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]
Forthcoming Articles (Selection)
Bareiß, L., Platz, F., & Wirzberger, M. (in revision). (Dis)harmonic effects? – How do implicit assumptions of (prospective) music school teachers affect the support of musically gifted students? OSF. https://osf.io/u6nxq/
Becker, F., Wirzberger, M., Pammer-Schindler, V., Srinivas, S., & Lieder, F. (under review). Systematic metacognitive refletion helps people discover far-sighted decision strategies: a process-tracing experiment. OSF. https://osf.io/akw67/[PREPRINT]
*Wirzberger, M., *Lado, A., Prentice, M., Oreshnikov, I., Passy, J.-C., Stock, A., & Lieder, F. (under review). Can we improve self-regulation during computer-based work with optimal feedback?. OSF. https://osf.io/8f6hx/[PREPRINT] *Authors share first authorship
Schmitz-Hübsch, A., Becker, R., & Wirzberger, M. (under review). Accounting for interindividual differences in affect-adaptive systems using deep learning techniques.
Stock, A., Stock, O., Mönch, J. M., Koch, N. N., Suren, M., Rey, G. D., & Wirzberger, M. (under review). BeeLife: A mobile application to foster environmental awareness in the classroom.
*Gado, S., *Lingelbach, K. F., **Wirzberger, M., & **Vukelić, M. (in preparation). Classifying mental effort in a quasi-realistic scenario based on multimodal data fusion. OSF. https://osf.io/9dbcj/ *Authors share first authorship **Authors share last authorship
*Lingelbach, K. F., *Gado, S., Rieger, J. W., **Wirzberger, M., & **Vukelić, M. (in preparation). Identifying neurophysiological correlates associated with the emotion-cognition interaction – A naturalistic fNIRS study. *Authors share first authorship **Authors share last authorship
Wirzberger, M., Schneider, S., Eberhard, V. & Rey, G. D. (in preparation). Exploring the interrupting potential of spatial separation, temporal delay and unrelated content in educational hypertexts. [PREPRINT]
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]
Book Chapters
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]
Proceedings (Full & Short Papers)
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 41st 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 41st 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 11th 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 39th 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 39th 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 14th International Conference on Cognitive Modeling (ICCM 2016) (pp. 223–224). Penn State. [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 11th 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)
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.), 52nd 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.), 52nd 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.), 52nd 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 44th Annual Meeting of the Cognitive Science Society (p. 3900). [ABSTRACT]
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 43rdAnnual 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.), 42ndAnnual 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 42nd 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, 60th 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 52nd 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.), 51st 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 60th 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 60th 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 20th 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 11th 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 59th 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 59th 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.), 50th 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 9th International Cognitive Load Theory Conference, June 22nd to 24th, 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 10th 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 58th 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.), 49th 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 8th 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 55th Conference of Experimental Psychologists (p. 314), Pabst Science Publishers.