Getting distracted by irrelevant information and thus being interrupted in an ongoing task is an omnipresent situation in daily life. In particular in applied task settings, a variety of interfering factors occupies the limited cognitive resources.
My existing research focuses on related effects in mobile task scenarios and multimedia learning contexts and employs both experimental research and computational cognitive modeling. The ACT-R model reported in Wirzberger and Russwinkel (2015) was developed in cooperation with the chair of Cognitive Modeling in dynamic Human-Machine Systems at the TU Berlin.
In addition to already included task-related characteristics, such as enhanced mental demands, future research could also consider individual characteristics related to cognitive aging.
- 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.doi: 10.1007/s40692-018-0106-0
- 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 59th Conference of Experimental Psychologists (TeaP) (p. 97). Lengerich: Papst Science Publishers.
- Wirzberger, M., & Russwinkel, N. (2015). Modeling interruption and resumption in a smartphone task: An ACT-R approach. i-com, 14, 147-154. doi: 10.1515/icom-2015-0033
- Russwinkel, N., Prezenski, S., Lindner, S., Halbrügge, M., Schulz, M., & Wirzberger, M. (2014). Modeling of cognitive aspects of mobile interaction. Cognitive Processing, 15(Suppl. 1), S22-S24. doi: 10.1007/s10339-014-0632-2
- 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, Chemnitz. doi: 10.13140/RG.2.1.4426.0966
- 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 8th Conference of the Media Psychology Division of the German Psychological Society (p. 11), Würzburg: 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 55th Conference of Experimental Psychologists (p. 314), Lengerich: Pabst Science Publishers.