{"37e3d17a5d1cb742a6d9f551a3c50d0dmariawirzberger":{"DOI":"","ISBN":"","ISSN":"","URL":"https://maria-wirzberger.de/wp-content/uploads/2019/05/Bachelorthesis_Maria_Wirzberger.pdf","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.","annote":"","author":[{"family":"Wirzberger","given":"Maria"}],"citation-label":"wirzberger2012experimentelle","collection-editor":[],"collection-title":"","container-author":[],"container-title":"","documents":[],"edition":"","editor":[],"event-date":{"date-parts":[["2012"]],"literal":"2012"},"event-place":"","id":"37e3d17a5d1cb742a6d9f551a3c50d0dmariawirzberger","interhash":"985d50c4ff1c05215b5a485b3e874c9b","intrahash":"37e3d17a5d1cb742a6d9f551a3c50d0d","issue":"","issued":{"date-parts":[["2012"]],"literal":"2012"},"keyword":"myown multimedia instruction cognition load learning attention","note":"","number":"","page":"","page-first":"","publisher":"","publisher-place":"","status":"","title":"Experimentelle Induktion beeinträchtigter Aufmerksamkeit im Kontext des seductive detail Effekts","type":"article","username":"mariawirzberger","version":"","volume":""},"b38e330296ece09ec93b3d811229771bmariawirzberger":{"DOI":"","ISBN":"","ISSN":"","URL":"https://de.in-mind.org/article/warum-lernen-manchmal-mehr-manchmal-weniger-anstrengend-ist","abstract":"","annote":"","author":[{"family":"Wirzberger","given":"Maria"}],"citation-label":"Wirzberger2021In-Mind","collection-editor":[],"collection-title":"","container-author":[],"container-title":"Das In-Mind Magazin","documents":[],"edition":"","editor":[],"event-date":{"date-parts":[["2021"]],"literal":"2021"},"event-place":"","id":"b38e330296ece09ec93b3d811229771bmariawirzberger","interhash":"ce8bde2820988bf8a630377759971196","intrahash":"b38e330296ece09ec93b3d811229771b","issue":"","issued":{"date-parts":[["2021"]],"literal":"2021"},"keyword":"myown modeling cognition load learning llis","note":"","number":"","page":"","page-first":"","publisher":"","publisher-place":"","status":"","title":"Warum Lernen (manchmal mehr, manchmal weniger) anstrengend ist","type":"article-journal","username":"mariawirzberger","version":"","volume":"1"},"311aa2c0f11d85f2586c14c282fc8f0fmariawirzberger":{"DOI":"","ISBN":"","ISSN":"","URL":"https://maria-wirzberger.de/wp-content/uploads/2020/08/Aufsatz_Positionen_2019_Wirzberger.pdf","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.","annote":"","author":[{"family":"Wirzberger","given":"Maria"}],"citation-label":"wirzberger2019pdagogik","collection-editor":[{"family":"Höppel","given":"Dagmar"}],"collection-title":"","container-author":[{"family":"Höppel","given":"Dagmar"}],"container-title":"Positionen 34/2019. 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