{ "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/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/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/2f2b1e7b1c720f1a77c0d68edfe365e60/mariawirzberger", "tags" : [ "feedback","gamification","myown","learning","education" ], "intraHash" : "f2b1e7b1c720f1a77c0d68edfe365e60", "interHash" : "60b8503e4b2bcc76229db4ef8022ec52", "label" : "How should we incentivize learning? An optimal feedback mechanism for educational games and online courses", "user" : "mariawirzberger", "description" : "", "date" : "2020-03-20 16:22:37", "changeDate" : "2020-03-20 15:23:48", "count" : 1, "pub-type": "inproceedings", "booktitle": "41st Annual Meeting of the Cognitive Science Society","publisher":"Cognitive Science Society","address":"Montreal, QB", "year": "2019", "url": "", "author": [ "Lin Xu","Maria Wirzberger","Falk Lieder" ], "authors": [ {"first" : "Lin", "last" : "Xu"}, {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Falk", "last" : "Lieder"} ], "pages": "3136--3142", "bibtexKey": "Xu2019CogSci" } ] }