Publications

Peer-Review Articles

• Höpfl, L., Grimlitza, M., Lang, I., & Wirzberger, M. (2024). Promoting sustainable behavior: Addressing user clusters through targeted incentives. Humanities and Social Sciences Communications.

• Schmitz-Hübsch, A., Gruber, M. E., Diaz, Y., Wirzberger, M., & Hancock, P. A. (2024). Towards enhanced performance: An integrated framework of emotional valence, arousal, and task demand. Ergonomics. https://doi.org/10.1080/00140139.2024.2370440 

• *Wirzberger, M., *Lado, A., Prentice, M., Oreshnikov, I., Passy, J.-C., Stock, A., & Lieder, F. (2024). Optimal feedback improves behavioral focus during self-regulated computer-based work. Scientific Reports, 14, 3124. https://doi.org/10.1038/s41598-024-53388-3 *Authors share first authorship

• Schmitz-Hübsch, A., Becker, R., & Wirzberger, M. (2024). Emotion-performance relationship in safety-critical human-machine systems. Computers in Human Behavior Reports, 100364. https://doi.org/10.1016/j.chbr.2023.100364

• Stock, A., Stock, O., Mönch, J. M., Suren, M., Koch, N. N., Rey, G. D., & Wirzberger, M. (2024). BeeLife: A mobile application to foster environmental awareness in classroom settings. Frontiers in Computer Science – Digital Education, 5, 1298888. https://doi.org/10.3389/fcomp.2023.1298888

• Bareiß, L., Platz, F., & Wirzberger, M. (2023). Implicit assumptions of (prospective) music school teachers about musically gifted students. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09833-8 [SUPPLEMENTARY MATERIAL]

• *Lingelbach, K. F., *Gado, S., **Wirzberger, M., & **Vukelić, M. (2023). Workload-dependent hemispheric asymmetries during the emotion-cognition interaction: A close-to-naturalistic fNIRS study. Frontiers in Neuroergonomics, 4, 1273810. https://doi.org/10.3389/fnrgo.2023.1273810 *Authors share first authorship **Authors share last authorship

• Ðula, I., Berberena, T., *Keplinger, K., & *Wirzberger, M. (2023). Hooked on artificial agents: A systems thinking perspective. Frontiers in Behavioral Economics, 2, 1223281. https://doi.org/10.3389/frbhe.2023.1223281*Authors share last authorship

• *Gado, S., *Lingelbach, K., Wirzberger, M., & Vukelic, M. (2023). Decoding mental effort in a quasi-realistic scenario: A feasibility study on multimodal data fusion and classification. Sensors, 23. 6546. https://doi.org/10.3390/s23146546 *Authors share first authorship

• Becker, F., Wirzberger, M., Pammer-Schindler, V., Srinivas, S., & Lieder, F. (2023). Systematic metacognitive refletion helps people discover far-sighted decision strategies: A process-tracing experiment. Judgement and Decision Making, 18, E15. https://doi.org/110.1017/jdm.2023.16

• Schmitz-Hübsch, A., Stasch, S.-M., Becker, R., Fuchs, S., & Wirzberger, M. (2022). Affective response categories – Towards personalized reactions in affect-adaptive tutoring systems. Frontiers in Artificial Intelligence, 5, 873056. https://doi.org/10.3389/frai.2022.873056 [PDF]

• Spitzer, M. W. H., Gutsfeld, R., Wirzberger, M., & Moeller, K. (2021). Evaluating students’ engagement with an online learning environment during and after COVID-19 related school closures: A survival analysis approach. Trends in Neuroscience and Education, 25, 100168. https://doi.org/10.1016/j.tine.2021.100168

• Wirzberger, M., & Schwarz, M. (2021). Förderung selbstregulierten Lernens durch ein KI-gestütztes Training [Promoting self-regulated learning with an AI-based training]. Bildung und Erziehung, 74, 280–295. https://doi.org/10.13109/buer.2021.74.3.280 [PDF]

• Wirzberger, M., Bornemeier, J., Kampel, S., Álvarez Serrano, M. G., Ullmann, L., & Rey, G. D. (2021). Umwelt trifft App: Verbindung virtueller und realer Welten in der Bildung für nachhaltige Entwicklung – Kurzbericht [Environment meets app: Connecting virtual and real worlds in education for sustainable development – Short report]. Umweltpsychologie, 25, 123–132. [PDF]

• Wirzberger, M. (2021). Warum Lernen (manchmal mehr, manchmal weniger) anstrengend ist [Why learning is (sometimes more, sometimes less) demanding]. Das In-Mind Magazin, 1. [ARTICLE]

• Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2020). Memory-related cognitive load effects in an interrupted learning task: A model-based explanation. Trends in Neuroscience and Education, 20, 100139. https://doi.org/10.1016/j.tine.2020.100139 [PDF]

• Beege, M., Wirzberger, M., Nebel, S., Schneider S., Schmidt, N., & Rey, G. D. (2019). Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the effects of spatial proximity between related and unrelated representations. Frontiers in Education – Digital Education, 4:86. https://doi.org/10.3389/feduc.2019.00086 [PDF]

• *Wirzberger, M., *Schmidt, R., Georgi, M., Hardt, W., Brunnett, G., & Rey, G. D. (2019). Effects of system response delays on elderly humans’ cognitive performance in a virtual training scenario. Scientific Reports, 9:8291. https://doi.org/10.1038/s41598-019-44718-x [PDF] *Authors share first authorship

• Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T., & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31, 389–419. https://doi.org/10.1007/s10648-018-9456-4 [PDF]

• Schneider, S., Wirzberger, M., & Rey, G. D. (2019). The moderating role of arousal on the seductive detail effect in a multimedia learning setting. Applied Cognitive Psychology, 33, 71–84. https://doi.org/10.1002/acp.3473 [PDF]

• Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Eibl, M., & Rey, G. D. (2018). Schema-related cognitive load influences performance, speech, and physiology in a dual-task setting: A continuous multi-measure approach. Cognitive Research: Principles and Implications, 3:46. https://doi.org/10.1186/s41235-018-0138-z [PDF]

• Wirzberger, M., & Rey, G. D. (2018). Attention please! Enhanced attention control abilities compensate for instructional impairments in multimedia learning. Journal of Computers in Education, 5, 243–257. https://doi.org/10.1007/s40692-018-0106-0 [PDF]

• Wirzberger, M., Esmaeili Bijarsari, S., & Rey, G. D. (2017). Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task. Acta Psychologica, 179, 30–41. https://doi.org/10.1016/j.actpsy.2017.07.001 [PDF]

• Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research. Computers & Education, 100, 18–31. https://doi.org/10.1016/j.compedu.2016.04.010 [PDF]

• Wirzberger, M., & Russwinkel, N. (2015). Modeling interruption and resumption in a smartphone task: An ACT-R approach. i-com, 14, 147–154. https://doi.org/10.1515/icom-2015-0033 [PDF]

Book Chapters & Proceedings (Full & Short Papers)

• Koch, N., Kapfenstein, A.-K., Meißner, N., & Wirzberger, M. (2024). Enhanced code comprehension: Individualized learning of code tracing with the feedback buddy. In DELFI 2024.

• Zermiani, F., Dhar, P., Sood, E., Kögel, F., Bulling, A., & Wirzberger, M. (2024). InteRead: An eye tracking dataset of interrupted reading. In LREC-COLING 2024 – The 2024 Joint International Conference on Computational Linguistics, Language Resources and Evaluation. [PDF]

• Stock, O., & Wirzberger, M. (2023). Wildbienen auf dem Weg ins Klassenzimmer [Wildbees on their way to the classroom]. In M. Davis, & L.-K. Peter (eds.)NaturschutzDigital 2023–Innovative Digitalformate in der Naturschutzbildung (pp. 127–129). Bundesamt für Naturschutz (BfN). [PDF]

• Ðula, I., Berberena, T., Keplinger, K., & Wirzberger, M. (2023). Conceptualizing responsible adoption of artificial agents in the workplace: A systems thinking perspective. In 20^th Conference of the Italian Chapter of AIS (Association for Information Systems) (21).

• *Williams, C. C., *Weinhardt, D., Wirzberger, M., & Musslick, S. (2023). Augmenting EEG with generative adversarial networks enhances brain decoding across classifiers and sample sizes. In M. Goldwater, F. K. Anggoro, B. K. Hayes, & D. C. Ong (Eds.), Proceedings of the 45^th Annual Meeting of the Cognitive Science Society (pp. 1770–1776). Cognitive Science Society. [PDF] *Authors share first authorship

• Schmitz-Hübsch, A., Becker, R., & Wirzberger, M. (2023). Personality traits in the emotion-performance-relationship in intelligent tutoring systems. In R. A. Sottilare & J. Schwarz (Eds.) Adaptive Instructional Systems. HCII 2023. Lecture Notes in Computer Science (pp. 60–75). Springer. https://doi.org/10.1007/978-3-031-34735-1_5

• Zermiani, F., Bulling, A., & Wirzberger, M. (2022). Mind wandering trait-level tendencies during lecture viewing: A pilot study. In 2022 Symposium on Eye Tracking Research and Applications (ETRA ’22), June 8–11, 2022, Seattle, WA, USA. ACM. https://doi.org/10.1145/3517031.3529241 [ARTICLE]

• Wirzberger, M., Oreshnikov, I., Passy, J.-C., Lado, A., Shenhav, A., & Lieder, F. (2020). ACTrain: Ein KI-basiertes Aufmerksamkeitstraining für die Wissensarbeit [ACTrain: An AI-based attention training for knowledge work]. In GfA, Dortmund (Ed.), Frühjahrskongress 2020, Digitaler Wandel, digitale Arbeit, digitaler Mensch? (C.8.8). GfA Press. [PDF]

• Wirzberger, M. (2019). Pädagogik trifft Psychologie und Informatik. Interdisziplinäre Perspektiven zur Gestaltung intelligenter Bildungstechnologien [Education meets Psychology and Computer Science. Interdisciplinary perspectives on the design of intelligent educational technologies]. In D. Höppel (Ed.), Positionen 34/2019. Maria Gräfin von Linden-Preis 2019 (pp. 55–63). Verband Baden-Württembergischer Wissenschaftlerinnen. [PDF]

• Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2019). An ACT-R approach to investigating mechanisms of performance-related changes in an interrupted learning task. In A. K. Goel, C. M. Seifert, & C. Freksa (Eds.), Proceedings of the 41^st Annual Conference of the Cognitive Science Society (pp. 1206–1211). Cognitive Science Society. [PDF]

• Xu, L., Wirzberger, M., & Lieder, F. (2019). How should we incentivize learning? An optimal feedback mechanism for educational games and online courses. In In A. K. Goel, C. M. Seifert, & C. Freksa (Eds.), Proceedings of the 41^st Annual Conference of the Cognitive Science Society (pp. 3136–3142). Cognitive Science Society. [PDF]
  

• Herms, R., Wirzberger, M., Eibl, M., & Rey, G. D. (2018). CoLoSS: Cognitive load corpus with speech and performance data from a symbol-digit dual-task. In N. Calzolari, K. Choukri, C. Cieri, T. Declerck, S. Goggi, K. Hasida, … T. Tokunaga (Eds.), Proceedings of the 11^th International Language Resources and Evaluation Conference (LREC 2018) (pp. 4312–4317). European Language Resources Association (ELRA).  [PDF]

• Wirzberger, M., Schmidt, R., Rey, G. D., & Hardt, W. (2017). Auswirkung systeminduzierter Delays auf die menschliche Gedächtnisleistung in einem virtuellen agentenbasierten Trainingssetting [Influence of system-induced delays on human memory performance in a virtual agent-based training scenario]. In M. Eibl, & M. Gaedke (Eds.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (pp. 2287–2294). Gesellschaft für Informatik. https://doi.org/10.18420/in2017_229

• Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2017). Lernförderliche Gestaltung computerbasierter Instruktionen zur Roboterkonstruktion [Enhancing the design of computer-based instructions in a robot construction task]. In M. Eibl, & M. Gaedke (Eds.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (pp. 2279–2286). Gesellschaft für Informatik. https://doi.org/10.18420/in2017_228

• Wirzberger, M., Truschzinski, M., Schmidt, R., & Barlag, M. (2017). Computer Science meets Cognition: Möglichkeiten und Herausforderungen interdisziplinärer Kognitionsforschung [Computer science meets cognition: Chances and challenges in interdisciplinary research on cognition]. In M. Eibl, & M. Gaedke (Eds.), INFORMATIK 2017, Lecture Notes in Informatics (LNI) (pp. 2273–2277). Gesellschaft für Informatik. https://doi.org/10.18420/in2017_227

• Wirzberger, M., Rey, G. D., & Krems, J. F. (2017). Modeling cognitive load effects in an interrupted learning task: An ACT-R approach. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39^th Annual Meeting of the Cognitive Science Society (pp. 3540–3545). Cognitive Science Society. [PDF]

• Truschzinski, M., & Wirzberger, M. (2017). A dynamic process model for predicting workload in an air traffic controller task. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39^th Annual Meeting of the Cognitive Science Society (pp. 1224–1229). Cognitive Science Society. [PDF]

• Wirzberger, M., & Rey, G. D. (2016). Examining load-inducing factors in instructional design: An ACT-R approach. In D. Reitter, & F. E. Ritter (Eds.), Proceedings of the 14^th International Conference on Cognitive Modeling (ICCM 2016) (pp. 223–224). Penn State. [PDF]

• Lüderitz, C., Wirzberger, M., & Karrer-Gauß, K. (2016). Sustainable effects of simulator-based training on ecological driving. In B. Deml, P. Stock, R. Bruder, & C. M. Schlick (Eds.), Advances in Ergonomic Design of Systems, Products and Processes. Proceedings of the Annual Meeting of the GfA 2015 (pp. 463–475), Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-662-48661-0  [PDF]

• Wirzberger, M. & Rey, G. D. (2015). Cognitive modeling meets instructional design: Exploring Cognitive Load Theory with ACT-R. In C. Wienrich, T. Zander, & K. Gramann (Eds.), Trends in Neuroergonomics. Proceedings of the 11^th Berlin Workshop Human-Machine Systems (pp. 190–193), Universitätsverlag TU Berlin. https://doi.org/10.14279/depositonce-4887 [PDF]

• Lüderitz, C., Wirzberger, M., & Karrer-Gauß, K. (2015). Nachhaltige Effekte simulatorbasierten Trainings auf eine ökologische Fahrweise [Sustainable effects of simulator-based training on ecological driving]. In GfA, Dortmund (Ed.), VerANTWORTung für die Arbeit der Zukunft (C.1.14), GfA Press. [PDF]

• Wirzberger, M., & Russwinkel, N. (2014). “I don’t need it” – Modeling ad-induced interruption while using a smartphone-app. In Crosswolds 2014: Theory, Development and Evaluation of Social Technology, Universitätsverlag Chemnitz. https://doi.org/10.13140/RG.2.1.4426.0966

Proceedings (Abstracts)

• Sindermann, C., & Wirzberger, M. (2024). Critical Transformers: Psychological perspectives on the human-technology partnership and its impacts on society. In 53^rd Congress of the German Society for Psychology / 15^th Congress of the Austrian Psychological Society.

• Berberena, T., & Wirzberger, M. (2024). Momentary emotional states and trust in a faulty chatbot: An experimental study. In 53^rd Congress of the German Society for Psychology / 15^th Congress of the Austrian Psychological Society.

• Höpfl, L., & Wirzberger, M. (2024). Can personalized feedback encourage sustainable washing behavior? A field study. In 53^rd Congress of the German Society for Psychology / 15^th Congress of the Austrian Psychological Society.

• Lorrig, P. M., Tsoi, D. A., Wirzberger, M., & Daw, Z. (2024). AI-Human collaboration in the cockpit: Towards safe single-pilot operations by explainable information exchange. In 53^rd Congress of the German Society for Psychology / 15^th Congress of the Austrian Psychological Society.

• Berberena, T., & Wirzberger, M. (2024). Exploring affective states and trust in a faulty chatbot. In T. Franke, S. Röttger, A. Toffetti, K. Brookhuis, & D. De Waard (eds.). Human Factors and Ergonomics Society Europe Chapter – Annual Meeting 2024 (p. 7). [PDF]

• Ðula, I., Berberena, T., Keplinger, K., & Wirzberger, M. (2023). Hooked on artificial agents: A simulation study. In International Conference on Data-Integrated Simulation Science (SimTech2023). University of Stuttgart. [PDF]

• Williams, C. C., Weinhardt, D., Wirzberger, M., & Musslick, S. (2023). Enhancing EEG classification performance through Generative Adversarial Networks: Investigating the impact of sample sizes and classifier selection. In International Conference on Data-Integrated Simulation Science (SimTech2023). University of Stuttgart. [PDF]

• Bareiß, L., Platz, F., & Wirzberger, M. (2023). Implicit assumptions of (prospective) music school teachers about musically gifted students. In U. Klusmann, O. Köller, J. Möller, F. Zimmermann, T. Jansen, & J. Meyer (Eds.), Paeps 2023. Teaching and Learning in a Changing World. Contributions from Educational Psychology (p. 309). University of Kiel. [ABSTRACT] [POSTER]

• Herbst, V., Stock, A., Bareiß, L., & Wirzberger, M. (2023). User’s acceptance of an AI-based software to promote attention control. In M. Goldwater, F. K. Anggoro, B. K. Hayes, & D. C. Ong (Eds.), Proceedings of the 45^th Annual Meeting of the Cognitive Science Society (p. 3911). Cognitive Science Society. [ABSTRACT] [POSTER]

• Höpfl, L., & Wirzberger, M. (2023). Understanding cognition of laundry habits to foster sustainable behavior. In M. Goldwater, F. K. Anggoro, B. K. Hayes, & D. C. Ong (Eds.), Proceedings of the 45^th Annual Meeting of the Cognitive Science Society (p. 3954). Cognitive Science Society. [ABSTRACT]

• Berberena, T., & Wirzberger, M. (2022). Embedding reflective learning opportunities in teaching about intelligent systems. In G. Lapesa, L. Erhard, C. Runstedler, & S. Kaiser (Eds.), Reflection on intelligent systems: Towards a cross-disciplinary definition. University of Stuttgart. [PDF]

• Mönch, J., Stock, A., Baatz, J., Krieglstein, F., Stock, O., Suren, M., Rey, G. D., & Wirzberger, M. (2022). “Wild sisters” meet app: Connecting virtual and real worlds to foster environmental awareness in classroom settings. In C. Bermeitinger, & W. Grave (Eds.), 52^nd Congress of the German Psychological Society. Abstracts (pp. 313–314). Pabst Science Publishers.

• Wirzberger, M., Lado, A., Scheiger, C., Stock, A., & Zermiani, F. (2022). Augmented learning contexts: Leveraging augmented technologies to foster self-regulation in everyday life. In C. Bermeitinger, & W. Grave (Eds.), 52^nd Congress of the German Psychological Society. Abstracts (pp. 455–456). Pabst Science Publishers.

• Wirzberger, M., Scharinger, C., & Ninaus, M. (2022). Augmented learning – An emerging field in instructional research? In C. Bermeitinger, & W. Grave (Eds.), 52^nd Congress of the German Psychological Society. Abstracts (pp. 105). Pabst Science Publishers.

• Prislan, L., & Wirzberger, M. (2022). Exploring cognitive pathways to sustainability – development and validation of personas for sustainable behavior. In J. Culbertson, A. Perfors, H. Rabagliati, & V. Ramenzoni (Eds.), Proceedings of the 44^th Annual Meeting of the Cognitive Science Society (p. 3900). [ABSTRACT]

• Lingelbach, K., Gado, S., Wirzberger, M., Vukelic, M., & Rieger, J. (2022). Identifying interacting cognitive and affective processes – Effects of emotional distractions on different cognitive load levels. In Heinrichs, M., & Schönauer, M. (Eds.). 47. Jahrestagung Psychologie & Gehirn, 16.-18. Juni 2022 (p. 400). Universität Freiburg.

• Wirzberger, M. (2021). ACTrain@School: Can we bring AI to the classroom to foster self-regulated learning?. In EARLI 2021 Book of Abstracts. The 19th Biennial EARLI Conference for Research on Learning and Instruction. Education and Citizenship: Learning and Instruction and the Shaping of Futures (p. 108). European Association for Research on Learning and Instruction. [PDF]

• Berberena, T., & Wirzberger, M. (2021). Bringing Thiagi to the classroom: Reducing stereotype-threat by promoting reflection in CRT. In EARLI 2021 Book of Abstracts. The 19th Biennial EARLI Conference for Research on Learning and Instruction. Education and Citizenship: Learning and Instruction and the Shaping of Futures (p. 108). European Association for Research on Learning and Instruction. [PDF]

• Berberena, T., & Wirzberger, M. (2021). Unveiling unconscious biases and stereotypes in students: The necessity of self-reflection in Higher Education. In T. Fitch, C. Lamm, H. Leder, & K. Teßmar-Raible (Eds.), Proceedings of the 43^rdAnnual Meeting of the Cognitive Science Society (p. 3488). Cognitive Science Society. [ABSTRACT]

• Musslick, S., Wirzberger, M., Grahek, I., Bustamante, L., Shenhav, A., & Cohen, J. D. (2020). Mental effort: One construct, many faces? In S. Denison., M. Mack, Y. Xu, & B.C. Armstrong (Eds.), 42^ndAnnual Meeting of the Cognitive Science Society (pp. 1-2). Cognitive Science Society. [PDF]

• Wirzberger, M., Lado, A., Eckerstorfer, L., Oreshnikov, I., Passy, J.-C., Stock, A., Shenhav, A., & Lieder, F. (2020). How to navigate everyday distractions: Leveraging optimal feedback to train attention control. In S. Denison., M. Mack, Y. Xu, & B.C. Armstrong (Eds.), Proceedings of the 42^nd Annual Meeting of the Cognitive Science Society (p. 1736). Cognitive Science Society. [PDF]

• Iwama, G. Y., Wirzberger, M., & Lieder, F. (2019). The Goal Characteristics (GC) questionnaire: A comprehensive measure for goals’ content, attainability, interestingness, and usefulness. In Annual Meeting of the Society for Judgment and Decision Making. Society for Judgment and Decision Making. [POSTER]

• Iwama, G. Y., Wirzberger, M., & Lieder, F. (2019). The Goal Characteristics (GC) questionnaire: Measuring goals’ content, attainability, interestingness, and usefulness. Abstracts of the Psychonomic Society, Volume 24, November 2019, 60^th Annual Meeting (p. 255). Psychonomic Society.

• Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2019). A model-based explanation of performance related changes in abstract stimulus-response learning. In 52^nd Annual Meeting of the Society for Mathematical Psychology. Program & Abstracts (pp. 19–20). Society for Mathematical Psychology.

• Wirzberger, M., Schmidt, R., Georgi, M., Hardt, W., Brunnett, G., & Rey, G. D. (2018). Influences of system response delay on elderly participants’ performance in a virtual memory training. In R. Wiczorek, D. Manzey, L. Onnasch, K. Brookhuis, A. Toffetti, & D. de Waard (Eds.), Annual Meeting of the Europe Chapter of the Human Factors and Ergonomics Society 2018, Technology for an Aging Society, Book of Abstracts (p. 42). Universitätsverlag TU Berlin.

• Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2018). Guidance or Setting? Exploring the learnability of computer-based instructions in a construction task. In J. Hartig, & H. Horz (Eds.), 51^st Conference of the German Psychological Society. Abstracts (p. 509). Pabst Science Publishers.

• Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2018). Guidance or Setting? Exploring the learnability of computer-based instructions in a construction task. In A. C. Schütz, A. Schubö, D. Endres, & H. Lachnit (Eds.), Abstracts of the 60^th Conference of Experimental Psychologists (p. 69). Pabst Science Publishers.

• Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Rey, G. D., & Eibl, M. (2018). Cognitive load influences performance, speech and physiological parameters in a multimodal dual-task setting. In A. C. Schütz, A. Schubö, D. Endres, & H. Lachnit (Eds.), Abstracts of the 60^th Conference of Experimental Psychologists (p. 296). Pabst Science Publishers.

• Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Rey, G. D., & Eibl, M. (2017). Influences of cognitive load on learning performance, speech and physiological parameters in a dual-task setting. In Abstracts of the 20^th Conference of the European Society for Cognitive Psychology (p. 161). Potsdam, Germany. European Society for Cognitive Psychology.

• Wirzberger, M. (2017). Inspecting cognitive load factors in digital learning settings with ACT-R. In T. Arnold, B. Heinzerling, C. Tauchmann, T. Grube, M. Maaß, & N. Wessels (Eds.), Dagstuhl 2017. Proceedings of the 11^th Joint Workshop of the German Research Training Groups in Computer Science (p. 62). RTG 1994 AIPHES & RTG 2050 PAT.

• Wirzberger, M., Schneider, S., Dlouhy, S., & Rey, G. D. (2017). Time – Space – Content? Interrupting features of hyperlinks in multimedia learning. In T. Goschke, A. Bolte, & C. Kirschbaum (Eds.), Abstracts of the 59^th Conference of Experimental Psychologists (TeaP) (p. 97). Papst Science Publishers.

• Schneider, S., Wirzberger, M., Augustin, Y., & Rey, G. D. (2017). The moderating role of arousal on the seductive detail effect. In T. Goschke, A. Bolte, & C. Kirschbaum (Eds.), Abstracts of the 59^th Conference of Experimental Psychologists (TeaP) (p. 96). Papst Science Publishers.

• Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., & Rey, G. D. (2016). Bedingt räumliche Nähe bessere Lernergebnisse? Die Rolle der Distanz und Integration beim Lernen mit multiplen Informationsquellen [Is spatial proximity crucial for learning outcomes? The role of spatial distance and integration in learning with multiple sources of information]. In I. Fritsche (Ed.), 50^th Conference of the German Psychological Society. Abstracts (p. 540). Pabst Science Publishers.

• Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). CLT meets WMU: Simultaneous experimental manipulation of load factors in a basal working memory task. In 9^th International Cognitive Load Theory Conference, June 22^nd to 24^th, 2016, Bochum, Germany, Abstracts (p. 19). International Cognitive Load Theory Association.

• Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). Separating cognitive load facets in a working memory updating task: An experimental approach. In International Meeting of the Psychonomic Society, Granada – Spain, May 5–8, 2016, Abstract Book (pp. 211–212). Psychonomic Society.

• Wirzberger, M. (2016). Modeling load factors in multimedia learning: An ACT-R approach. In B. Etzold, R. Richter, M. Eibl, & W. Lehner (Eds.), Dagstuhl 2016. Proceedings of the 10^th Joint Workshop of the German Research Training Groups in Computer Science (p. 98). Universitätsverlag Chemnitz.

• Wirzberger, M., & Rey, G. D. (2016). CLT meets ACT-R: Modeling load-inducing factors in instructional design. In J. Funke, J. Rummel, & A. Voß (Eds.), Abstracts of the 58^th Conference of Experimental Psychologists (p. 377). Pabst Science Publishers.

• Wirzberger, M. (2014). “Special offer! Wanna buy a trout?”– Modeling user interruption and resumption strategies with ACT-R. Cognitive Processing, 15(Suppl. 1), S24. https://doi.org/10.1007/s10339-014-0632-2 [ABSTRACT]

• Wirzberger, M., Lüderitz, C., Rohrer, S., & Karrer-Gauß, K. (2014). “Keep green!” – Nachhaltige Förderung ökologischen Fahrens durch Simulatortraining? [“Keep green!” – Promoting ecological driving through simulator training in a sustainable manner?]. In O. Güntürkün (Ed.), 49^th Conference of the German Psychological Society. Abstracts (p. 570), Pabst Science Publishers.

• Wirzberger, M., & Rey, G. D. (2013). Attention impairment in multimedia learning: Does initial task attention act as moderator?. In F. Schwab, A. Carolus, M. Brill, & C. Hennighausen (Eds.), Media Psychology: Media Research: Yesterday, Today, and Tomorrow. Proceedings of the 8^th Conference of the Media Psychology Division of the German Psychological Society (p. 11), University of Würzburg.

• Wirzberger, M., & Rey, G. D. (2013). Inducing impaired attention within the seductive detail effect: Do already distracted learners suffer more?. In U. Ansorge, E. Kirchler, C. Lamm, & H. Leder (Eds.), Abstracts of the 55^th Conference of Experimental Psychologists (p. 314), Pabst Science Publishers.

Theses

• Wirzberger, M. (2019). Load-inducing factors in instructional design: Process-related advances in theory and assessment (Doctoral dissertation, TU Chemnitz). [PDF of synopsis part]

• Wirzberger, M. (2014). Smart@load? Modeling interruption while using a Smartphone-app in alternating workload conditions (Master thesis, TU Berlin). [PDF]

• Wirzberger, M. (2012). Experimentelle Induktion beeinträchtigter Aufmerksamkeit im Kontext des seductive detail Effekts [Experimental induction of attention distraction within the seductive detail effect] (Bachelor thesis, University of Hagen). [PDF]

• Wirzberger, M. (2005). “Bruder sein das ist nicht schwer, Schwester sein dagegen sehr?” – Geschlechtsspezifische Betrachtungsweisen zur Situation von Geschwistern behinderter Kinder und Jugendlicher [It’s easy to be a brother, but hard to be a sister?” – Gender-related perspectives on the situation of disabled childrens’ brothers and sisters] (Diploma thesis, Protestant University of Applied Sciences Bochum). [PDF]