020)
  • Computer Science & Cognition, Workshop, INFORMATIK 2017, Chemnitz (2017)
  • Extending basic and applied experimental cognitive research with ACT-R, Symposium, 58th Conference of Experimental Psychologists, Heidelberg (2016)
  • Annual Meeting of the Cognitive Science Society
  • Applied Ergonomics
  • Behavioural Brain Research
  • Computers & Education
  • Computers in Human Behavior
  • Conference of the German Psychological Society
  • European Association for Research in Learning and Instruction - Conference
  • Frontiers in Education
  • Frontiers in Neuroergonomics
  • Frontiers in Psychology
  • Journal of Computer Assisted Learning
  • Learning & Instruction
  • American Psychological Association (Divisions: 3 - Experimental Psychology and Cognitive Science, 6 - Society for Behavioral Neuroscience and Comparative Psychology, 21 - Applied Experimental and Engineering Psychology)
  • Association for Computing Machinery
  • Association of Female Scientists in Baden-Wuerttemberg
  • Association for Psychological Science
  • Cognitive Science Society
  • European Association for Research in Learning and Instruction (SIG: 7 - Technology-Enhanced Learning and Instruction, 21 - Learning and Teaching in Culturally Diverse Settings, 22 - Neuroscience and Education, 27 - Online Measures of Learning Processes)
  • European Society for Cognitive Psychology
  • German Association for University Teachers and Lecturers
  • German Society for Psychology (Chapters: Cognitive Psychology, Engineering Psychology, Methods & Evaluation)
  • Human Factors and Ergonomics Society Europe Chapter
  • International Cognitive Load Theory Association
  • Psychonomic Society
  • Women in Cognitive Science
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