{ "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/26967bd47c956f6850bf08f6450e36dbd/llis", "tags" : [ "ACT-R","cognition","learning","llis","load","modeling","myown" ], "intraHash" : "6967bd47c956f6850bf08f6450e36dbd", "interHash" : "98e735899df4a406d1a1a7e03566c8ab", "label" : "Memory-related cognitive load effects in an interrupted learning task: A model-based explanation", "user" : "llis", "description" : "", "date" : "2023-09-23 09:31:13", "changeDate" : "2024-08-25 16:41:25", "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","abstract": "Background\r\n\r\nThe Cognitive Load Theory provides a well-established framework for investigating aspects of learning situations that demand learners\u2019 working memory resources. However, the interplay of these aspects at the cognitive and neural level is still not fully understood.\r\nMethod\r\n\r\nWe developed four computational models in the cognitive architecture ACT-R to clarify underlying memory-related strategies and mechanisms. Our models account for human data of an experiment that required participants to perform a symbol sequence learning task with embedded interruptions. We explored the inclusion of subsymbolic mechanisms to explain these data and used our final model to generate fMRI predictions.\r\nResults\r\n\r\nThe final model indicates a reasonable fit for reaction times and accuracy and links the fMRI predictions to the Cognitive Load Theory.\r\nConclusions\r\n\r\nOur work emphasizes the influence of task characteristics and supports a process-related view on cognitive load in instructional scenarios. It further contributes to the discussion of underlying mechanisms at a neural level.", "doi" : "10.1016/j.tine.2020.100139", "bibtexKey": "wirzberger2020memory" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/237e3d17a5d1cb742a6d9f551a3c50d0d/mariawirzberger", "tags" : [ "attention","cognition","instruction","learning","load","multimedia","myown" ], "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/2b38e330296ece09ec93b3d811229771b/mariawirzberger", "tags" : [ "cognition","learning","llis","load","modeling","myown" ], "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" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2311aa2c0f11d85f2586c14c282fc8f0f/mariawirzberger", "tags" : [ "attention","cognition","distractions","education","elderly","environment","intelligent","learning","load","memory","myown","technology","training" ], "intraHash" : "311aa2c0f11d85f2586c14c282fc8f0f", "interHash" : "fff19cd1112fa381a84c3ed688cab4f8", "label" : "Pädagogik trifft Psychologie und Informatik. Interdisziplinäre Perspektiven zur Gestaltung intelligenter Bildungstechnologien", "user" : "mariawirzberger", "description" : "", "date" : "2020-08-16 17:53:07", "changeDate" : "2020-08-16 15:53:07", "count" : 1, "pub-type": "inproceedings", "booktitle": "Positionen 34/2019. Maria Gräfin von Linden-Preis 2019","publisher":"Verband Baden-Württembergischer Wissenschaftlerinnen","address":"Esslingen", "year": "2019", "url": "https://maria-wirzberger.de/wp-content/uploads/2020/08/Aufsatz_Positionen_2019_Wirzberger.pdf", "author": [ "Maria Wirzberger" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"} ], "editor": [ "Dagmar Höppel" ], "editors": [ {"first" : "Dagmar", "last" : "Höppel"} ], "pages": "55-63","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.", "bibtexKey": "wirzberger2019pdagogik" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/26967bd47c956f6850bf08f6450e36dbd/mariawirzberger", "tags" : [ "cognition","instruction","learning","load","memory","modeling","myown" ], "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" : [ "assessment","cognition","instruction","learning","load","modeling","myown","process","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" : 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"Maik", "last" : "Beege"}, {"first" : "Sascha", "last" : "Schneider"}, {"first" : "Steve", "last" : "Nebel"}, {"first" : "Günter Daniel", "last" : "Rey"} ], "pages": "19", "bibtexKey": "Wirzberger2016ICLTC" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2ea35e26f5392dcefc3ded4ba179ff44e/mariawirzberger", "tags" : [ "cognition","corpus","dual-task","learning","load","myown","performance","speech" ], "intraHash" : "ea35e26f5392dcefc3ded4ba179ff44e", "interHash" : "24329a88f88d941e5ad084fe9493856e", "label" : "CoLoSS: Cognitive load corpus with speech and performance data from a symbol-digit dual-task", "user" : "mariawirzberger", "description" : "", "date" : "2020-03-20 16:22:37", "changeDate" : "2020-03-20 15:41:10", "count" : 2, "pub-type": "inproceedings", "booktitle": "Proceedings of the 11th International Language Resources and Evaluation Conference (LREC 2018)","publisher":"European Language Resource Association (ELRA)","address":"Miyazaki, Japan", 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"last" : "Mariani"}, {"first" : "H\\´elène", "last" : "Mazo"}, {"first" : "Asunicon", "last" : "Moreno"}, {"first" : "Jan", "last" : "Odijk"}, {"first" : "Stelios", "last" : "Piperidis"}, {"first" : "Takenobu", "last" : "Tokunaga"} ], "pages": "4312--4317", "bibtexKey": "Herms2018LREC" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/21dc28d5c6844888db59bb7730214a73a/mariawirzberger", "tags" : [ "ACT-R","cognition","instruction","learning","load","modeling","myown" ], "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. 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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/2a74bb60bdf605d175db261539115c31b/mariawirzberger", "tags" : [ "ACT-R","cognition","learning","load","modeling","multimedia","myown" ], "intraHash" : "a74bb60bdf605d175db261539115c31b", "interHash" : "4233530e4c52281def701d9f5099cdc2", "label" : "Modeling load factors in multimedia learning: An ACT-R approach", "user" : "mariawirzberger", "description" : "", "date" : "2020-03-20 16:22:37", "changeDate" : "2020-03-20 15:35:18", "count" : 1, "pub-type": "inproceedings", "booktitle": "Dagstuhl 2016. 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