{ "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/2d4e5455f2ff303085c578af509d79b48/mariawirzberger", "tags" : [ "teacher","myown","giftedness","instruction","cognition","personality","stereotype","llis","performance","behavior" ], "intraHash" : "d4e5455f2ff303085c578af509d79b48", "interHash" : "1e0ffa9d0cd18bf769a0ec252a115ebc", "label" : "Implicit assumptions of (prospective) music school teachers about musically gifted students", "user" : "mariawirzberger", "description" : "", "date" : "2024-08-12 12:28:39", "changeDate" : "2024-08-12 12:28:39", "count" : 2, "pub-type": "article", "journal": "Social Psychology of Education", "year": "2023", "url": "https://doi.org/10.1007/s11218-023-09833-8", "author": [ "Laura Bareiß","Friedrich Platz","Maria Wirzberger" ], "authors": [ {"first" : "Laura", "last" : "Bareiß"}, {"first" : "Friedrich", "last" : "Platz"}, {"first" : "Maria", "last" : "Wirzberger"} ], "volume": "27","number": "3","pages": "1009--1041","abstract": "Stereotypical assumptions associating high levels of giftedness and outstanding performance with maladaptive behavioral characteristics and personality traits (cf. disharmony stereotype) are rather prevalent in the school context as well as in the musical domain. Such preconceptions among teachers can influence student assessment and corresponding performance expectations, which might, in turn, impact future lesson planning. In an experiment using a controlled vignette approach, the current study, with Nþinspace=þinspace211 (prospective) German music school teachers, investigated how background information, combined with a manipulated music recording, affected (prospective) music school teachers' assessment of a fictive student's performance, behavioral characteristics, personality traits, and teachers'  consequential lesson planning. Experimental variations included the fictive student's supposed level of giftedness, social interaction, age, and duration of instrumental lessons. Results indicated that music school teachers' preconceptions of students assumed to be musically gifted were a high level of intellectual and musical abilities with behavioral characteristics and personality traits rated at least equivalent to those of students assumed to have average giftedness. Teachers' lesson planning was not influenced by any of the manipulated background information. Taken together, the observed pattern of effects contradicts the disharmony stereotype but tends to align more with the harmony stereotype as music school teachers' prevailing preconceptions about students supposed to be musically gifted.", "issn" : "1573-1928", "doi" : "10.1007/s11218-023-09833-8", "bibtexKey": "Bareiß2024" } , { "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/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/257d30709d3aee14643825488f4b1b7e2/mariawirzberger", "tags" : [ "myown","adaptive","instruction","cognition","affect","tutoring" ], "intraHash" : "57d30709d3aee14643825488f4b1b7e2", "interHash" : "0a84ccf011eeebfaf7f8a27c756326ac", "label" : "Affective response categories \u2013 Towards personalized reactions in affect-adaptive tutoring systems", "user" : "mariawirzberger", "description" : "", "date" : "2022-04-14 07:34:48", "changeDate" : "2024-08-25 16:46:52", "count" : 2, "pub-type": "article", "journal": "Frontiers in Artificial Intelligence", "year": "2022", "url": "https://www.frontiersin.org/articles/10.3389/frai.2022.873056/abstract", "author": [ "Alina Schmitz-Hübsch","Sophie-Marie Stasch","Ron Becker","Sven Fuchs","Maria Wirzberger" ], "authors": [ {"first" : "Alina", "last" : "Schmitz-Hübsch"}, {"first" : "Sophie-Marie", "last" : "Stasch"}, {"first" : "Ron", "last" : "Becker"}, {"first" : "Sven", "last" : "Fuchs"}, {"first" : "Maria", "last" : "Wirzberger"} ], "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.", "doi" : "10.3389/frai.2022.873056", "bibtexKey": "schmitzhubsch2022affective" } , { "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/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" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/26967bd47c956f6850bf08f6450e36dbd/mariawirzberger", "tags" : [ "myown","memory","modeling","instruction","cognition","load","learning" ], "intraHash" : "6967bd47c956f6850bf08f6450e36dbd", "interHash" : "98e735899df4a406d1a1a7e03566c8ab", "label" : "Memory-related cognitive load effects in an interrupted learning task: A model-based explanation", "user" : "mariawirzberger", "description" : "", "date" : "2020-08-16 17:24:53", "changeDate" : "2023-09-23 09:31:13", "count" : 4, "pub-type": "article", "journal": "Trends in Neuroscience and Education","publisher":"Elsevier", "year": "2020", "url": "", "author": [ "Maria Wirzberger","Jelmer P Borst","Josef F Krems","Günter Daniel Rey" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Jelmer P", "last" : "Borst"}, {"first" : "Josef F", "last" : "Krems"}, {"first" : "Günter Daniel", "last" : "Rey"} ], "pages": "100139", "doi" : "10.1016/j.tine.2020.100139", "bibtexKey": "wirzberger2020memory" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2a7a788511715aefc9a8d1fce393ddd74/mariawirzberger", "tags" : [ "myown","assessment","modeling","process","instruction","cognition","load","learning","theory" ], "intraHash" : "a7a788511715aefc9a8d1fce393ddd74", "interHash" : "6f6620f0bf2ef895c9bae2025646a349", "label" : "Load-inducing factors in instructional design: Process-related advances in theory and assessment", "user" : "mariawirzberger", "description" : "", "date" : "2020-03-20 16:22:37", "changeDate" : "2020-03-20 15:45:58", "count" : 1, "pub-type": "phdthesis", "year": "2019", "url": "", "author": [ "Maria Wirzberger" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"} ], "bibtexKey": "Wirzberger2019Load" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/21dc28d5c6844888db59bb7730214a73a/mariawirzberger", "tags" : [ "myown","modeling","ACT-R","instruction","cognition","load","learning" ], "intraHash" : "1dc28d5c6844888db59bb7730214a73a", "interHash" : "5a510d9f0a5f8652e74b52f6998d2409", "label" : "Cognitive modeling meets instructional design: Exploring Cognitive Load Theory with ACT-R", "user" : "mariawirzberger", "description" : "", "date" : "2020-03-20 16:22:37", "changeDate" : "2020-03-20 15:40:43", "count" : 1, "pub-type": "inproceedings", "booktitle": "Trends in Neuroergonomics. Proceedings of the 11th Berlin Workshop Human-Machine Systems","publisher":"Universitätsverlag der TU Berlin","address":"Berlin", "year": "2015", "url": "", "author": [ "Maria Wirzberger","Günter Daniel Rey" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Günter Daniel", "last" : "Rey"} ], "editor": [ "Carolin Wienrich","Thorsten O. Zander","Klaus Gramann" ], "editors": [ {"first" : "Carolin", "last" : "Wienrich"}, {"first" : "Thorsten O.", "last" : "Zander"}, {"first" : "Klaus", "last" : "Gramann"} ], "pages": "190--193", "doi" : "10.14279/depositonce-4887", "bibtexKey": "Wirzberger2015CLT" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2bdc9499da2b05abb9a04e91810b94ca4/mariawirzberger", "tags" : [ "myown","multimedia","proximity","instruction","cognition","learning","spatial","representation" ], "intraHash" : "bdc9499da2b05abb9a04e91810b94ca4", "interHash" : "3145f28609f0efe914290cfaa6081b71", "label" : "Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the effects of spatial proximity between related and unrelated representations.", "user" : "mariawirzberger", "description" : "", "date" : "2020-03-20 16:22:37", "changeDate" : "2020-03-20 15:56:11", "count" : 1, "pub-type": "article", "journal": "Frontiers in Education","publisher":"Frontiers", "year": "2019", "url": "", "author": [ "Maik Beege","Steve Nebel","Sascha Schneider","Maria Wirzberger","Nina Schmidt","Günter Daniel Rey" ], "authors": [ {"first" : "Maik", "last" : "Beege"}, {"first" : "Steve", "last" : "Nebel"}, {"first" : "Sascha", "last" : "Schneider"}, {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Nina", "last" : "Schmidt"}, {"first" : "Günter Daniel", "last" : "Rey"} ], "volume": "4","pages": "86", "doi" : "10.3389/feduc.2019.00086", "bibtexKey": "Beege2019Spatial" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2ffb0b73852bb8b086e362181bf20d0e5/mariawirzberger", "tags" : [ "myown","computer","instruction","learning","guidance","robots" ], "intraHash" : "ffb0b73852bb8b086e362181bf20d0e5", "interHash" : "cb2f9f1ae1c9cf196917f0be5b35afc9", "label" : "Guidance or Setting? 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