{ "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/2e36b4e8e15fde2a2cd5880a2c346dc45/llis", "tags" : [ "cognition","instruction","learning","llis","mind-wandering","myown" ], "intraHash" : "e36b4e8e15fde2a2cd5880a2c346dc45", "interHash" : "f68fd5dc59da2486b709bbe6c5a434d8", "label" : "Mind wandering trait-level tendencies during lecture viewing: A pilot study", "user" : "llis", "description" : "", "date" : "2023-10-31 09:23:49", "changeDate" : "2024-08-25 16:34:00", "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/2adf4cdac2b9370c7ca24db78a47df2bf/llis", "tags" : [ "environment","instruction","learning","llis","mobile","myown","smartphone" ], "intraHash" : "adf4cdac2b9370c7ca24db78a47df2bf", "interHash" : "8494647c3a4558752e94377cd0da01a2", "label" : "Umwelt trifft App: Verbindung virtueller und realer Welten in der Bildung für nachhaltige Entwicklung \u2013 Kurzbericht", "user" : "llis", "description" : "", "date" : "2023-10-31 09:23:19", "changeDate" : "2024-08-25 16:38:00", "count" : 3, "pub-type": "article", "journal": "Umweltpsychologie", "year": "2021", "url": "https://www.wiso-net.de/document/UMPS__62250357c3f61e54e7174e913e816fa65fb56e14", "author": [ "Maria Wirzberger","Julian Bornemeier","Sonia Kampel","Maria Goretti Álvarez Serrano","Lisa Ullmann","Günter Daniel Rey" ], "authors": [ {"first" : "Maria", "last" : "Wirzberger"}, {"first" : "Julian", "last" : "Bornemeier"}, {"first" : "Sonia", "last" : "Kampel"}, {"first" : "Maria Goretti", "last" : "Álvarez Serrano"}, {"first" : "Lisa", "last" : "Ullmann"}, {"first" : "Günter Daniel", "last" : "Rey"} ], "volume": "1","pages": "123-132","abstract": "Bienen gehören zu den wichtigsten Nutztieren und tragen durch die Bestäubung der Pflanzen und Bäume maßgeblich zum Erhalt der Vielfalt unserer Flora bei. Neben den Honigbienen helfen insbesondere deren \u201EWilde Schwestern\u201C entscheidend bei dieser wichtigen Aufgabe \u2013 im Gegensatz zu Honigbienen jedoch ohne den Schutz eines Bienenstocks und die Pflege durch Hobby- oder Berufsimkerinnen und -imker. Wie zahlreiche Berichte zeigen, sind die Lebensräume von Wildbienen nachweislich bedroht, einige Arten bereits ausgestorben und die entstehenden Konsequenzen für den Ernteertrag kritisch. Umweltpsychologische Modelle der Bewusstseinsbildung können eine fundierte Basis für die Entwicklung nachhaltig wirksamer Interventionen zum Schutz von Wildbienen bilden. Besonders in einer jungen Altersgruppe lässt sich ihre Wirkung durch die gezielte Verbindung mit digitalen Medien steigern. So könnten durch umsichtiges Handeln in einer mobilen App gute Lebensbedingungen für eine Wildbiene erreicht und die Konsequenzen des eigenen realen Handelns in Projektwerkstätten über die virtuelle Welt direkt erfahrbar werden. Eine solche Intervention könnte spätere Landwirtinnen und -wirte dazu animieren, einen achtsamen Umgang mit Pestiziden zu pflegen oder angehende Hobbygärtnerinnen und -gärtner zu einer insektenfreundlichen Blühpflanzenwahl bewegen. Auf diese Weise birgt die Verbindung von Umwelt und App ein hohes Potential zum Anstoß weitreichender gesellschaftlicher Veränderungen.", "bibtexKey": "WirzbergerBeeLife" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/29e4c486ece9d04659e8d9fbcc722ec5c/llis", "tags" : [ "awareness","bias","cognition","iris","learning","llis","myown","reflection","stereotype" ], "intraHash" : "9e4c486ece9d04659e8d9fbcc722ec5c", "interHash" : "4212f20e345f76e406a0504889efee7c", "label" : "Embedding reflective learning opportunities in teaching about intelligent systems", "user" : "llis", "description" : "", "date" : "2023-09-23 09:34:45", "changeDate" : "2024-08-25 16:33:06", "count" : 3, "pub-type": "conference", "booktitle": "Reflection on intelligent systems: Towards a cross-disciplinary definition", "year": "2022", "url": "https://www.iris.uni-stuttgart.de/documents/Abstracts_2022_10/Abstract_RISING_Berberena_Wirzberger_Update.pdf", "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/24b1265f226d59f31e7fa5f7777403abe/llis", "tags" : [ "bias","cognition","instruction","iris","learning","llis","myown","reflection","stereotype" ], "intraHash" : "4b1265f226d59f31e7fa5f7777403abe", "interHash" : "205f5cc41f48435cc8b510bb4a5b35fb", "label" : "Bringing Thiagi to the classroom: Reducing stereotype-threat by promoting reflection in CRT", "user" : "llis", "description" : "", "date" : "2023-09-23 09:34:20", "changeDate" : "2024-08-25 16:38:28", "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/22f5bd8edba5cb693da1a24751a9a65c6/llis", "tags" : [ "bias","cognition","iris","learning","llis","myown","reflection","stereotype" ], "intraHash" : "2f5bd8edba5cb693da1a24751a9a65c6", "interHash" : "42aecd5871697470ff4ade19584d946d", "label" : "Unveiling unconscious biases and stereotypes in students: The necessity of self-reflection in Higher Education", "user" : "llis", "description" : "", "date" : "2023-09-23 09:34:09", "changeDate" : "2024-08-25 16:36:43", "count" : 4, "pub-type": "conference", "booktitle": "Proceedings of the 43rd Annual Meeting of the Cognitive Science Society", "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" : "43rd Annual Meeting of the Cognitive Science Society", "bibtexKey": "berberena2021unveiling" } , { "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/2e3939e795d8551782e3aa908fc5829ac/llis", "tags" : [ "cognition","distractions","learning","llis","myown","self-regulation","technology" ], "intraHash" : "e3939e795d8551782e3aa908fc5829ac", "interHash" : "f1f9ed53ea63e8c932811ebbca0f9583", "label" : "Förderung selbstregulierten Lernens durch ein KI-gestütztes Training", "user" : "llis", "description" : "", "date" : "2023-09-23 09:29:59", "changeDate" : "2024-08-25 16:39:14", "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/257d30709d3aee14643825488f4b1b7e2/llis", "tags" : [ "myown","emotion","cognition","learning","llis","performance" ], "intraHash" : "57d30709d3aee14643825488f4b1b7e2", "interHash" : "0a84ccf011eeebfaf7f8a27c756326ac", "label" : "Affective response categories \u2013 Towards personalized reactions in affect-adaptive tutoring systems", "user" : "llis", "description" : "", "date" : "2023-09-23 09:28:41", "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/2a890e58a66f50878855f0536ab5f019c/llis", "tags" : [ "cognition","distractions","learning","llis","myown","self-regulation" ], "intraHash" : "a890e58a66f50878855f0536ab5f019c", "interHash" : "7b273695105a95d40f5ea507bdf31191", "label" : "ACTrain@School: Can we bring AI to the classroom to foster self-regulated learning?", "user" : "llis", "description" : "", "date" : "2023-09-23 09:28:05", "changeDate" : "2024-08-25 16:37:24", "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" } ] }