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Wirzberger, Maria

Maria Wirzberger

Frau Jun.-Prof. Dr. rer. nat.

Professorin für Lehren und Lernen mit intelligenten Systemen | Sprecherin des Stuttgart Research Focus IRIS | Co-Direktorin der AI Software Academy
Lehren und Lernen mit intelligenten Systemen (LLiS)

Kontakt

+49 711 685 81176
+4971168573130
E-Mail

Geschwister-Scholl-Straße 24 D
70174 Stuttgart
Deutschland
Raum: 3.351

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Fachgebiet

Modellierung und Simulation menschlicher Kognition mit kognitiven und konnektionistischen Ansätzen
Komplexe statistische Modelle zur quantitativen Analyse von Quer- und Längsschnittdaten (u.a. Mehrebenenmodelle, Zeitreihenanalysen, Strukturgleichungsmodelle)
Erfassung und Modellierung von Ablenkung, Unterbrechung und Aufmerksamkeitskontrolle in angewandten Kontexten
Design und Entwicklung adaptiver Lehr-Lernsysteme auf Basis von Learning Analytics und kognitiver Psychologie
Multimodale Erfassung kognitiver Beanspruchung durch Sekundäraufgaben, Sprache, Eye- bzw. Mousetracking und physiologische Parameter
Modellierung der Effekte individueller Charakteristika in der Mensch-Computer-Interaktion (u.a. Technikaffinität, Alter, Geschlecht, besondere Förderbedarfe)
Untersuchung kognitiver Mechanismen menschlichen Vertrauens, KI-generierter Vorurteile und kritischer Reflexion in Interaktion mit intelligenten Systemen (im SRF IRIS)

Publikationen

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
  Zusammenfassung
  Mind wandering (MW) is defined as a shift of attention to task-unrelated internal thoughts that is pervasive and disruptive for learning performance. Current state-of-the-art gaze-based attention-aware intelligent systems are capable of detecting MW from eye movements and delivering interventions to mitigate its negative effects. However, the beneficial functions of MW and its trait-level tendency, defined as the content of MW experience, are still largely neglected by these systems. In this pilot study, we address the questions of whether different MW trait-level tendencies can be detected through off-screen fixations’ frequency and duration and blink rate during a lecture viewing task. We focus on prospective planning and creative problem-solving as two of the main MW trait-level tendencies. Despite the non-significance, the descriptive values show a higher frequency and duration of off-screen fixations, but lower blink rate, in the creative problem-solving MW condition. Interestingly, we do find a highly significant correlation between MW level and engagement scores in the prospective planning MW group. Potential explanations for the observed results are discussed. Overall, these findings represent a preliminary step towards the development of more accurate and adaptive learning technologies, and call for further studies on MW trait-level tendency detection.
  BibTeX
  @inproceedings{zermiani2022wandering, abstract = {Mind wandering (MW) is defined as a shift of attention to task-unrelated internal thoughts that is pervasive and disruptive for learning performance. Current state-of-the-art gaze-based attention-aware intelligent systems are capable of detecting MW from eye movements and delivering interventions to mitigate its negative effects. However, the beneficial functions of MW and its trait-level tendency, defined as the content of MW experience, are still largely neglected by these systems. In this pilot study, we address the questions of whether different MW trait-level tendencies can be detected through off-screen fixations’ frequency and duration and blink rate during a lecture viewing task. We focus on prospective planning and creative problem-solving as two of the main MW trait-level tendencies. Despite the non-significance, the descriptive values show a higher frequency and duration of off-screen fixations, but lower blink rate, in the creative problem-solving MW condition. Interestingly, we do find a highly significant correlation between MW level and engagement scores in the prospective planning MW group. Potential explanations for the observed results are discussed. Overall, these findings represent a preliminary step towards the development of more accurate and adaptive learning technologies, and call for further studies on MW trait-level tendency detection.}, address = {New York, NY, USA}, author = {Zermiani, Francesca and Bulling, Andreas and Wirzberger, Maria}, booktitle = {2022 Symposium on Eye Tracking Research and Applications (ETRA '22), June 8–11, 2022, Seattle, WA, USA}, doi = {https://doi.org/10.1145/3517031.3529241}, publisher = {ACM}, title = {Mind wandering trait-level tendencies during lecture viewing: A pilot study}, url = {https://camps.aptaracorp.com/ACM_PMS/PMS/ACM/ETRA22/12/3756a261-b991-11ec-9f8a-16db2db7c9b5/OUT/etra22-12.html}, year = 2022 }
  Link
  https://camps.aptaracorp.com/ACM_PMS/PMS/ACM/ETRA22/12/3756a261-b991-11ec-9f8a-16db2db7c9b5/OUT/etra22-12.html
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.
  - Zusammenfassung
  - BibTeX
  Zusammenfassung
  The omnipresence of distracting information constantly challenges our limited attentional resources. Consequently, approaching educational goals effectively and concentrating on them often becomes difficult for learners. Looking at existing training tools to strengthen executive functions, we often notice the use of artificial tasks and settings that limit the transferability of the acquired skills to everyday life situations. Addressing this gap, the talk introduces an example of how people can be supported to set goals, implement periods of focused work, and integrate a meaningful break management by using an attention training software during regular study and work activities. The computer-based intervention influences the entire lifecycle of self-regulated learning and can easily become part of daily computer use. It enables users to redefine their existing goals into training tasks and thus motivates them to achieve sustainable training results. As its core, the software has an intelligent feedback mechanism that visually discloses the value of staying focused against getting distracted, building on a model of the expected value of cognitive control. Results from field experiments already indicate the benefit of this approach over a control condition, in particular related to task-specific learning. The talk will take a more fine-grained look at patterns of distractibility across different task settings and discuss related benefits of embedding this novel approach to executive functions training across formal and informal learning contexts and workplace scenarios.
  BibTeX
  @conference{wirzberger2022augmented, abstract = {The omnipresence of distracting information constantly challenges our limited attentional resources. Consequently, approaching educational goals effectively and concentrating on them often becomes difficult for learners. Looking at existing training tools to strengthen executive functions, we often notice the use of artificial tasks and settings that limit the transferability of the acquired skills to everyday life situations. Addressing this gap, the talk introduces an example of how people can be supported to set goals, implement periods of focused work, and integrate a meaningful break management by using an attention training software during regular study and work activities. The computer-based intervention influences the entire lifecycle of self-regulated learning and can easily become part of daily computer use. It enables users to redefine their existing goals into training tasks and thus motivates them to achieve sustainable training results. As its core, the software has an intelligent feedback mechanism that visually discloses the value of staying focused against getting distracted, building on a model of the expected value of cognitive control. Results from field experiments already indicate the benefit of this approach over a control condition, in particular related to task-specific learning. The talk will take a more fine-grained look at patterns of distractibility across different task settings and discuss related benefits of embedding this novel approach to executive functions training across formal and informal learning contexts and workplace scenarios.}, author = {Wirzberger, Maria and Lado, Anastasia and Scheiger, Caroline and Stock, Adrian and Zermiani, Francesca}, eventtitle = {52nd Bi-annual Congress of the German Psychological Society.}, title = {Augmented learning contexts: Leveraging augmented technologies to foster self-regulation in everyday life}, year = 2022 }
3. Wirzberger, M., Scharinger, C., & Ninaus, M. (2022). Augmented learning – An emerging field in instructional research?
  - Zusammenfassung
  - BibTeX
  Zusammenfassung
  Twenty-first century learning is characterized by an increasing number of augmented learning environments (e.g., multimedia, educational games, virtual reality, intelligent companions). The general idea is to support learning by integrating elements or mechanisms to optimize learning outcomes and experiences. While these augmented learning scenarios seem promising, effects on learning appear heterogeneous. Therefore, a better understanding of underlying mechanisms is crucial. For instance, new interactive features and technologies might increase learners’ motivation and interest in the topic but at the same time they are prone to overstrain their cognitive resources. Importantly, we can investigate these learning situations by augmenting them with process measures (e.g., EEG, eye tracking, fMRI, log files) or leverage data mining techniques to analyze large educational datasets, allowing a more fine-grained analysis of the learning process. Modern technologies such as virtual reality devices or game engines advance how learning content can be presented. Computer-based technology enables us to augment learning contexts and bring intelligent companions into individual learners’ daily lives. In the current symposium, we address important factors of learning, i.e., working memory, attention, emotions, and self-regulation, with augmented measures, materials, and contexts. In particular, studies on multimedia, educational games, virtual reality, and intelligent companions will be presented. Consequently, our symposium provides insights into late-breaking research innovations in the field of augmented learning. It also critically discusses potential limitations and downsides of this field of research to pave the way for a future research agenda.
  BibTeX
  @conference{wirzberger2022augmented, abstract = {Twenty-first century learning is characterized by an increasing number of augmented learning environments (e.g., multimedia, educational games, virtual reality, intelligent companions). The general idea is to support learning by integrating elements or mechanisms to optimize learning outcomes and experiences. While these augmented learning scenarios seem promising, effects on learning appear heterogeneous. Therefore, a better understanding of underlying mechanisms is crucial. For instance, new interactive features and technologies might increase learners’ motivation and interest in the topic but at the same time they are prone to overstrain their cognitive resources. Importantly, we can investigate these learning situations by augmenting them with process measures (e.g., EEG, eye tracking, fMRI, log files) or leverage data mining techniques to analyze large educational datasets, allowing a more fine-grained analysis of the learning process. Modern technologies such as virtual reality devices or game engines advance how learning content can be presented. Computer-based technology enables us to augment learning contexts and bring intelligent companions into individual learners’ daily lives. In the current symposium, we address important factors of learning, i.e., working memory, attention, emotions, and self-regulation, with augmented measures, materials, and contexts. In particular, studies on multimedia, educational games, virtual reality, and intelligent companions will be presented. Consequently, our symposium provides insights into late-breaking research innovations in the field of augmented learning. It also critically discusses potential limitations and downsides of this field of research to pave the way for a future research agenda.}, author = {Wirzberger, Maria and Scharinger, Christian and Ninaus, Manuel}, eventtitle = {52nd Bi-annual Congress of the German Psychological Society.}, title = {Augmented learning – An emerging field in instructional research? }, year = 2022 }
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
  Zusammenfassung
  Affect-adaptive tutoring systems detect the current emotional state of the learner and are capable of adequately responding by adapting the learning experience. Adaptations could be employed to manipulate the emotional state in a direction favorable to the learning process; for example, contextual help can be offered to mitigate frustration, or lesson plans can be accelerated to avoid boredom. Safety-critical situations, in which wrong decisions and behaviors can have fatal consequences, may particularly benefit from affect-adaptive tutoring systems, because accounting for affecting responses during training may help develop coping strategies and improve resilience. Effective adaptation, however, can only be accomplished when knowing which emotions benefit high learning performance in such systems. The results of preliminary studies indicate interindividual differences in the relationship between emotion and performance that require consideration by an affect-adaptive system. To that end, this article introduces the concept of Affective Response Categories (ARCs) that can be used to categorize learners based on their emotion-performance relationship. In an experimental study, N = 50 subjects (33% female, 19-57 years, M = 32.75, SD = 9.8) performed a simulated airspace surveillance task. Emotional valence was detected using facial expression analysis, and pupil diameters were used to indicate emotional arousal. A cluster analysis was performed to group subjects into ARCs based on their individual correlations of valence and performance as well as arousal and performance. Three different clusters were identified, one of which showed no correlations between emotion and performance. The performance of subjects in all other clusters benefitted from negative arousal and differed only in the valence-performance correlation, which was positive or negative. Based on the identified clusters, the initial ARC model was revised. We then discuss the resulting model, outline future research, and derive implications for the larger context of the field of adaptive tutoring systems. Furthermore, potential benefits of the proposed concept are discussed and ethical issues are identified and addressed.
  BibTeX
  @article{schmitzhubsch2022affective, abstract = {Affect-adaptive tutoring systems detect the current emotional state of the learner and are capable of adequately responding by adapting the learning experience. Adaptations could be employed to manipulate the emotional state in a direction favorable to the learning process; for example, contextual help can be offered to mitigate frustration, or lesson plans can be accelerated to avoid boredom. Safety-critical situations, in which wrong decisions and behaviors can have fatal consequences, may particularly benefit from affect-adaptive tutoring systems, because accounting for affecting responses during training may help develop coping strategies and improve resilience. Effective adaptation, however, can only be accomplished when knowing which emotions benefit high learning performance in such systems. The results of preliminary studies indicate interindividual differences in the relationship between emotion and performance that require consideration by an affect-adaptive system. To that end, this article introduces the concept of Affective Response Categories (ARCs) that can be used to categorize learners based on their emotion-performance relationship. In an experimental study, N = 50 subjects (33% female, 19-57 years, M = 32.75, SD = 9.8) performed a simulated airspace surveillance task. Emotional valence was detected using facial expression analysis, and pupil diameters were used to indicate emotional arousal. A cluster analysis was performed to group subjects into ARCs based on their individual correlations of valence and performance as well as arousal and performance. Three different clusters were identified, one of which showed no correlations between emotion and performance. The performance of subjects in all other clusters benefitted from negative arousal and differed only in the valence-performance correlation, which was positive or negative. Based on the identified clusters, the initial ARC model was revised. We then discuss the resulting model, outline future research, and derive implications for the larger context of the field of adaptive tutoring systems. Furthermore, potential benefits of the proposed concept are discussed and ethical issues are identified and addressed. }, author = {Schmitz-Hübsch, Alina and Stasch, Sophie-Marie and Becker, Ron and Fuchs, Sven and Wirzberger, Maria}, doi = {10.3389/frai.2022.873056}, journal = {Frontiers in Artificial Intelligence}, title = {Affective response categories – Towards personalized reactions in affect-adaptive tutoring systems}, url = {https://www.frontiersin.org/articles/10.3389/frai.2022.873056/abstract}, year = 2022 }
  Link
  https://www.frontiersin.org/articles/10.3389/frai.2022.873056/abstract
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 (Hrsg.), Proceedings of the 44th Annual Meeting of the Cognitive Science Society. https://escholarship.org/uc/item/3r223876
  Zusammenfassung
  Over the last years, we could observe increasing awareness for sustainability and climate change in society. Individual sustainable behavior emerges by various influencing factors, resulting in different degrees of sustainable behavior. An important factor is the intention behind pro-environmental behavior, which can be goal-directed, motivated by other goals, or habitual. At the same time, good intentions do not always translate into sustainable actions. To develop interventions that promote pro-environmental behavior, we need to shed light on cognitive mechanisms underneath sustainable thoughts and how they stimulate actions. We conducted ten semi-structured interviews with representative individuals asking about their intentions, influencing factors of sustainability and examples from everyday life. Based on their scope of reflection, knowledge and predominant intention, five different sustainability personas were identified: sustainability-oriented, open-minded, opportunistic, careless and dismissive. We present personas, discuss the validation process and investigate cognitive mechanisms of reflection in the context of sustainable behavior.
  BibTeX
  @conference{prislan2022exploring, abstract = {Over the last years, we could observe increasing awareness for sustainability and climate change in society. Individual sustainable behavior emerges by various influencing factors, resulting in different degrees of sustainable behavior. An important factor is the intention behind pro-environmental behavior, which can be goal-directed, motivated by other goals, or habitual. At the same time, good intentions do not always translate into sustainable actions. To develop interventions that promote pro-environmental behavior, we need to shed light on cognitive mechanisms underneath sustainable thoughts and how they stimulate actions. We conducted ten semi-structured interviews with representative individuals asking about their intentions, influencing factors of sustainability and examples from everyday life. Based on their scope of reflection, knowledge and predominant intention, five different sustainability personas were identified: sustainability-oriented, open-minded, opportunistic, careless and dismissive. We present personas, discuss the validation process and investigate cognitive mechanisms of reflection in the context of sustainable behavior.}, author = {Prislan, Laura and Wirzberger, Maria}, booktitle = {Proceedings of the 44th Annual Meeting of the Cognitive Science Society}, editor = {Culbertson, Jennifer and Perfors, Andrew and Rabagliati, Hugh and Ramenzoni, Veronika}, title = {Exploring cognitive pathways to sustainability – development and validation of personas for sustainable behavior}, url = {https://escholarship.org/uc/item/3r223876}, year = 2022 }
  Link
  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.
  - Zusammenfassung
  - BibTeX
  Zusammenfassung
  Bees are significant contributors to our diverse flora, as they pollinate plants and trees. In addition to honeybees, their “wild sisters” provide further support with this task. There are more than 560 different species of wild bees known in Germany alone. Unlike honeybees, they lack protective beehives and the care of beekeepers. More than half of them is endangered or already became extinct. Potential consequences of this development are far reaching and devastating for the diversity of our ecosystem. As wild bees play such a crucial role, the question emerges why we do not protect them adequately. The answer is rather simple: Most people lack knowledge about these species, their living conditions, and the tremendous impact on our lives. In this talk, we introduce a project that has the goal to change this situation and build a sense of responsibility already at an early stage in life. A mobile application for classroom settings is developed and integrated into project workshops, inviting students on an insightful journey into the world of wild bees. By combining hands-on environmental actions with virtual game elements, this approach strives to sensitize students at a young age to the dramatic consequences if wild bees were to become extinct. The project follows a child-centered design process and builds on findings from multimedia learning research, for example, on intelligent agents that accompany learning and provide feedback and support. The talk will present results from an evaluation of the combined concept in school contexts and discuss potential future directions.
  BibTeX
  @conference{monch2022sisters, abstract = {Bees are significant contributors to our diverse flora, as they pollinate plants and trees. In addition to honeybees, their “wild sisters” provide further support with this task. There are more than 560 different species of wild bees known in Germany alone. Unlike honeybees, they lack protective beehives and the care of beekeepers. More than half of them is endangered or already became extinct. Potential consequences of this development are far reaching and devastating for the diversity of our ecosystem. As wild bees play such a crucial role, the question emerges why we do not protect them adequately. The answer is rather simple: Most people lack knowledge about these species, their living conditions, and the tremendous impact on our lives. In this talk, we introduce a project that has the goal to change this situation and build a sense of responsibility already at an early stage in life. A mobile application for classroom settings is developed and integrated into project workshops, inviting students on an insightful journey into the world of wild bees. By combining hands-on environmental actions with virtual game elements, this approach strives to sensitize students at a young age to the dramatic consequences if wild bees were to become extinct. The project follows a child-centered design process and builds on findings from multimedia learning research, for example, on intelligent agents that accompany learning and provide feedback and support. The talk will present results from an evaluation of the combined concept in school contexts and discuss potential future directions.}, author = {Mönch, Julia and Stock, Adrian and Baatz, Judith and Krieglstein, Felix and Stock, Oliver and Suren, Markus and Rey, Günter Daniel and Wirzberger, Maria}, eventtitle = {52nd Bi-annual Congress of the German Psychological Society}, title = {“Wild sisters” meet app: Connecting virtual and real worlds to foster environmental awareness in classroom settings}, year = 2022 }
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/
  Zusammenfassung
  Short-sighted decisions can have devastating consequences, and teaching people to make their decisions in a more far-sighted way is challenging. Previous research found that reflecting on one’s behavior can boost learning from success and failure. Here, we explore the potential benefits of guiding people to reflect on whether and how they thought about what to do (i.e., systematic metacognitive reflection). We devised a series of Socratic questions that prompt people to reflect on their decision-making and tested their effectiveness in a process-tracing experiment with a 5-step planning task (N =265). Each participant went through several cycles of making a series of decisions and then either reflecting on how they made those decisions, answering unrelated questions, or moving on to the next decision right away. We found that systematic metacognitive reflection helps people discover adaptive, far-sighted decision strategies faster. Our results suggest that systematic metacognitive reflection is a promising approach to boosting people’s decision-making competence.
  BibTeX
  @preprint{Becker2022reflection, abstract = {Short-sighted decisions can have devastating consequences, and teaching people to make their decisions in a more far-sighted way is challenging. Previous research found that reflecting on one’s behavior can boost learning from success and failure. Here, we explore the potential benefits of guiding people to reflect on whether and how they thought about what to do (i.e., systematic metacognitive reflection). We devised a series of Socratic questions that prompt people to reflect on their decision-making and tested their effectiveness in a process-tracing experiment with a 5-step planning task (N =265). Each participant went through several cycles of making a series of decisions and then either reflecting on how they made those decisions, answering unrelated questions, or moving on to the next decision right away. We found that systematic metacognitive reflection helps people discover adaptive, far-sighted decision strategies faster. Our results suggest that systematic metacognitive reflection is a promising approach to boosting people’s decision-making competence.}, author = {Becker, Frederic and Wirzberger, Maria and Pammer-Schindler, Viktoria and Srinivas, Srinidhi and Lieder, Falk}, journal = {Open Science Framework}, title = {Systematic metacognitive reflection helps people discover far-sighted decision strategies: a process-tracing experiment}, url = {https://osf.io/akw67/}, year = 2022 }
  Link
  https://osf.io/akw67/
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
  Zusammenfassung
  Learning requires a multitude of metacognitive activities that support knowledge acquisition and direct the learning process. These include selecting and planning goals, applying, observing and evaluating learning strategies as well as regulatory efforts required for goal achievement. We introduce an example of how learners can be supported to set goals, implement periods of focused work and integrate a meaningful break management by using the AI-based training software ACTrain. Metacognitive feedback based on principles of machine learning conveys the value of staying focused on goal-related activities. Pilot results already indicate positive effects of the presented approach and suggest further investigation. We will explore potentials for integrating such approach in school settings and how this could affect the role of teachers.
  BibTeX
  @conference{wirzberger2021actrainschool, abstract = {Learning requires a multitude of metacognitive activities that support knowledge acquisition and direct the learning process. These include selecting and planning goals, applying, observing and evaluating learning strategies as well as regulatory efforts required for goal achievement. We introduce an example of how learners can be supported to set goals, implement periods of focused work and integrate a meaningful break management by using the AI-based training software ACTrain. Metacognitive feedback based on principles of machine learning conveys the value of staying focused on goal-related activities. Pilot results already indicate positive effects of the presented approach and suggest further investigation. We will explore potentials for integrating such approach in school settings and how this could affect the role of teachers.}, author = {Wirzberger, Maria}, booktitle = {EARLI 2021 - Online}, title = {ACTrain@School: Can we bring AI to the classroom to foster self-regulated learning?}, url = {https://maria-wirzberger.de/wp-content/uploads/2021/04/ICT_Demo_ACTrain_Schools_final.pdf}, venue = {EARLI 2021 - Online}, year = 2021 }
  Link
  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
  Zusammenfassung
  Bienen gehören zu den wichtigsten Nutztieren und tragen durch die Bestäubung der Pflanzen und Bäume maßgeblich zum Erhalt der Vielfalt unserer Flora bei. Neben den Honigbienen helfen insbesondere deren „Wilde Schwestern“ entscheidend bei dieser wichtigen Aufgabe – im Gegensatz zu Honigbienen jedoch ohne den Schutz eines Bienenstocks und die Pflege durch Hobby- oder Berufsimkerinnen und -imker. Wie zahlreiche Berichte zeigen, sind die Lebensräume von Wildbienen nachweislich bedroht, einige Arten bereits ausgestorben und die entstehenden Konsequenzen für den Ernteertrag kritisch. Umweltpsychologische Modelle der Bewusstseinsbildung können eine fundierte Basis für die Entwicklung nachhaltig wirksamer Interventionen zum Schutz von Wildbienen bilden. Besonders in einer jungen Altersgruppe lässt sich ihre Wirkung durch die gezielte Verbindung mit digitalen Medien steigern. So könnten durch umsichtiges Handeln in einer mobilen App gute Lebensbedingungen für eine Wildbiene erreicht und die Konsequenzen des eigenen realen Handelns in Projektwerkstätten über die virtuelle Welt direkt erfahrbar werden. Eine solche Intervention könnte spätere Landwirtinnen und -wirte dazu animieren, einen achtsamen Umgang mit Pestiziden zu pflegen oder angehende Hobbygärtnerinnen und -gärtner zu einer insektenfreundlichen Blühpflanzenwahl bewegen. Auf diese Weise birgt die Verbindung von Umwelt und App ein hohes Potential zum Anstoß weitreichender gesellschaftlicher Veränderungen.
  BibTeX
  @article{WirzbergerBeeLife, abstract = {Bienen gehören zu den wichtigsten Nutztieren und tragen durch die Bestäubung der Pflanzen und Bäume maßgeblich zum Erhalt der Vielfalt unserer Flora bei. Neben den Honigbienen helfen insbesondere deren „Wilde Schwestern“ entscheidend bei dieser wichtigen Aufgabe – im Gegensatz zu Honigbienen jedoch ohne den Schutz eines Bienenstocks und die Pflege durch Hobby- oder Berufsimkerinnen und -imker. Wie zahlreiche Berichte zeigen, sind die Lebensräume von Wildbienen nachweislich bedroht, einige Arten bereits ausgestorben und die entstehenden Konsequenzen für den Ernteertrag kritisch. Umweltpsychologische Modelle der Bewusstseinsbildung können eine fundierte Basis für die Entwicklung nachhaltig wirksamer Interventionen zum Schutz von Wildbienen bilden. Besonders in einer jungen Altersgruppe lässt sich ihre Wirkung durch die gezielte Verbindung mit digitalen Medien steigern. So könnten durch umsichtiges Handeln in einer mobilen App gute Lebensbedingungen für eine Wildbiene erreicht und die Konsequenzen des eigenen realen Handelns in Projektwerkstätten über die virtuelle Welt direkt erfahrbar werden. Eine solche Intervention könnte spätere Landwirtinnen und -wirte dazu animieren, einen achtsamen Umgang mit Pestiziden zu pflegen oder angehende Hobbygärtnerinnen und -gärtner zu einer insektenfreundlichen Blühpflanzenwahl bewegen. Auf diese Weise birgt die Verbindung von Umwelt und App ein hohes Potential zum Anstoß weitreichender gesellschaftlicher Veränderungen. }, author = {Wirzberger, Maria and Bornemeier, Julian and Kampel, Sonia and Álvarez Serrano, Maria Goretti and Ullmann, Lisa and Rey, G{\"u}nter Daniel}, journal = {Umweltpsychologie}, pages = {123-132}, title = {Umwelt trifft App: Verbindung virtueller und realer Welten in der Bildung für nachhaltige Entwicklung – Kurzbericht}, url = {https://www.wiso-net.de/document/UMPS__62250357c3f61e54e7174e913e816fa65fb56e14}, volume = 1, year = 2021 }
  Link
  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
  - BibTeX
  - Link
  BibTeX
  @article{Wirzberger2021In-Mind, author = {Wirzberger, Maria}, journal = {Das In-Mind Magazin}, title = {Warum Lernen (manchmal mehr, manchmal weniger) anstrengend ist}, url = {https://de.in-mind.org/article/warum-lernen-manchmal-mehr-manchmal-weniger-anstrengend-ist}, volume = 1, year = 2021 }
  Link
  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
  - Zusammenfassung
  - BibTeX
  Zusammenfassung
  Lernen erfordert vielfältige metakognitive Aktivitäten, die den Wissensaufbau und die Steuerung des eigenen Lernprozesses unterstützen. Dazu zählen die Auswahl und Planung von Zielen, die Anwendung, Beobachtung und Bewertung von Lernstrategien sowie regulierende Eingriffe zum Erreichen gesetzter Ziele. Der Artikel zeigt beispielhaft auf, wie eine KI-gestützte Trainingssoftware Lernende dabei fördern kann, sich Ziele zu setzen, Phasen fokussierten Arbeitens umzusetzen und ein sinnvolles Pausenmanagement einzubinden. Metakognitives Feedback bildet aufbauend auf Prinzipien des maschinellen Lernens den Wert zielgerichteten Handelns ab. In Pilotbefunden zeigen sich bereits erste positive Effekte dieses Ansatzes, die eine weitere Exploration nahelegen. Basierend darauf wird eine mögliche curriculare Einbindung im Lernfeld Schule sowie Implikationen für die Rolle der Lehrkräfte diskutiert.
  BibTeX
  @article{wirzberger2021frderung, abstract = {Lernen erfordert vielfältige metakognitive Aktivitäten, die den Wissensaufbau und die Steuerung des eigenen Lernprozesses unterstützen. Dazu zählen die Auswahl und Planung von Zielen, die Anwendung, Beobachtung und Bewertung von Lernstrategien sowie regulierende Eingriffe zum Erreichen gesetzter Ziele. Der Artikel zeigt beispielhaft auf, wie eine KI-gestützte Trainingssoftware Lernende dabei fördern kann, sich Ziele zu setzen, Phasen fokussierten Arbeitens umzusetzen und ein sinnvolles Pausenmanagement einzubinden. Metakognitives Feedback bildet aufbauend auf Prinzipien des maschinellen Lernens den Wert zielgerichteten Handelns ab. In Pilotbefunden zeigen sich bereits erste positive Effekte dieses Ansatzes, die eine weitere Exploration nahelegen. Basierend darauf wird eine mögliche curriculare Einbindung im Lernfeld Schule sowie Implikationen für die Rolle der Lehrkräfte diskutiert.}, author = {Wirzberger, Maria and Schwarz, Madeleine}, doi = {10.13109/buer.2021.74.3.280}, journal = {Bildung und Erziehung}, pages = {280-295}, title = {Förderung selbstregulierten Lernens durch ein KI-gestütztes Training}, volume = 74, year = 2021 }
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
  - BibTeX
  - Link
  BibTeX
  @article{Spitzer_2021, author = {Spitzer, Markus Wolfgang Hermann and Gutsfeld, Raphael and Wirzberger, Maria and Moeller, Korbinian}, doi = {10.1016/j.tine.2021.100168}, journal = {Trends in Neuroscience and Education}, month = {12}, pages = 100168, publisher = {Elsevier {BV}}, title = {Evaluating students' engagement with an online learning environment during and after {COVID}-19 related school closures: A survival analysis approach}, url = {https://doi.org/10.1016%2Fj.tine.2021.100168}, volume = 25, year = 2021 }
  Link
  https://doi.org/10.1016%2Fj.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
  Zusammenfassung
  Culture and ethnicity influence how a person learns and views the world. Experiences at home influence students’ learning fundamentally. However, cultural diversity in classrooms as well as issues such as stereotypes and biases have yet to be addressed in the German education system. School materials i.e., do many times not reflect the cultural diversity in modern classrooms, portraying and promoting stereotypes and biases. These (unconscious) biases are at the center of the problem and have yet to gain the attention and importance they deserve. Since stereotypes and biases are learned constructs, it is of utmost importance to provide tools to unlearn/relearn incorrect constructs and form new synapsis. The existing challenges have thus far failed to be addressed by generic teaching techniques and pedagogy. A new strategy and teaching approach in education is needed to address these issues in an attempt to reduce the current achievement gaps across students of different cultural backgrounds and to incorporate experiences of all students in classroom interactions. In this workshop, we will introduce an interactive teaching and learning approach to promote reflection in culturally responsive teaching (CRT). The instructional design method of Thiagi will serve as an innovative tool to successfully implement CRT, raise awareness of existing stereotypes/ (unconscious) biases, and thus model a way to reduce stereotype-threat. By integrating diversity in form of CRT in the curriculum, we can fundamentally change existing patterns and enable every student to understand and connect to academic content.
  BibTeX
  @conference{berberena2021bringing, abstract = {Culture and ethnicity influence how a person learns and views the world. Experiences at home influence students’ learning fundamentally. However, cultural diversity in classrooms as well as issues such as stereotypes and biases have yet to be addressed in the German education system. School materials i.e., do many times not reflect the cultural diversity in modern classrooms, portraying and promoting stereotypes and biases. These (unconscious) biases are at the center of the problem and have yet to gain the attention and importance they deserve. Since stereotypes and biases are learned constructs, it is of utmost importance to provide tools to unlearn/relearn incorrect constructs and form new synapsis. The existing challenges have thus far failed to be addressed by generic teaching techniques and pedagogy. A new strategy and teaching approach in education is needed to address these issues in an attempt to reduce the current achievement gaps across students of different cultural backgrounds and to incorporate experiences of all students in classroom interactions. In this workshop, we will introduce an interactive teaching and learning approach to promote reflection in culturally responsive teaching (CRT). The instructional design method of Thiagi will serve as an innovative tool to successfully implement CRT, raise awareness of existing stereotypes/ (unconscious) biases, and thus model a way to reduce stereotype-threat. By integrating diversity in form of CRT in the curriculum, we can fundamentally change existing patterns and enable every student to understand and connect to academic content.}, author = {Berberena, Tabea and Wirzberger, Maria}, booktitle = {EARLI 2021 - Online}, title = {Bringing Thiagi to the classroom: Reducing stereotype-threat by promoting reflection in CRT}, url = {https://maria-wirzberger.de/wp-content/uploads/2021/04/Workshop_Thiagi_Classroom_final.pdf}, venue = {EARLI 2021 - Online}, year = 2021 }
  Link
  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, Hrsg.). https://escholarship.org/uc/item/6k97t362
  Zusammenfassung
  Preparing the next generation for an ever-changing environment is of utmost importance in Higher Education. Though cultural diversity is highly prevalent in modern societies, (implicit) biases, stereotypes and racism maintain a persistent yet mostly overlooked part of everyday life. Many students are not aware of their biases. Hence, it is imperative for them to undergo a critical self-reflection process about their beliefs and (unconscious) biases. To induce this process, raise awareness and confront them with potential (unconscious) biases and stereotypes, 404 university students in teacher training and vocational education completed an Implicit Association Test (IAT) on skin color before watching a lecture discussing biases and stereotypes. The preliminary results show a variety of reactions after taking the test, ranging from denial and anger to discomfort and surprise. We will discuss possibilities to support students in leveraging the resulting cognitive dissonance as an opportunity to begin their individual self-reflection process.
  BibTeX
  @conference{berberena2021unveiling, abstract = {Preparing the next generation for an ever-changing environment is of utmost importance in Higher Education. Though cultural diversity is highly prevalent in modern societies, (implicit) biases, stereotypes and racism maintain a persistent yet mostly overlooked part of everyday life. Many students are not aware of their biases. Hence, it is imperative for them to undergo a critical self-reflection process about their beliefs and (unconscious) biases. To induce this process, raise awareness and confront them with potential (unconscious) biases and stereotypes, 404 university students in teacher training and vocational education completed an Implicit Association Test (IAT) on skin color before watching a lecture discussing biases and stereotypes. The preliminary results show a variety of reactions after taking the test, ranging from denial and anger to discomfort and surprise. We will discuss possibilities to support students in leveraging the resulting cognitive dissonance as an opportunity to begin their individual self-reflection process.}, author = {Berberena, Tabea and Wirzberger, Maria}, editor = {Fitch, Tecumseh and Lamm, Claus and Leder, Helmut and Teßmar-Raible, Kristin}, eventtitle = {43nd Annual Meeting of the Cognitive Science Society}, title = {Unveiling unconscious biases and stereotypes in students: The necessity of self-reflection in Higher Education}, url = {https://escholarship.org/uc/item/6k97t362}, year = 2021 }
  Link
  https://escholarship.org/uc/item/6k97t362
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 (Hrsg.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (S. 1736). Cognitive Science Society. https://maria-wirzberger.de/wp-content/uploads/2020/07/Poster_Wirzberger_CogSci2020.pdf
  Zusammenfassung
  To stay focused on their chosen tasks, people have to inhibit distractions. The underlying attention control skills can improve through reinforcement learning, which can be accelerated by giving feedback. We applied the theory of metacognitive reinforcement learning to develop a training app that gives people optimal feedback on their attention control while they are working or studying. In an eight-day field experiment with 99 participants, we investigated the effect of this training on people’s productivity, sustained attention, and self-control. Compared to a control condition without feedback, we found that participants receiving optimal feedback learned to focus increasingly better (f = .08, p < .01) and achieved higher productivity scores (f = .19, p < .01) during the training. In addition, they evaluated their productivity more accurately (r = .12, p <.01). However, due to asymmetric attrition problems, these findings need to be taken with a grain of salt.
  BibTeX
  @inproceedings{wirzberger2020navigate, abstract = {To stay focused on their chosen tasks, people have to inhibit distractions. The underlying attention control skills can improve through reinforcement learning, which can be accelerated by giving feedback. We applied the theory of metacognitive reinforcement learning to develop a training app that gives people optimal feedback on their attention control while they are working or studying. In an eight-day field experiment with 99 participants, we investigated the effect of this training on people’s productivity, sustained attention, and self-control. Compared to a control condition without feedback, we found that participants receiving optimal feedback learned to focus increasingly better (f = .08, p < .01) and achieved higher productivity scores (f = .19, p < .01) during the training. In addition, they evaluated their productivity more accurately (r = .12, p <.01). However, due to asymmetric attrition problems, these findings need to be taken with a grain of salt.}, author = {Wirzberger, Maria and Lado, Anastasia and Eckerstorfer, Lisa and Oreshnikov, Ivan and Passy, Jean-Claude and Stock, Adrian and Shenhav, Amitai and Lieder, Falk}, booktitle = {Proceedings of the 42nd Annual Conference of the Cognitive Science Society}, editor = {Denison, Stephanie and Mack, Michael and Xu, Yang and Armstrong, Blair C.}, pages = 1736, publisher = {Cognitive Science Society}, title = {How to navigate everyday distractions: Leveraging optimal feedback to train attention control}, url = {https://maria-wirzberger.de/wp-content/uploads/2020/07/Poster_Wirzberger_CogSci2020.pdf}, year = 2020 }
  Link
  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
  - BibTeX
  BibTeX
  @article{wirzberger2020memory, author = {Wirzberger, Maria and Borst, Jelmer P and Krems, Josef F and Rey, G{\"u}nter Daniel}, doi = {10.1016/j.tine.2020.100139}, journal = {Trends in Neuroscience and Education}, pages = 100139, publisher = {Elsevier}, title = {Memory-related cognitive load effects in an interrupted learning task: A model-based explanation}, year = 2020 }
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 (Hrsg.), Digitale Arbeit, digitaler Wandel, digitaler Mensch?. 66. Kongress der Gesellschaft für Arbeitswissenschaft (S. C.8.8). Gesellschaft für Arbeitswissenschaft e.V.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2020GfA, address = {Berlin}, author = {Wirzberger, Maria and Oreshnikov, Ivan and Passy, Jean-Claude and Lado, Anastasia and Shenhav, Amitai and Lieder, Falk}, booktitle = {Digitale Arbeit, digitaler Wandel, digitaler Mensch?. 66. Kongress der Gesellschaft für Arbeitswissenschaft}, editor = {R{\"o}tting, Matthias and Onnasch, Linda}, pages = {C.8.8}, publisher = {Gesellschaft für Arbeitswissenschaft e.V.}, title = {ACTrain: Ein KI-basiertes Aufmerksamkeitstraining f{\"u}r die Wissensarbeit}, year = 2020 }
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 (Hrsg.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (S. 1–2). Cognitive Science Society. https://cognitivesciencesociety.org/cogsci20/papers/0001/0001.pdf
  Zusammenfassung
  We can all feel exhausted after a day of work, even if we have spent it sitting at a desk. The intuitive concept of mental effort pervades virtually all domains of human information processing and has become an indispensable ingredient for general theories of cognition (Anderson, 2007; Shenhav et al., 2017; Lieder & Griffiths, 2015). However, inconsistent use of the term across cognitive sciences, including cognitive psychology, education, human-factors engineering and artificial intelligence, makes it one of the least well-defined theoretical constructs across fields. A number of recent approaches lay the foundation for a consensus by offering formal accounts of mental effort. Yet, reaching a multifield-wide consensus on the operationalization of mental effort will require cross-talk between different empirical and computational approaches, including symbolic architectures, non-parametric Bayesian statistics and neural networks. The purpose of this full-day workshop is to review and integrate these emerging perspectives.
  BibTeX
  @inproceedings{musslick2020mental, abstract = {We can all feel exhausted after a day of work, even if we have spent it sitting at a desk. The intuitive concept of mental effort pervades virtually all domains of human information processing and has become an indispensable ingredient for general theories of cognition (Anderson, 2007; Shenhav et al., 2017; Lieder & Griffiths, 2015). However, inconsistent use of the term across cognitive sciences, including cognitive psychology, education, human-factors engineering and artificial intelligence, makes it one of the least well-defined theoretical constructs across fields. A number of recent approaches lay the foundation for a consensus by offering formal accounts of mental effort. Yet, reaching a multifield-wide consensus on the operationalization of mental effort will require cross-talk between different empirical and computational approaches, including symbolic architectures, non-parametric Bayesian statistics and neural networks. The purpose of this full-day workshop is to review and integrate these emerging perspectives.}, author = {Musslick, Sebastian and Wirzberger, Maria and Grahek, Ivan and Bustamante, Laura and Shenhav, Amitai and Cohen, Johnathan D.}, booktitle = {Proceedings of the 42nd Annual Conference of the Cognitive Science Society}, editor = {Denison, Stephanie and Mack, Michael and Xu, Yang and Armstrong, Blair C.}, pages = {1-2}, publisher = {Cognitive Science Society}, title = {Mental effort: One construct, many faces?}, url = {https://cognitivesciencesociety.org/cogsci20/papers/0001/0001.pdf}, year = 2020 }
  Link
  https://cognitivesciencesociety.org/cogsci20/papers/0001/0001.pdf
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.
  - BibTeX
  BibTeX
  @inproceedings{Xu2019CogSci, address = {Montreal, QB}, author = {Xu, Lin and Wirzberger, Maria and Lieder, Falk}, booktitle = {41st Annual Meeting of the Cognitive Science Society}, pages = {3136--3142}, publisher = {Cognitive Science Society}, title = {How should we incentivize learning? An optimal feedback mechanism for educational games and online courses}, year = 2019 }
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.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2019MathPsych, address = {Montreal, QB}, author = {Wirzberger, Maria and Borst, Jelmer P and Krems, Josef F and Rey, G{\"u}nter Daniel}, booktitle = {52nd Annual Meeting of the Society for Mathematical Psychology. Program and Abstracts}, pages = {19--20}, publisher = {Society for Mathematical Psychology}, title = {A model-based explanation of performance related changes in abstract stimulus-response learning}, year = 2019 }
3. Wirzberger, M. (2019). Load-inducing factors in instructional design: Process-related advances in theory and assessment. TU Chemnitz.
  - BibTeX
  BibTeX
  @phdthesis{Wirzberger2019Load, author = {Wirzberger, Maria}, school = {TU Chemnitz}, title = {Load-inducing factors in instructional design: Process-related advances in theory and assessment}, year = 2019 }
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
  - BibTeX
  BibTeX
  @article{Wirzberger2019Effects, author = {Wirzberger, Maria and Schmidt, Ren{\'e} and Georgi, Maria and Hardt, Wolfram and Brunnett, Guido and Rey, G{\"u}nter Daniel}, doi = {10.1038/s41598-019-44718-x}, journal = {Scientific reports}, number = 1, pages = {1--12}, publisher = {Nature Publishing Group}, title = {Effects of system response delays on elderly humans’ cognitive performance in a virtual training scenario}, volume = 9, year = 2019 }
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.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2019CogSci, address = {Montreal, QB}, author = {Wirzberger, Maria and Borst, Jelmer P and Krems, Josef F and Rey, G{\"u}nter Daniel}, booktitle = {41st Annual Meeting of the Cognitive Science Society}, pages = {1206--1211}, publisher = {Cognitive Science Society}, title = {An ACT-R approach to investigating mechanisms of performance-related changes in an interrupted learning task}, year = 2019 }
6. Wirzberger, M. (2019). Pädagogik trifft Psychologie und Informatik. Interdisziplinäre Perspektiven zur Gestaltung intelligenter Bildungstechnologien. In D. Höppel (Hrsg.), Positionen 34/2019. Maria Gräfin von Linden-Preis 2019 (S. 55–63). Verband Baden-Württembergischer Wissenschaftlerinnen. https://maria-wirzberger.de/wp-content/uploads/2020/08/Aufsatz_Positionen_2019_Wirzberger.pdf
  Zusammenfassung
  Wie lassen sich Lernsituationen bestmöglich auf die Lernenden abstimmen, um damit individuelle und gesellschaftlich relevante Bildungsziele nachhaltig zu erreichen? Die Antwort darauf suche ich durch die Verbindung von pädagogischer Theorie, psychologischer Methodik und intelligenten Algorithmen. Die daraus entstehenden intelligenten Technologien bieten die Möglichkeit, auf individuelle Bedarfe unterschiedlicher Lernender in verschiedenen Kontexten gezielt einzugehen. Dazu müssen sie allerdings fähig sein, sich auf spezifische Charakteristika der Lernenden und der Situation einzustellen. Dies bedeutet, beobachtete Zustände korrekt zu interpretieren und mit dem notwendigen Maß an Unterstützung angemessen darauf zu reagieren. In meinen Forschungsprojekten setze ich mich mit Aspekten der Lernenden und der Lernsituation auseinander, die für die Schaffung solcher Systeme wichtig sind. Im Beitrag möchte ich vier ausgewählte Schwerpunkte meiner Arbeit vorstellen.
  BibTeX
  @inproceedings{wirzberger2019pdagogik, abstract = {Wie lassen sich Lernsituationen bestmöglich auf die Lernenden abstimmen, um damit individuelle und gesellschaftlich relevante Bildungsziele nachhaltig zu erreichen? Die Antwort darauf suche ich durch die Verbindung von pädagogischer Theorie, psychologischer Methodik und intelligenten Algorithmen. Die daraus entstehenden intelligenten Technologien bieten die Möglichkeit, auf individuelle Bedarfe unterschiedlicher Lernender in verschiedenen Kontexten gezielt einzugehen. Dazu müssen sie allerdings fähig sein, sich auf spezifische Charakteristika der Lernenden und der Situation einzustellen. Dies bedeutet, beobachtete Zustände korrekt zu interpretieren und mit dem notwendigen Maß an Unterstützung angemessen darauf zu reagieren. In meinen Forschungsprojekten setze ich mich mit Aspekten der Lernenden und der Lernsituation auseinander, die für die Schaffung solcher Systeme wichtig sind. Im Beitrag möchte ich vier ausgewählte Schwerpunkte meiner Arbeit vorstellen.}, address = {Esslingen}, author = {Wirzberger, Maria}, booktitle = {Positionen 34/2019. Maria Gräfin von Linden-Preis 2019}, editor = {Höppel, Dagmar}, pages = {55-63}, publisher = {Verband Baden-Württembergischer Wissenschaftlerinnen}, title = {Pädagogik trifft Psychologie und Informatik. Interdisziplinäre Perspektiven zur Gestaltung intelligenter Bildungstechnologien}, url = {https://maria-wirzberger.de/wp-content/uploads/2020/08/Aufsatz_Positionen_2019_Wirzberger.pdf}, year = 2019 }
  Link
  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
  - BibTeX
  BibTeX
  @article{Schneider2019Arousal, author = {Schneider, Sascha and Wirzberger, Maria and Rey, G{\"u}nter Daniel}, doi = {10.1002/acp.3473}, journal = {Applied Cognitive Psychology}, pages = {71--84}, publisher = {Wiley}, title = {The moderating role of arousal on the seductive detail effect in a multimedia learning setting}, volume = 33, year = 2019 }
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
  - BibTeX
  BibTeX
  @article{Rey2019Meta, author = {Rey, G{\"u}nter Daniel and Beege, Maik and Nebel, Steve and Wirzberger, Maria and Schmitt, Tobias H and Schneider, Sascha}, doi = {10.1007/s10648-018-9456-4}, journal = {Educational Psychology Review}, pages = {389--419}, publisher = {Springer}, title = {A meta-analysis of the segmenting effect}, volume = 31, year = 2019 }
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.
  - BibTeX
  BibTeX
  @inproceedings{Iwama2019SJDM, address = {Montreal, QB}, author = {Iwama, Gabriela Yukari and Wirzberger, Maria and Lieder, Falk}, booktitle = {Annual Meeting of the Society for Judgment and Decision Making}, publisher = {Society for Judgement and Decision Making}, title = {The Goal Characteristics (GC) questionnaire: A comprehensive measure for goals' content, attainability, interestingness, and usefulness}, year = 2019 }
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.
  - BibTeX
  BibTeX
  @inproceedings{Iwama2019PS, address = {Montreal, QB}, author = {Iwama, Gabriela Yukari and Wirzberger, Maria and Lieder, Falk}, booktitle = {60th Annual Meeting of the Psychonomic Society}, pages = 255, publisher = {Psychonomic Society}, title = {The Goal Characteristics (GC) questionnaire: Measuring goals’ content, attainability, interestingness, and usefulness}, year = 2019 }
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
  - BibTeX
  BibTeX
  @article{Beege2019Spatial, author = {Beege, Maik and Nebel, Steve and Schneider, Sascha and Wirzberger, Maria and Schmidt, Nina and Rey, G{\"u}nter Daniel}, doi = {10.3389/feduc.2019.00086}, journal = {Frontiers in Education}, pages = 86, publisher = {Frontiers}, title = {Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the effects of spatial proximity between related and unrelated representations.}, volume = 4, year = 2019 }
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 (Hrsg.), Abstracts of the 60th Conference of Experimental Psychologists (S. 296). Pabst Science Publishers.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2018TeaP, address = {Lengerich}, author = {Wirzberger, Maria and Herms, Robert and Esmaeili Bijarsari, Shirin and Rey, G{\"u}nter Daniel and Eibl, Maximilian}, booktitle = {Abstracts of the 60th Conference of Experimental Psychologists}, editor = {Sch{\"u}tz, Alexander C. and Schub{\"o}, Anna and Endres, Dominik and Lachnit, Harald}, pages = 296, publisher = {Pabst Science Publishers}, title = {Cognitive load influences performance, speech and physiological parameters in a multimodal dual-task setting}, year = 2018 }
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
  - BibTeX
  BibTeX
  @article{Wirzberger2018Attention, author = {Wirzberger, Maria and Rey, G{\"u}nter Daniel}, doi = {10.1007/s40692-018-0106-0}, journal = {Journal of Computers in Education}, number = 2, pages = {243--257}, publisher = {Springer Nature}, title = {Attention please! {E}nhanced attention control abilities compensate for instructional impairments in multimedia learning}, volume = 5, year = 2018 }
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
  - BibTeX
  BibTeX
  @article{Wirzberger2018Schema, author = {Wirzberger, Maria and Herms, Robert and Esmaeili Bijarsari, Shirin and Eibl, Maximilian and Rey, G{\"u}nter Daniel}, doi = {10.1186/s41235-018-0138-z}, journal = {Cognitive Research: Principles and Implications}, publisher = {Springer Nature}, title = {Schema-related cognitive load influences performance, speech, and physiology in a dual-task setting: {A} continuous multi-measure approach}, year = 2018 }
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 (Hrsg.), Annual Meeting of the Europe Chapter of the Human Factors and Ergonomics Society 2018, Technology for an Aging Society, Book of Abstracts (S. 42). https://www.hfes-europe.org/wp-content/uploads/2018/10/Wirzberger2018Poster.pdf
  - BibTeX
  - Link
  BibTeX
  @inproceedings{Wirzberger2018HFES, address = {Berlin}, author = {Wirzberger, Maria and Schmidt, R\`{e}ne and Georgi, Maria and Hardt, Wolfram and Brunnett, Guido and Rey, G{\"u}nter Daniel}, booktitle = {Annual Meeting of the Europe Chapter of the Human Factors and Ergonomics Society 2018, Technology for an Aging Society, Book of Abstracts}, editor = {Wiczorek, Rebecca and Manzey, Dietrich and Onnasch, Linda and Brookhuis, Karel and Toffetti, Antonella and De Waard, Dick}, pages = 42, title = {Influences of system response delay on elderly participants’ performance in a virtual memory training}, url = {https://www.hfes-europe.org/wp-content/uploads/2018/10/Wirzberger2018Poster.pdf}, year = 2018 }
  Link
  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 (Hrsg.), Proceedings of the 11th International Language Resources and Evaluation Conference (LREC 2018) (S. 4312--4317). European Language Resource Association (ELRA). http://www.lrec-conf.org/proceedings/lrec2018/pdf/1008.pdf
  - BibTeX
  - Link
  BibTeX
  @inproceedings{Herms2018LREC, address = {Miyazaki, Japan}, author = {Herms, Robert and Wirzberger, Maria and Eibl, Maximilian and Rey, G{\"u}enter Daniel}, booktitle = {Proceedings of the 11th International Language Resources and Evaluation Conference (LREC 2018)}, editor = {Calzolari, Nicoletta and Choukri, Khalid and Cieri, Christopher and Declerck, Thierry and Goggi, Sara and Hasida, Koiti and Isahara, Hitoshi and Maegaard, Bente and Mariani, Joseph and Mazo, H\´{e}l\`{e}ne and Moreno, Asunicon and Odijk, Jan and Piperidis, Stelios and Tokunaga, Takenobu}, pages = {4312--4317}, publisher = {European Language Resource Association (ELRA)}, title = {{CoLoSS: C}ognitive load corpus with speech and performance data from a symbol-digit dual-task}, url = {http://www.lrec-conf.org/proceedings/lrec2018/pdf/1008.pdf}, year = 2018 }
  Link
  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 (Hrsg.), Abstracts of the 60th Conference of Experimental Psychologists (S. 69). Pabst Science Publishers.
  - BibTeX
  BibTeX
  @inproceedings{Esmaeili2018TeaP, address = {Lengerich}, author = {Esmaeili Bijarsari, Shirin and Wirzberger, Maria and Rey, G{\"u}nter Daniel}, booktitle = {Abstracts of the 60th Conference of Experimental Psychologists}, editor = {Sch{\"u}tz, Alexander C. and Schub{\"o}, Anna and Endres, Dominik and Lachnit, Harald}, pages = 69, publisher = {Pabst Science Publishers}, title = {Guidance or {S}etting? {E}xploring the learnability of computer-based instructions in a construction task}, year = 2018 }
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 (Hrsg.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (S. 3540--3545). Cognitive Science Society. https://mindmodeling.org/cogsci2017/papers/0667/paper0667.pdf
  - BibTeX
  - Link
  BibTeX
  @inproceedings{Wirzberger2017CogSci, address = {Austin, TX}, author = {Wirzberger, Maria and Rey, G{\"u}nter Daniel and Krems, Josef}, booktitle = {Proceedings of the 39th Annual Meeting of the Cognitive Science Society}, editor = {Gunzelmann, Glenn and Howes, Andrew and Tenbrink, Thora and Davelaar, Eddy}, pages = {3540--3545}, publisher = {Cognitive Science Society}, title = {Modeling cognitive load effects in an interrupted learning task: {A}n {ACT-R} approach}, url = {https://mindmodeling.org/cogsci2017/papers/0667/paper0667.pdf}, year = 2017 }
  Link
  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
  - BibTeX
  BibTeX
  @article{Wirzberger2017Embedded, author = {Wirzberger, Maria and Esmaeili Bijarsari, Shirin and Rey, G{\"u}nter Daniel}, doi = {10.1016/j.actpsy.2017.07.001}, journal = {Acta Psychologica}, pages = {30--41}, publisher = {Elsevier}, title = {Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task}, volume = 179, year = 2017 }
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 (Hrsg.), Abstracts of the 59th Conference of Experimental Psychologists (TeaP) (S. 97). Pabst Science Publishers.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2017Hyperlinks, address = {Lengerich}, author = {Wirzberger, Maria and Schneider, Sascha and Dlouhy, Stefanie and Rey, G{\"u}nter Daniel}, booktitle = {Abstracts of the 59th Conference of Experimental Psychologists (TeaP)}, editor = {Goschke, Thomas and Bolte, Annette and Kirschbaum, Clemens and Fricke, Bianca}, pages = 97, publisher = {Pabst Science Publishers}, title = {Time – {S}pace – {C}ontent? {I}nterrupting features of hyperlinks in multimedia learning}, year = 2017 }
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 (Hrsg.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (S. 2287--2294). Gesellschaft für Informatik. https://doi.org/10.18420/in2017_229
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2017Delay, address = {Bonn}, author = {Wirzberger, Maria and Schmidt, R\´{e}ne and Rey, G{\"u}nter Daniel and Hardt, Wolfram}, booktitle = {INFORMATIK 2017, Lecture Notes in Informatics (LNI)}, doi = {10.18420/in2017_229}, editor = {Eibl, Maximilian and Gaedke, Martin}, pages = {2287--2294}, publisher = {Gesellschaft für Informatik}, title = {Auswirkung systeminduzierter {D}elays auf die menschliche {G}ed{\"a}chtnisleistung in einem virtuellen agentenbasierten {T}rainingssetting}, year = 2017 }
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.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2017ESCoP, address = {Potsdam, Germany}, author = {Wirzberger, Maria and Herms, Robert and Esmaeili Bijarsari, Shirin and Rey, G{\"u}nter Daniel and Eibl, Maximilian}, booktitle = {Abstracts of the 20th Conference of the European Society for Cognitive Psychology}, pages = 161, title = {Influences of cognitive load on learning performance, speech and physiological parameters in a dual-task setting}, year = 2017 }
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 (Hrsg.), Dagstuhl 2017. Proceedings of the 11th Joint Workshop of the German Research Training Groups in Computer Science (S. 62).
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2017Dagstuhl, author = {Wirzberger, Maria}, booktitle = {Dagstuhl 2017. Proceedings of the 11th Joint Workshop of the German Research Training Groups in Computer Science}, editor = {Arnold, Thomas and Heinzerling, Benjamin and Tauchmann, Christopher and Grube, Tim and Maaß, Max and Wessels, Nora}, pages = 62, title = {Inspecting cognitive load factors in digital learning settings with {ACT-R}}, year = 2017 }
7. Wirzberger, M., Truschzinski, M., Schmidt, R., & Barlag, M. (2017). Computer Science meets Cognition: Möglichkeiten und Herausforderungen interdisziplinärer Kognitionsforschung. In M. Eibl & M. Gaedke (Hrsg.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (S. 2273--2277). Gesellschaft für Informatik. https://doi.org/doi:10.18420/in2017_227
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2017CSCOG, address = {Bonn}, author = {Wirzberger, Maria and Truschzinski, Martina and Schmidt, Ren\´{e} and Barlag, Maria}, booktitle = {INFORMATIK 2017, Lecture Notes in Informatics (LNI)}, doi = {doi:10.18420/in2017_227}, editor = {Eibl, Maximilian and Gaedke, Martin}, pages = {2273--2277}, publisher = {Gesellschaft für Informatik}, title = {Computer {S}cience meets {C}ognition: {M}{\"o}glichkeiten und {H}erausforderungen interdisziplin{\"a}rer {K}ognitionsforschung}, year = 2017 }
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 (Hrsg.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (S. 1224--1229). Cognitive Science Society. https://mindmodeling.org/cogsci2017/papers/0236/paper0236.pdf
  - BibTeX
  - Link
  BibTeX
  @inproceedings{Truschzinski2017CogSci, address = {Austin, TX}, author = {Truschzinski, Martina and Wirzberger, Maria}, booktitle = {Proceedings of the 39th Annual Meeting of the Cognitive Science Society}, editor = {Gunzelmann, Glenn and Howes, Andrew and Tenbrink, Thora and Davelaar, Eddy}, pages = {1224--1229}, publisher = {Cognitive Science Society}, title = {A dynamic process model for predicting workload in an air traffic controller task}, url = {https://mindmodeling.org/cogsci2017/papers/0236/paper0236.pdf}, year = 2017 }
  Link
  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 (Hrsg.), Abstracts of the 59th Conference of Experimental Psychologists (TeaP) (S. 96). Papst Science Publishers.
  - BibTeX
  BibTeX
  @inproceedings{Schneider2017Arousal, address = {Lengerich}, author = {Schneider, Sascha and Wirzberger, Maria and Augustin, Yannik and Rey, G{\"u}nter Daniel}, booktitle = {Abstracts of the 59th Conference of Experimental Psychologists (TeaP)}, editor = {Goschke, Thomas and Bolte, Annette and Kirschbaum, Clemens and Fricke, Bianca}, pages = 96, publisher = {Papst Science Publishers}, title = {The moderating role of arousal on the seductive detail effect}, year = 2017 }
10. Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2017). Lernförderliche Gestaltung computerbasierter Instruktionen zur Roboterkonstruktion. In M. Eibl & M. Gaedke (Hrsg.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (S. 2279--2286). Gesellschaft für Informatik. https://doi.org/10.18420/in2017_228
  - BibTeX
  BibTeX
  @inproceedings{Esmaeili2017Roboter, address = {Bonn}, author = {Esmaeili Bijarsari, Shirin and Wirzberger, Maria and Rey, G{\"u}nter Daniel}, booktitle = {INFORMATIK 2017, Lecture Notes in Informatics (LNI)}, doi = {10.18420/in2017_228}, editor = {Eibl, Maximilian and Gaedke, Martin}, pages = {2279--2286}, publisher = {Gesellschaft für Informatik}, title = {Lernf{\"o}rderliche {G}estaltung computerbasierter {I}nstruktionen zur {R}oboterkonstruktion}, year = 2017 }
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
  - BibTeX
  BibTeX
  @article{Wirzberger2016One, author = {Wirzberger, Maria and Beege, Maik and Schneider, Sascha and Nebel, Steve and Rey, G{\"u}nter Daniel}, doi = {10.1016/j.compedu.2016.04.010}, journal = {Computers {\&} Education}, pages = {18--31}, publisher = {Elsevier {BV}}, title = {One for all?! {S}imultaneous examination of load-inducing factors for advancing media-related instructional research}, volume = 100, year = 2016 }
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.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2016ICLTC, author = {Wirzberger, Maria and Beege, Maik and Schneider, Sascha and Nebel, Steve and Rey, G{\"u}nter Daniel}, booktitle = {9th International Cognitive Load Theory Conference, June 22nd to 24th, 2016, Bochum, Germany, Abstracts}, pages = 19, title = {{CLT} meets {WMU}: {S}imultaneous experimental manipulation of load factors in a basal working memory task}, year = 2016 }
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 (Hrsg.), Abstracts of the 58th Conference of Experimental Psychologists (S. 377). Pabst Science Publishers.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2016CLT, address = {Lengerich}, author = {Wirzberger, Maria and Rey, G{/u}nther Daniel}, booktitle = {Abstracts of the 58th Conference of Experimental Psychologists}, editor = {Funke, Joachim and Rummel, Jan and Voß, Andreas}, pages = 377, publisher = {Pabst Science Publishers}, title = {C{LT} meets {ACT-R}: {M}odeling load-inducing factors in instructional design}, year = 2016 }
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.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2016Psychonomic, author = {Wirzberger, Maria and Beege, Maik and Schneider, Sascha and Nebel, Steve and Rey, G{\"u}nter Daniel}, booktitle = {International Meeting of the Psychonomic Society, Granada – Spain, May 5-8, 2016, Abstract Book}, pages = {211--212}, title = {Separating cognitive load facets in a working memory updating task: {A}n experimental approach}, year = 2016 }
5. Wirzberger, M. (2016). Modeling load factors in multimedia learning: An ACT-R approach. In B. Etzold, R. Richter, M. Eibl, & W. Lehner (Hrsg.), Dagstuhl 2016. Proceedings of the 10th Joint Workshop of the German Research Training Groups in Computer Science (S. 98). Universitätsverlag Chemnitz.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2016Dagstuhl, address = {Chemnitz}, author = {Wirzberger, Maria}, booktitle = {Dagstuhl 2016. Proceedings of the 10th Joint Workshop of the German Research Training Groups in Computer Science}, editor = {Etzold, Benedikt and Richter, Ren\´{e} and Eibl, Maximilian and Lehner, Wolfgang}, pages = 98, publisher = {Universit{\"a}tsverlag Chemnitz}, title = {Modeling load factors in multimedia learning: {A}n {ACT-R} approach}, year = 2016 }
6. Wirzberger, M., & Rey, G. D. (2016). Examining load-inducing factors in instructional design: An ACT-R approach. In D. Reitter & F. Ritter (Hrsg.), Proceedings of the 14th International Conference on Cognitive Modeling (ICCM 2016) (S. 223--224). University Park, PA.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2016ICCM, address = {Penn State}, author = {Wirzberger, Maria and Rey, G{\"u}nter Daniel}, booktitle = {Proceedings of the 14th International Conference on Cognitive Modeling (ICCM 2016)}, editor = {Reitter, David and Ritter, Frank}, pages = {223--224}, publisher = {University Park, PA}, title = {Examining load-inducing factors in instructional design: {A}n {ACT-R} approach}, year = 2016 }
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, Hrsg.; S. 463--475). Springer. https://doi.org/10.1007/978-3-662-48661-0
  - BibTeX
  BibTeX
  @inbook{Luederitz2016Sustainable, author = {L{\"u}deritz, Cornelia and Wirzberger, Maria and Karrer-Gauß, Katja}, chapter = {Sustainable effects of simulator-based training on ecological driving}, doi = {10.1007/978-3-662-48661-0}, editor = {Deml, Barbara and Stock, Patricia and Bruder, Ralph and Schlick, Christopher Marc}, isbn = {978-3-662-48659-7}, pages = {463--475}, publisher = {Springer}, title = {Advances in {E}rgonomic {D}esign of {S}ystems, {P}roducts and {P}rocesses. {P}roceedings of the {A}nnual {M}eeting of the {G}f{A} 2015}, year = 2016 }
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 (Hrsg.), 50th Conference of the German Psychological Society. Abstracts (S. 540). Pabst Science Publishers.
  - BibTeX
  BibTeX
  @inproceedings{Beege2016Split, address = {Lengerich}, author = {Beege, Maik and Nebel, Steve and Schneider, Sascha and Wirzberger, Maria and Schmidt, Nina and Rey, G{\"u}nter Daniel}, booktitle = {50th Conference of the German Psychological Society. Abstracts}, editor = {Fritsche, Immo}, pages = 540, publisher = {Pabst Science Publishers}, title = {{B}edingt räumliche {N}ähe bessere {L}ernergebnisse? {D}ie {R}olle der {D}istanz und {I}ntegration beim {L}ernen mit multiplen {I}nformationsquellen}, year = 2016 }
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
  - BibTeX
  BibTeX
  @article{Wirzberger2015Interruption, author = {Wirzberger, Maria and Russwinkel, Nele}, doi = {10.1515/icom-2015-0033}, journal = {i-com}, number = 2, publisher = {Walter de Gruyter {GmbH}}, title = {Modeling interruption and resumption in a smartphone task: {A}n {ACT}-{R} approach}, volume = 14, year = 2015 }
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 (Hrsg.), Trends in Neuroergonomics. Proceedings of the 11th Berlin Workshop Human-Machine Systems (S. 190--193). Universitätsverlag der TU Berlin. https://doi.org/10.14279/depositonce-4887
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2015CLT, address = {Berlin}, author = {Wirzberger, Maria and Rey, G{\"u}nter Daniel}, booktitle = {Trends in Neuroergonomics. Proceedings of the 11th Berlin Workshop Human-Machine Systems}, doi = {10.14279/depositonce-4887}, editor = {Wienrich, Carolin and Zander, Thorsten O. and Gramann, Klaus}, pages = {190--193}, publisher = {Universit{\"at}sverlag der TU Berlin}, title = {Cognitive modeling meets instructional design: {E}xploring {C}ognitive {L}oad {T}heory with {ACT-R}}, year = 2015 }
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 (Hrsg.), VerANTWORTung für die Arbeit der Zukunft, 61st Conference of the Society for Ergonomics and Work Science. GfA Press.
  - BibTeX
  BibTeX
  @inproceedings{Luederitz2015Simulator, address = {Dortmund}, author = {L{\"u}deritz, Cornelia and Wirzberger, Maria and Karrer-Gauß, Katja}, booktitle = {VerANTWORTung für die Arbeit der Zukunft, 61st Conference of the Society for Ergonomics and Work Science}, editor = {für Arbeitswissenschaft, Gesellschaft}, publisher = {GfA Press}, title = {Nachhaltige {E}ffekte simulatorbasierten {T}rainings auf eine {\"o}kologische {F}ahrweise [{S}ustainable effects of simulator-based training on ecological driving]}, year = 2015 }
2014
1. Wirzberger, M., Lüderitz, C., Rohrer, S., & Karrer-Gauß, K. (2014). „Keep green!“ – Nachhaltige Förderung ökologischen Fahrens durch Simulatortraining? In O. Güntürkün (Hrsg.), 49th Conference of the German Psychological Society. Abstracts (S. 570). Pabst Science Publishers.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2014Ecological, address = {Lengerich}, author = {Wirzberger, Maria and L{\"u}deritz, Cornelia and Rohrer, Sabrina and Karrer-Gauß, Katja}, booktitle = {49th Conference of the German Psychological Society. Abstracts}, editor = {G{\"u}nt{\"u}rk{\"u}n, Onur}, pages = 570, publisher = {Pabst Science Publishers}, title = {"{K}eep green!" – {N}achhaltige {F}{\"o}rderung {\"o}kologischen {F}ahrens durch {S}imulatortraining?}, year = 2014 }
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
  - BibTeX
  - Link
  BibTeX
  @mastersthesis{Wirzberger2014Smartload, author = {Wirzberger, Maria}, school = {TU Berlin}, title = {Smart@load? Modeling interruption while using a Smartphone-app in alternating workload conditions}, url = {https://maria-wirzberger.de/wp-content/uploads/2019/05/Masterthesis_Maria_Wirzberger.pdf}, year = 2014 }
  Link
  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
  - BibTeX
  BibTeX
  @conference{Wirzberger2014Smartphone, author = {Wirzberger, Maria and Russwinkel, Nele}, booktitle = {CrossWorlds 2014: Theory, Development and Evaluation of Social Technology}, doi = {10.13140/rg.2.1.4426.0966}, language = {en}, title = {"{I} don’t need it!" – {M}odeling ad-induced interruption while using a {S}martphone-app}, year = 2014 }
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
  - BibTeX
  BibTeX
  @article{Russwinkel2014Modeling, author = {Russwinkel, Nele and Prezenski, Sabine and Lindner, Stefan and Halbr{\"u}gge, Mark and Schulz, Matthias and Wirzberger, Maria}, doi = {10.1007/s10339-014-0632-2}, journal = {Cognitive Processing}, pages = {S22--S24}, publisher = {Springer Nature}, title = {Modeling of cognitive aspects of mobile interaction}, volume = {15(Suppl.1)}, year = 2014 }
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 (Hrsg.), Media Psychology: Media Research: Yesterday, Today, and Tomorrow. Proceedings of the 8th Conference of the Media Psychology Division of the German Psychological Society (S. 11). University of Würzburg.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2013Moderator, address = {Würzburg}, author = {Wirzberger, Maria and Rey, G{\"u}nter Daniel}, booktitle = {Media Psychology: Media Research: Yesterday, Today, and Tomorrow. Proceedings of the 8th Conference of the Media Psychology Division of the German Psychological Society}, editor = {Schwab, Frank and Carolus, Astrid and Brill, Michael and Hennighausen, Christine}, pages = 11, publisher = {University of Würzburg}, title = {Attention impairment in multimedia learning: {D}oes initial task attention act as moderator}, year = 2013 }
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 (Hrsg.), Abstracts of the 55th Conference of Experimental Psychologists (S. 314). Pabst Science Publishers.
  - BibTeX
  BibTeX
  @inproceedings{Wirzberger2013Seductive, address = {Lengerich}, author = {Wirzberger, Maria and Rey, G{\"u}nter Daniel}, booktitle = {Abstracts of the 55th Conference of Experimental Psychologists}, editor = {Ansorge, Ulrich and Kirchler, Erich and Lamm, Claus and Leder, Helmut}, pages = 314, publisher = {Pabst Science Publishers}, title = {Inducing impaired attention within the seductive detail effect: {D}o already distracted learners suffer more?}, year = 2013 }
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
  Zusammenfassung
  Die vorliegende Arbeit untersucht ausgehend von der Cognitive Theory of Multimedia Learning (CTML) einen aufmerksamkeitsbezogenen Erklärungsansatz für den seductive detail Effekt. Dieser Effekt resultiert aus dem Einfügen interessanter, jedoch irrelevanter Informationen in einen Lerntext, die die Lernleistung beeinträchtigen. Im Besonderen steht hier die Hypothese im Fokus, dass sich seductive details stärker auswirken, wenn bereits eine Beeinträchtigung der Aufmerksamkeit vorliegt. Im Rahmen einer experimentellen Erhebung mit 53 Studierenden wurde anhand eines 2x2-faktoriellen, multivariaten Designs die Anwesenheit von seductive details (durch seduktive Textpassagen), sowie be- einträchtigter Aufmerksamkeit (durch die Einblendung ablenkender Systemmit- teilungen), gezielt manipuliert und deren Effekt auf die Behaltens- und Verstehensleistung, sowie die Lernzeit erfasst. In den Analysen zeigte sich eine signifikante Verlängerung der Lernzeit durch das Einfügen seduktiver Textpassagen, und darüber hinaus wurde auch ein moderierender Einfluss des bestehenden Aufmerksamkeitsniveaus deutlich. Weder die Behaltens- noch die Verstehensleistung verringerte sich jedoch signifikant durch das Hinzufügen von seductive details oder die Induktion beeinträchtigter Aufmerksamkeit, und auch eine signifikante Wechselwirkung zwischen beiden Aspekten wurde nicht deutlich. Daher wird abschließend die Relevanz komplexer statistischer Analyseverfahren zur weiteren Erhellung der zugrundeliegenden Wirkmechanismen diskutiert.
  BibTeX
  @misc{wirzberger2012experimentelle, abstract = {Die vorliegende Arbeit untersucht ausgehend von der Cognitive Theory of Multimedia Learning (CTML) einen aufmerksamkeitsbezogenen Erklärungsansatz für den seductive detail Effekt. Dieser Effekt resultiert aus dem Einfügen interessanter, jedoch irrelevanter Informationen in einen Lerntext, die die Lernleistung beeinträchtigen. Im Besonderen steht hier die Hypothese im Fokus, dass sich seductive details stärker auswirken, wenn bereits eine Beeinträchtigung der Aufmerksamkeit vorliegt. Im Rahmen einer experimentellen Erhebung mit 53 Studierenden wurde anhand eines 2x2-faktoriellen, multivariaten Designs die Anwesenheit von seductive details (durch seduktive Textpassagen), sowie be- einträchtigter Aufmerksamkeit (durch die Einblendung ablenkender Systemmit- teilungen), gezielt manipuliert und deren Effekt auf die Behaltens- und Verstehensleistung, sowie die Lernzeit erfasst. In den Analysen zeigte sich eine signifikante Verlängerung der Lernzeit durch das Einfügen seduktiver Textpassagen, und darüber hinaus wurde auch ein moderierender Einfluss des bestehenden Aufmerksamkeitsniveaus deutlich. Weder die Behaltens- noch die Verstehensleistung verringerte sich jedoch signifikant durch das Hinzufügen von seductive details oder die Induktion beeinträchtigter Aufmerksamkeit, und auch eine signifikante Wechselwirkung zwischen beiden Aspekten wurde nicht deutlich. Daher wird abschließend die Relevanz komplexer statistischer Analyseverfahren zur weiteren Erhellung der zugrundeliegenden Wirkmechanismen diskutiert.}, author = {Wirzberger, Maria}, title = {Experimentelle Induktion beeinträchtigter Aufmerksamkeit im Kontext des seductive detail Effekts}, url = {https://maria-wirzberger.de/wp-content/uploads/2019/05/Bachelorthesis_Maria_Wirzberger.pdf}, year = 2012 }
  Link
  https://maria-wirzberger.de/wp-content/uploads/2019/05/Bachelorthesis_Maria_Wirzberger.pdf
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.
  - BibTeX
  BibTeX
  @misc{wirzberger2005bruder, author = {Wirzberger, Maria}, title = {„Bruder sein, das ist nicht schwer, Schwester sein dagegen sehr?" - Geschlechtsspezifische Betrachtungsweisen zur Situation von Geschwistern behinderter Kinder und Jugendlicher}, year = 2005 }

Lehre

Universität Stuttgart

Sommersemester 2022

Digitale Medien in der berufliche Aus- und Weiterbildung (Seminar, M.A. Berufspädagogik und Personalentwicklung, M.Sc. Technikpädagogik)
AI and Data in Education: An Ethical Reflection (Seminar, B.Sc. Data Science, B.A. Lehramt Informatik, M.Ed. Lehramt Bildungswissenschaften)
Mehr als Bots & Blocks - Projektseminar zur Gestaltung von Lehr-Lernprozessen im Informatikunterricht (Seminar, M.Ed. Lehramt Informatik)
May reflection be with you (Summer School Workshop, GS SimTech)

Wintersemester 2021-22

Digitale Medien in der berufliche Aus- und Weiterbildung (Seminar, B.A. Berufs-/Technikpädagogik, M.Sc. Technikpädagogik)
Einführung in die Pädagogische Psychologie (Vorlesung, B.A. Lehramt Bildungswissenschaften, B.A. Berufs-/Technikpädagogik, FÜSQ)
How to be a good instructor? (Workshop, IMPRS-IS)

Sommersemester 2021

Digitalisierung im Unterricht (Seminar, M.Ed. Lehramt Bildungswissenschaften)
Vertiefung der Fachdidaktik Informatik (Seminar, M.Ed. Lehramt Informatik)
Mehr als Bots & Blocks - Projektseminar zur Gestaltung von Lehr-Lernprozessen im Informatikunterricht (Seminar, M.Ed. Lehramt Informatik)
Back to the future: Critical thinking in simulation technology (Workshop, GS SimTech)

Wintersemester 2020-21

Digitale Medien in der berufliche Aus- und Weiterbildung (Seminar, B.A. Berufs-/Technikpädagogik, M.Sc. Technikpädagogik)
Einführung in die Pädagogische Psychologie (Vorlesung, B.A. Lehramt Bildungswissenschaften, B.A. Berufs-/Technikpädagogik, FÜSQ)
Mentorat für Schüler*innen mit Nachholbedarf (Seminar, M.Ed. Lehramt Bildungswissenschaften)

Sommersemester 2020

Vertiefung der Fachdidaktik Informatik (Seminar, M.Ed. Lehramt Informatik)
Digitalisierung im Unterricht (Seminar, M.Ed. Lehramt Bildungswissenschaften)

Univerzita Jana Evangelisty Purkyně, Ústí nad Labem (Gastdozentur)

Wintersemester 2017/2018

Designing conducive instructions in digital learning contexts – Insights into psychological foundations and current research (Vorlesung für Lehramtsstudierende im Rahmen des Erasmus+ Programms)

Technische Universität Chemnitz

Sommersemester 2018

Interaktive Lernmedien (Seminar, M.Sc. Medien- und Instruktionspsychologie)
Scripting (Übung, B.A. Medienkommunikation)
Statistik (Übung, B.A. Medienkommunikation)

Wintersemester 2017/2018

Instruktionspsychologie (Seminar, M.Sc. Medien- und Instruktionspsychologie)

Sommersemester 2017

Statistik (Übung, B.A. Medienkommunikation)

Technische Universität Berlin

Wintersemester 2014/2015

Spezielle Methoden: Modellierung und Simulation in Mensch-Maschine-Systemen (Vorlesung + Übung, M.Sc. Human Factors)

Sommersemester 2014*

Experimentelle Übung Mensch-Maschine-Systeme (Übung, B.Sc. Maschinenbau, B.Sc. Verkehrswesen)
Interdisziplinäre Projektarbeit in der Systemtechnik (Projekt, M.Sc. Human Factors)

Wintersemester 2013/2014*

Einführung in die Programmierung für Psychologinnen und Psychologen (Vorlesung, M.Sc. Human Factors)
Ingenieurwissenschaftliches Projekt für Psychologinnen und Psychologen (Projekt, M.Sc. Human Factors)

* Veranstaltungen als Tutorin betreut bzw. mitbetreut

Lebenslauf

Akademischer Werdegang

04/2015 – 01/2019	Promotion im Fach Psychololgie (Dr. rer. nat, summa cum laude), Technische Universität Chemnitz Promotionsthema: Load-inducing factors in instructional design: Process-related advances in theory and assessment Einreichung: 26. Oktober 2018 Disputation: 22. Januar 2019
10/2012 – 12/2014	Masterstudium Human Factors (M.Sc.), Technische Universität Berlin Masterarbeit: Smart@load? Modeling interruption while using a Smartphone-app in alternating workload conditions
04/2009 – 09/2012	Bachelorstudium Psychologie (B.Sc.), FernUniversität Hagen Bachelorarbeit: Experimentelle Induktion beeinträchtigter Aufmerksamkeit im Kontext des seductive detail Effekts
03/2008 – 03/2009	Zertifikatskurs Personal Coach, Europäische Fernhochschule, Hamburg
09/2002 – 01/2006	Diplomstudium Heilpädagogik, Evangelische Hochschule Rheinland-Westfalen-Lippe, Bochum Diplomarbeit "Bruder sein das ist nicht schwer, Schwester sein dagegen sehr?" - Geschlechtsspezifische Betrachtungsweisen zur Situation von Geschwistern behinderter Kinder und Jugendlicher

Berufliche Tätigkeiten

03/2020 – heute	Tenure-Track Professorin (W1) für Lehren und Lernen mit intelligenten Systemen und Leitung der gleichnamigen Abteilung, Universität Stuttgart
11/2018 – 03/2020	Postdoktorandin, Max-Planck-Institut für Intelligente Systeme, Tübingen
04/2018 – 10/2018	Wissenschaftliche Mitarbeiterin, Psychologie digitaler Lernmedien, Technische Universität Chemnitz
04/2017 – 10/2018	Lehrkraft für besondere Aufgaben, Psychologie digitaler Lernmedien, Technische Universität Chemnitz
09/2018	Gastwissenschaftlerin, Bernoulli Institut für Mathematik, Informatik und Künstliche Intelligenz, Rijksuniversiteit Groningen, Niederlande
04/2015 – 03/2018	Wissenschaftliche Mitarbeiterin, Interdisziplinäres DFG-Graduiertenkolleg CrossWorlds (GRK 1780), Technische Universität Chemnitz
02/2018	Gastdozentin (Erasmus+ Programm), Fakultät für Pädagogik, Univerzita Jana Evangelisty Purkyně, Ústí nad Labem, Tschechien
01/2015 – 03/2015	Wissenschaftliche Mitarbeiterin, Kognitive Modellierung in dynamischen Mensch-Maschine-Systemen, Technische Universität Berlin
01/2013 – 09/2014	Tutorin, Mensch-Maschine-Systeme, Technische Universität Berlin
09/2010 – 12/2010	Forschungspraktikantin, Max-Planck-Institut für Bildungsforschung, Berlin
04/2009 – 06/2010	Seminarleiterin, Berufliches Fortbildungszentrum für die Bayerische Wirtschaft (bfz), Aschaffenburg
09/2006 – 12/2008	Berufstätigkeit in vorschulpädagogischen Arbeitsfeldern im Inland und der Schweiz

Wissenschaftliche Funktionen

05/2022 – heute	Elisabeth Schiemann Fellow, Elisabeth Schiemann Kolleg, Max-Planck-Gesellschaft
08/2021 – heute	Co-Direktorin, Artificial Intelligence Software Academy (AISA), Universität Stuttgart
06/2021 – 06/2022	Mitglied, Expert*innengruppe "AI and Data in Education and Training", Europäische Kommission
03/2021 – heute	Mitglied, SimTech Ausschuss "Platform of Reflection", DFG-Exzellenzcluster "Daten-integrierte Simulationswissenschaft" (EXC 2075), Universität Stuttgart
03/2021 – heute	Mitglied, Stuttgart Center für Simulationswissenschaft (SC SimTech), Universität Stuttgart
02/2021 – heute	Sprecherin des Stuttgart Research Focus "Interchange Forum for Reflecting on Intelligent Systems", Universität Stuttgart
09/2020 - 08/2021	Principal Investigator, Interdisziplinäres DFG-Graduiertenkolleg Soft Tissue Robotics (GRK 2198) in Zusammenarbeit mit der University of Auckland, Neuseeland, Universität Stuttgart
07/2020 – heute	Associated Faculty, International Max Planck Research School for Intelligent Systems (IMPRS-IS), Tübingen-Stuttgart
03/2020 – heute	Mitglied der Fachgruppe Informatik, Professional School of Education, Stuttgart-Ludwigsburg
03/2020 – heute	Mitglied, Cyber Valley, Tübingen-Stuttgart
07/2019 – heute	Assoziiertes Mitglied, LEAD Graduiertenschule und Forschungsnetzwerk, Eberhard Karls Universität Tübingen

Organisation von Symposien und Workshops

3^rd Workshop on Mental Effort, gefördert durch die Association for Psychological Science und die 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, 52. Kongress der Deutschen Gesellschaft für Psychologie, Hildesheim (2022)
2^nd Workshop on Mental Effort, gefördert durch die Association for Psychological Science und die Psychonomic Society (2021)
Mental effort: One construct, many faces?, Workshop, 42^nd Annual Meeting of the Cognitive Science Society, virtual meeting (2020)
Computer Science & Cognition, Workshop, INFORMATIK 2017, Chemnitz (2017)
Extending basic and applied experimental cognitive research with ACT-R, Symposium, 58^thConference of Experimental Psychologists, Heidelberg (2016)

Tätigkeiten als Gutachterin

Annual Meeting of the Cognitive Science Society
Applied Ergonomics
Behavioural Brain Research
Computers & Education
Computers in Human Behavior
European Association for Research in Learning and Instruction - Conference
Frontiers in Education
Frontiers in Neuroergonomics
Frontiers in Psychology
Kongress der Deutschen Gesellschaft für Psychologie
Journal of Computer Assisted Learning
Learning & Instruction

Akademische Mitgliedschaften

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 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
Deutscher Hochschulverband
Deutsche Gesellschaft für Psychologie (Fachgruppen: Allgemeine Psychologie, Ingenieurpsychologie, Methoden & Evaluation)
Human Factors and Ergonomics Society Europe Chapter
International Cognitive Load Theory Association
Psychonomic Society
Verband Baden-Württembergischer Wissenschaftlerinnen
Women in Cognitive Science

Maria Wirzberger

Kontakt

Sprechstunde

Fachgebiet

Publikationen

2022

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2021

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2020

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2019

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2018

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2017

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