{ "types" : { "Bookmark" : { "pluralLabel" : "Bookmarks" }, "Publication" : { "pluralLabel" : "Publications" }, "GoldStandardPublication" : { "pluralLabel" : "GoldStandardPublications" }, "GoldStandardBookmark" : { "pluralLabel" : "GoldStandardBookmarks" }, "Tag" : { "pluralLabel" : "Tags" }, "User" : { "pluralLabel" : "Users" }, "Group" : { "pluralLabel" : "Groups" }, "Sphere" : { "pluralLabel" : "Spheres" } }, "properties" : { "count" : { "valueType" : "number" }, "date" : { "valueType" : "date" }, "changeDate" : { "valueType" : "date" }, "url" : { "valueType" : "url" }, "id" : { "valueType" : "url" }, "tags" : { "valueType" : "item" }, "user" : { "valueType" : "item" } }, "items" : [ { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/21ae3450942b5d9c5e60bcc988f964384/mariawirzberger", "tags" : [ "competence","gamification","myown","instruction","learning","video","digital" ], "intraHash" : "1ae3450942b5d9c5e60bcc988f964384", "interHash" : "47ce6401b6840b80226d295c5edcacf0", "label" : "Digital fit ins Studium starten", "user" : "mariawirzberger", "description" : "", "date" : "2025-09-14 12:22:58", "changeDate" : "2025-09-14 12:22:58", "count" : 2, "pub-type": "conference", "booktitle": "TURN Conference 2024", "year": "2024", "url": "", "author": [ "Melanie Schäfer","Steffen Becker","Maria Wirzberger" ], "authors": [ {"first" : "Melanie", "last" : "Schäfer"}, {"first" : "Steffen", "last" : "Becker"}, {"first" : "Maria", "last" : "Wirzberger"} ], "venue" : "TURN Conference 2024", "bibtexKey": "schafer2024digital" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/27c42de936daf2942faf1e7eed65da74c/mariawirzberger", "tags" : [ "myown","cognition","AI","learning","technology","tutoring","chatbots","ethics","analytics","llis" ], "intraHash" : "7c42de936daf2942faf1e7eed65da74c", "interHash" : "ab3f8dbd7a6c539b400c90f9ec69d0c6", "label" : "Intelligente Systeme für das Lehren und Lernen", "user" : "mariawirzberger", "description" : "", "date" : "2025-09-14 12:16:37", "changeDate" : "2025-09-14 12:16:37", "count" : 3, "pub-type": "incollection", "booktitle": "Lehren und lernen mit digitalen Medien: Theorien und Design","publisher":"Hogrefe", "year": "2024", "url": "", "author": [ "Maria Wirzberger" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"} ], "editor": [ "Günter Daniel Rey" ], "editors": [ {"first" : "Günter Daniel", "last" : "Rey"} ], "pages": "155\u2013182", "bibtexKey": "wirzberger2024intelligente" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/263bded38df79dcc836fa088d7220e15c/mariawirzberger", "tags" : [ "myown","cognition","neurodiversity","learning","llis","society","workplace" ], "intraHash" : "63bded38df79dcc836fa088d7220e15c", "interHash" : "a89ab9683192756b8959addde18aa95c", "label" : "Starke Vielfalt im Kopf: Wie Neurodiversität unser Zusammenleben bereichern kann und wie wir damit in Arbeit und Bildung umgehen können", "user" : "mariawirzberger", "description" : "", "date" : "2025-09-12 20:31:50", "changeDate" : "2025-09-12 20:32:07", "count" : 4, "pub-type": "article", "journal": "Neue Akzente", "year": "2025", "url": "", "author": [ "Maria Wirzberger","Laura Bareiß","Leyla Baybüyük" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Laura", "last" : "Bareiß"}, {"first" : "Leyla", "last" : "Baybüyük"} ], "volume": "130","pages": "5-7", "bibtexKey": "wirzberger2025starke" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/210e791a85e2b9de0d19f27ca7c09b69d/mariawirzberger", "tags" : [ "myown","learning","technology","performance","effort","digital","feedback","UTAUT","acceptance","academic","self-regulation","working","expectancy" ], "intraHash" : "10e791a85e2b9de0d19f27ca7c09b69d", "interHash" : "aa0c7aa833c1f78085582a4ea6384eda", "label" : "Performance expectancy benefits acceptance towards digital support for self-regulation", "user" : "mariawirzberger", "description" : "", "date" : "2025-09-12 20:29:24", "changeDate" : "2025-09-12 20:29:43", "count" : 3, "pub-type": "article", "journal": "Acta Psychologica","publisher":"Elsevier", "year": "2025", "url": "https://doi.org/10.1016/j.actpsy.2025.105273", "author": [ "Maria Wirzberger","Laura Bareiß","Veronika Herbst","Adrian Stock","Jule Kembitzky" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Laura", "last" : "Bareiß"}, {"first" : "Veronika", "last" : "Herbst"}, {"first" : "Adrian", "last" : "Stock"}, {"first" : "Jule", "last" : "Kembitzky"} ], "volume": "258","pages": "105273","abstract": "Introduction\r\nThe persistent prevalence of distractions challenges people's capacities to study and work productively. Digital tools can support focusing on meaningful tasks with features like time tracking, feedback, or rewards. Evidence exists for benefits regarding behavioral focus, distraction management, and motivation, but also for hesitation to use digital support at all. Building on the Unified Theory of Acceptance and Use of Technology (UTAUT), this research explores which factors can foster or hinder the intention to use an exemplary software to support self-regulation.\r\nMethods\r\nA sample of 96 adult volunteers watched a short introductory video explaining how the software focUS fosters self-regulated studying and working. Subsequently, participants completed an online survey to capture their willingness to use focUS, expected gains and challenges, and individual characteristics.\r\nResults\r\nParticipants expressed stronger intentions to use focUS when they expected increased benefits in performance. By trend, lower levels of expected effort also hinted on stronger intentions to use focUS. Contrary to expectations, participants lacking previous experience with software in the scope described, who anticipated higher effort when using focUS, tended to express stronger intentions to use it.\r\nDiscussion\r\nTaken together, our evidence suggests that highlighting specific performance improvements may encourage the use of digital support for tasks that require self-regulation. Ensuring the use of digital support to be as effortless as possible could provide yet another compelling argument to use it. Particularly for inexperienced users, sparking curiosity for the challenges of the unknown might be a worthwhile strategy to reduce hesitation towards emerging technologies.", "doi" : "https://doi.org/10.1016/j.actpsy.2025.105273", "bibtexKey": "wirzberger2025performance" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2b8e91288f1f78f9aad0477bca97182c1/mariawirzberger", "tags" : [ "feedback","myown","focUS","cognition","learning","training","eduScrum" ], "intraHash" : "b8e91288f1f78f9aad0477bca97182c1", "interHash" : "c080bec330ea1993d3d8ed7a320e6431", "label" : "eduScrum meets focUS: A computer-assisted training to promote selfregulation skills in Higher Education", "user" : "mariawirzberger", "description" : "", "date" : "2025-09-12 12:21:06", "changeDate" : "2025-09-12 12:21:06", "count" : 4, "pub-type": "article", "journal": "Frontiers in Computer Science","publisher":"Frontiers", "year": "2025", "url": "", "author": [ "Alina Schmitz-Hübsch","Laura Bareiß","Eva Jahn","Maria Wirzberger" ], "authors": [ {"first" : "Alina", "last" : "Schmitz-Hübsch"}, {"first" : "Laura", "last" : "Bareiß"}, {"first" : "Eva", "last" : "Jahn"}, {"first" : "Maria", "last" : "Wirzberger"} ], "volume": "7","pages": "1593889","abstract": "Given the ever-evolving demands of the professional world, higher education plays a vital role in equipping students with strategies for self-organized and sustainable skill development. This enables students to quickly and independently adapt to new knowledge and skills throughout their careers. Therefore, it is of the essence to integrate methods that enhance self-regulation skills into our study programs, alongside the instruction of specific subject-matter expertise. Addressing these demands, we introduce a focused training that embeds the assistive software tool focUS into a structured seminar concept, leveraging eduScrum elements and accompanying learning communities. After introducing the results of a pilot evaluation with a small group of interdisciplinary doctoral students, we discuss possibilities of technical and conceptual integration in course curricula and learning counseling in higher education. Taken together, our approach indicates value for empowering future professionals across various domains to unleash their full potential.", "doi" : "https://doi.org/10.3389/fcom.2025.1593889", "bibtexKey": "schmitz7eduscrum" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2f1192f6e4c03016955aa049a78516ee2/mariawirzberger", "tags" : [ "fNIRS","imported","myOwn","haptics","cognition","neurodiversity","learning","training","VR" ], "intraHash" : "f1192f6e4c03016955aa049a78516ee2", "interHash" : "9289c530e18b62601bf4d6060e049555", "label" : "Exploring Neuroadaptivity for Virtual-Reality-Based Cognitive Skill Training in Autistic Adults", "user" : "mariawirzberger", "description" : "", "date" : "2025-09-12 12:10:06", "changeDate" : "2025-09-12 20:16:38", "count" : 5, "pub-type": "inproceedings", "booktitle": "MuC '25: Proceedings of the Mensch und Computer 2025", "year": "2025", "url": "https://doi.org/10.1145/3743049.3748574", "author": [ "Anna Vorreuther","Nektaria Tagalidou","Katharina Lingelbach","Laura Bareiß","Maria Wirzberger","Mathias Vukelić" ], "authors": [ {"first" : "Anna", "last" : "Vorreuther"}, {"first" : "Nektaria", "last" : "Tagalidou"}, {"first" : "Katharina", "last" : "Lingelbach"}, {"first" : "Laura", "last" : "Bareiß"}, {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Mathias", "last" : "Vukelić"} ], "pages": "571-577","abstract": "This paper presents a novel adaptive training system that integrates a Virtual Reality (VR) environement, real-time neurofeedback (NF) via functional near-infrared spectroscopy (fNIRS), and tactile stimulation, specifically designed to enhance cognitive skills in autistic adults. Central to this system is an integration platform that enables real-time, synchronised interplay between user behaviours and neurophysiological data. The presented neuroadaptivity loop employs a feedback mechanism that continuously assesses users\u2019 cognitive states through fNIRS, allowing the system to dynamically adjust environmental complexity and send tactile cues based on real-time mental state indicators. This multimodal approach fosters cognitive executive functions relevant for managing everyday situations. By prioritising user-centred design through iterative feedback from autistic individuals, the platform ensures usability and safety while promoting skill transfer from structured training to real-world applications. The implications of this system extend to personalised, adaptive technologies in workplace training, highlighting important considerations regarding user empowerment.", "doi" : "10.1145/3743049.3748574", "bibtexKey": "vorreuther2025exploring" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2b8f62b41f47a893b42323cc2d2b060da/mariawirzberger", "tags" : [ "myown","smartphone","environment","awareness","learning","llis","mobile" ], "intraHash" : "b8f62b41f47a893b42323cc2d2b060da", "interHash" : "62c8d3e404787670b7271c7e0b324269", "label" : "BeeLife \u2013 Wildbienen auf dem Weg ins Klassenzimmer", "user" : "mariawirzberger", "description" : "", "date" : "2024-08-25 16:59:26", "changeDate" : "2024-08-25 16:59:26", "count" : 4, "pub-type": "inproceedings", "booktitle": "NaturschutzDigital 2023 \u2013 Innovative Digitalformate in der Naturschutzbildung","publisher":"Bundesamt für Naturschutz", "year": "2024", "url": "https://www.researchgate.net/profile/Marlen-Davis/publication/378230730_Innovative_Digitalformate_in_der_Naturschutzbildung_-_Tagungsdokumentation_der_NaturschutzDigital_2023/links/65ce2e80e51f606f99731b14/Innovative-Digitalformate-in-der-Naturschutzbildung-Tagungsdokumentation-der-NaturschutzDigital-2023.pdf#page=128", "author": [ "Oliver Stock","Maria Wirzberger" ], "authors": [ {"first" : "Oliver", "last" : "Stock"}, {"first" : "Maria", "last" : "Wirzberger"} ], "editor": [ "Marlen Davis","Lena-Katharina Peter" ], "editors": [ {"first" : "Marlen", "last" : "Davis"}, {"first" : "Lena-Katharina", "last" : "Peter"} ], "bibtexKey": "stock2024" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2d8bc28da522f311d6240f12121cdfffc/thilohagendorff", "tags" : [ "artificial","bias;machine","iris","learning","intelligence;cognitive" ], "intraHash" : "d8bc28da522f311d6240f12121cdfffc", "interHash" : "9d3b323b76a64ccbddd2f0f64e474c12", "label" : "Why we need biased AI: How including cognitive biases can enhance AI systems", "user" : "thilohagendorff", "description" : "", "date" : "2024-01-31 09:41:13", "changeDate" : "2024-06-25 10:34:38", "count" : 2, "pub-type": "article", "journal": "Journal of Experimental & Theoretical Artificial Intelligence", "year": "2023", "url": "", "author": [ "Thilo Hagendorff","Sarah Fabi" ], "authors": [ {"first" : "Thilo", "last" : "Hagendorff"}, {"first" : "Sarah", "last" : "Fabi"} ], "pages": "1--14", "issn" : "0952-813X", "bibtexKey": "Hagendorff.2023h" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2b3f90b8922236ccac248f783843a3c1b/mariawirzberger", "tags" : [ "myown","simtech","cognition","learning","performance","imported","emotion","instruction","personality","llis" ], "intraHash" : "b3f90b8922236ccac248f783843a3c1b", "interHash" : "24d07f98bb72c6d80a0bd07110ff47c6", "label" : "Personality Traits in the Emotion-Performance-Relationship in Intelligent Tutoring Systems", "user" : "mariawirzberger", "description" : "", "date" : "2023-09-23 10:00:44", "changeDate" : "2023-10-31 09:18:09", "count" : 7, "pub-type": "incollection", "booktitle": "Adaptive Instructional Systems. HCII 2023. Lecture Notes in Computer Science","publisher":"Springer", "year": "2023", "url": "https://doi.org/10.1007/978-3-031-34735-1_5", "author": [ "Alina Schmitz-Hübsch","Ron Becker","Maria Wirzberger" ], "authors": [ {"first" : "Alina", "last" : "Schmitz-Hübsch"}, {"first" : "Ron", "last" : "Becker"}, {"first" : "Maria", "last" : "Wirzberger"} ], "pages": "60\u201375","abstract": "Affective Tutoring Systems (ATS) detect and mitigate critical emotional learner states with the aim of providing individualized support. In tutoring systems for safety-critical work environments, students are trained to achieve and maintain high performance, therefore an ATS should be capable of identifying critical emotional states hindering performance. Interindividual differences in the emotion-performance-relationship can be considered by using the ARC categorization system. The present contribution aims at developing a questionnaire-based method of classifying new learners to the categories. To that end, we investigated differences in personality traits between the different categories. In an airspace surveillance task, we measured performance, emotional valence, emotional arousal, and personality traits in N\u2009=\u200950 subjects. Results showed that a positive valence-performance-relationship, compared to a negative valence-performance-relationship, is associated with higher Neuroticism, lower Conscientiousness, and lower Openness to experience. There were no significant differences in the traits Agreeableness and Extraversion. Based on these results, a future ATS for safety-critical work environments could classify new learners in the ARCs using self-report data and thus dispense with physiological sensors. Thereby, user state diagnosis and evaluation for high performance is possible, setting the ground for an ATS adapting to critical emotional learner states.", "doi" : "10.1007/978-3-031-34735-1_5", "bibtexKey": "schmitzhubsch2023personality" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/29e4c486ece9d04659e8d9fbcc722ec5c/mariawirzberger", "tags" : [ "myown","reflection","instruction","AI","learning","teaching" ], "intraHash" : "9e4c486ece9d04659e8d9fbcc722ec5c", "interHash" : "4212f20e345f76e406a0504889efee7c", "label" : "Embedding reflective learning opportunities in teaching about intelligent systems", "user" : "mariawirzberger", "description" : "", "date" : "2022-10-20 10:52:15", "changeDate" : "2023-10-31 09:19:43", "count" : 3, "pub-type": "conference", "booktitle": "Reflection on intelligent systems: Towards a cross-disciplinary definition", "year": "2022", "url": "", "author": [ "Tabea Berberena","Maria Wirzberger" ], "authors": [ {"first" : "Tabea", "last" : "Berberena"}, {"first" : "Maria", "last" : "Wirzberger"} ], "editor": [ "Gabriella Lapesa","Lukas Erhard","Curtis Runstedler","Sierra Kaiser" ], "editors": [ {"first" : "Gabriella", "last" : "Lapesa"}, {"first" : "Lukas", "last" : "Erhard"}, {"first" : "Curtis", "last" : "Runstedler"}, {"first" : "Sierra", "last" : "Kaiser"} ], "bibtexKey": "berberena2022embedding" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2ddb88e415cf97c13a1b0b3116bac9e0a/mariawirzberger", "tags" : [ "myown","environment","learning","llis","classroom","education","technology","sustainability" ], "intraHash" : "ddb88e415cf97c13a1b0b3116bac9e0a", "interHash" : "028dec02daeefc3ec58085def5724008", "label" : "\u201CWild sisters\u201D meet app: Connecting virtual and real worlds to foster environmental awareness in classroom settings", "user" : "mariawirzberger", "description" : "", "date" : "2022-08-03 08:22:39", "changeDate" : "2023-09-23 09:34:32", "count" : 3, "pub-type": "conference", "year": "2022", "url": "", "author": [ "Julia Mönch","Adrian Stock","Judith Baatz","Felix Krieglstein","Oliver Stock","Markus Suren","Günter Daniel Rey","Maria Wirzberger" ], "authors": [ {"first" : "Julia", "last" : "Mönch"}, {"first" : "Adrian", "last" : "Stock"}, {"first" : "Judith", "last" : "Baatz"}, {"first" : "Felix", "last" : "Krieglstein"}, {"first" : "Oliver", "last" : "Stock"}, {"first" : "Markus", "last" : "Suren"}, {"first" : "Günter Daniel", "last" : "Rey"}, {"first" : "Maria", "last" : "Wirzberger"} ], "abstract": "Bees are significant contributors to our diverse flora, as they pollinate plants and trees. In addition to honeybees, their \u201Cwild sisters\u201D 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.", "eventtitle" : "52nd Bi-annual Congress of the German Psychological Society", "bibtexKey": "monch2022sisters" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/24d70cb60b62d206c9162e8167351306e/mariawirzberger", "tags" : [ "feedback","myown","cognition","AI","self-regulation","learning","llis" ], "intraHash" : "4d70cb60b62d206c9162e8167351306e", "interHash" : "271134d8d8c4d3674c3166addc1b99e7", "label" : "Augmented learning contexts: Leveraging augmented technologies to foster self-regulation in everyday life", "user" : "mariawirzberger", "description" : "", "date" : "2022-08-03 08:19:57", "changeDate" : "2023-10-31 09:24:30", "count" : 3, "pub-type": "conference", "year": "2022", "url": "", "author": [ "Maria Wirzberger","Anastasia Lado","Caroline Scheiger","Adrian Stock","Francesca Zermiani" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Anastasia", "last" : "Lado"}, {"first" : "Caroline", "last" : "Scheiger"}, {"first" : "Adrian", "last" : "Stock"}, {"first" : "Francesca", "last" : "Zermiani"} ], "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.", "eventtitle" : "52nd Bi-annual Congress of the German Psychological Society.", "bibtexKey": "wirzberger2022augmented" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/200a69b89255cfb3b24a69d6a18430d9c/mariawirzberger", "tags" : [ "myown","augmented","instruction","cognition","learning","llis" ], "intraHash" : "00a69b89255cfb3b24a69d6a18430d9c", "interHash" : "9b8b3bf26dafe977876590c764bc512c", "label" : "Augmented learning \u2013 An emerging field in instructional research?", "user" : "mariawirzberger", "description" : "", "date" : "2022-08-03 08:17:26", "changeDate" : "2023-09-23 09:34:55", "count" : 3, "pub-type": "conference", "year": "2022", "url": "", "author": [ "Maria Wirzberger","Christian Scharinger","Manuel Ninaus" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Christian", "last" : "Scharinger"}, {"first" : "Manuel", "last" : "Ninaus"} ], "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\u2019 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\u2019 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.", "eventtitle" : "52nd Bi-annual Congress of the German Psychological Society.", "bibtexKey": "wirzberger2022augmented" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2e36b4e8e15fde2a2cd5880a2c346dc45/mariawirzberger", "tags" : [ "mind-wandering","myown","instruction","cognition","learning","attention","video" ], "intraHash" : "e36b4e8e15fde2a2cd5880a2c346dc45", "interHash" : "f68fd5dc59da2486b709bbe6c5a434d8", "label" : "Mind wandering trait-level tendencies during lecture viewing: A pilot study", "user" : "mariawirzberger", "description" : "", "date" : "2022-04-14 07:10:54", "changeDate" : "2023-10-31 09:23:49", "count" : 6, "pub-type": "inproceedings", "booktitle": "2022 Symposium on Eye Tracking Research and Applications (ETRA '22), June 8\u201311, 2022, Seattle, WA, USA","publisher":"ACM","address":"New York, NY, USA", "year": "2022", "url": "https://camps.aptaracorp.com/ACM_PMS/PMS/ACM/ETRA22/12/3756a261-b991-11ec-9f8a-16db2db7c9b5/OUT/etra22-12.html", "author": [ "Francesca Zermiani","Andreas Bulling","Maria Wirzberger" ], "authors": [ {"first" : "Francesca", "last" : "Zermiani"}, {"first" : "Andreas", "last" : "Bulling"}, {"first" : "Maria", "last" : "Wirzberger"} ], "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\u2019 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.", "doi" : "https://doi.org/10.1145/3517031.3529241", "bibtexKey": "zermiani2022wandering" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/24c4e8721f29b1ea5976a6d62d1fd7c1e/mariawirzberger", "tags" : [ "myown","schools","survival","learning","analysis","COVID-19" ], "intraHash" : "4c4e8721f29b1ea5976a6d62d1fd7c1e", "interHash" : "37155827da23b554fdcc78e1a52f3cc2", "label" : "Evaluating students' engagement with an online learning environment during and after COVID-19 related school closures: A survival analysis approach", "user" : "mariawirzberger", "description" : "Evaluating students\u2019 engagement with an online learning environment during and after COVID-19 related school closures: A survival analysis approach - ScienceDirect", "date" : "2021-11-25 21:00:30", "changeDate" : "2023-09-23 09:29:07", "count" : 3, "pub-type": "article", "journal": "Trends in Neuroscience and Education","publisher":"Elsevier BV", "year": "2021", "url": "https://doi.org/10.1016%2Fj.tine.2021.100168", "author": [ "Markus Wolfgang Hermann Spitzer","Raphael Gutsfeld","Maria Wirzberger","Korbinian Moeller" ], "authors": [ {"first" : "Markus Wolfgang Hermann", "last" : "Spitzer"}, {"first" : "Raphael", "last" : "Gutsfeld"}, {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Korbinian", "last" : "Moeller"} ], "volume": "25","pages": "100168", "doi" : "10.1016/j.tine.2021.100168", "bibtexKey": "Spitzer_2021" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/21cb8221179fc2538bce7d72f3dfb7759/mariawirzberger", "tags" : [ "myown","reflection","bias","stereotype","learning","education","higher" ], "intraHash" : "1cb8221179fc2538bce7d72f3dfb7759", "interHash" : "42aecd5871697470ff4ade19584d946d", "label" : "Unveiling unconscious biases and stereotypes in students: The necessity of self-reflection in Higher Education", "user" : "mariawirzberger", "description" : "", "date" : "2021-06-06 17:23:54", "changeDate" : "2023-10-30 08:37:16", "count" : 4, "pub-type": "conference", "year": "2021", "url": "https://escholarship.org/uc/item/6k97t362", "author": [ "Tabea Berberena","Maria Wirzberger" ], "authors": [ {"first" : "Tabea", "last" : "Berberena"}, {"first" : "Maria", "last" : "Wirzberger"} ], "editor": [ "Tecumseh Fitch","Claus Lamm","Helmut Leder","Kristin Teßmar-Raible" ], "editors": [ {"first" : "Tecumseh", "last" : "Fitch"}, {"first" : "Claus", "last" : "Lamm"}, {"first" : "Helmut", "last" : "Leder"}, {"first" : "Kristin", "last" : "Teßmar-Raible"} ], "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.", "eventtitle" : "43nd Annual Meeting of the Cognitive Science Society", "bibtexKey": "berberena2021unveiling" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/24b1265f226d59f31e7fa5f7777403abe/mariawirzberger", "tags" : [ "myown","diversity","reflection","culture","bias","stereotype","learning","classroom" ], "intraHash" : "4b1265f226d59f31e7fa5f7777403abe", "interHash" : "205f5cc41f48435cc8b510bb4a5b35fb", "label" : "Bringing Thiagi to the classroom: Reducing stereotype-threat by promoting reflection in CRT", "user" : "mariawirzberger", "description" : "", "date" : "2021-04-07 12:39:48", "changeDate" : "2023-10-31 09:20:29", "count" : 4, "pub-type": "conference", "booktitle": "EARLI 2021 - Online", "year": "2021", "url": "https://maria-wirzberger.de/wp-content/uploads/2021/04/Workshop_Thiagi_Classroom_final.pdf", "author": [ "Tabea Berberena","Maria Wirzberger" ], "authors": [ {"first" : "Tabea", "last" : "Berberena"}, {"first" : "Maria", "last" : "Wirzberger"} ], "abstract": "Culture and ethnicity influence how a person learns and views the world. Experiences at home influence students\u2019 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.", "venue" : "EARLI 2021 - Online", "bibtexKey": "berberena2021bringing" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2a890e58a66f50878855f0536ab5f019c/mariawirzberger", "tags" : [ "myown","AI","self-regulation","learning","attention","classroom" ], "intraHash" : "a890e58a66f50878855f0536ab5f019c", "interHash" : "7b273695105a95d40f5ea507bdf31191", "label" : "ACTrain@School: Can we bring AI to the classroom to foster self-regulated learning?", "user" : "mariawirzberger", "description" : "", "date" : "2021-04-07 12:37:01", "changeDate" : "2023-09-23 09:28:05", "count" : 3, "pub-type": "conference", "booktitle": "EARLI 2021 - Online", "year": "2021", "url": "https://maria-wirzberger.de/wp-content/uploads/2021/04/ICT_Demo_ACTrain_Schools_final.pdf", "author": [ "Maria Wirzberger" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"} ], "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.", "venue" : "EARLI 2021 - Online", "bibtexKey": "wirzberger2021actrainschool" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2e3939e795d8551782e3aa908fc5829ac/mariawirzberger", "tags" : [ "myown","school","AI","self-regulation","learning","attention","classroom" ], "intraHash" : "e3939e795d8551782e3aa908fc5829ac", "interHash" : "f1f9ed53ea63e8c932811ebbca0f9583", "label" : "Förderung selbstregulierten Lernens durch ein KI-gestütztes Training", "user" : "mariawirzberger", "description" : "", "date" : "2021-04-07 12:35:02", "changeDate" : "2023-09-23 09:29:59", "count" : 3, "pub-type": "article", "journal": "Bildung und Erziehung", "year": "2021", "url": "", "author": [ "Maria Wirzberger","Madeleine Schwarz" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Madeleine", "last" : "Schwarz"} ], "volume": "74","pages": "280-295","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.", "doi" : "10.13109/buer.2021.74.3.280", "bibtexKey": "wirzberger2021frderung" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/237e3d17a5d1cb742a6d9f551a3c50d0d/mariawirzberger", "tags" : [ "myown","multimedia","instruction","cognition","load","learning","attention" ], "intraHash" : "37e3d17a5d1cb742a6d9f551a3c50d0d", "interHash" : "985d50c4ff1c05215b5a485b3e874c9b", "label" : "Experimentelle Induktion beeinträchtigter Aufmerksamkeit im Kontext des seductive detail Effekts", "user" : "mariawirzberger", "description" : "", "date" : "2021-02-07 16:45:26", "changeDate" : "2021-02-07 15:45:26", "count" : 1, "pub-type": "misc", "year": "2012", "url": "https://maria-wirzberger.de/wp-content/uploads/2019/05/Bachelorthesis_Maria_Wirzberger.pdf", "author": [ "Maria Wirzberger" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"} ], "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.", "bibtexKey": "wirzberger2012experimentelle" } ] }