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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/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/2b38e330296ece09ec93b3d811229771b/mariawirzberger", "tags" : [ "myown","modeling","cognition","load","learning","llis" ], "intraHash" : "b38e330296ece09ec93b3d811229771b", "interHash" : "ce8bde2820988bf8a630377759971196", "label" : "Warum Lernen (manchmal mehr, manchmal weniger) anstrengend ist", "user" : "mariawirzberger", "description" : "", "date" : "2021-02-07 16:31:20", "changeDate" : "2023-09-23 09:30:25", "count" : 3, "pub-type": "article", "journal": "Das In-Mind Magazin", "year": "2021", "url": "https://de.in-mind.org/article/warum-lernen-manchmal-mehr-manchmal-weniger-anstrengend-ist", "author": [ "Maria Wirzberger" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"} ], "volume": "1", "bibtexKey": "Wirzberger2021In-Mind" } ] }