Publications

Forthcoming Work

  • Wirzberger, M. (in preparation). Decomposing cognitive load in instructional design with a cognitive architecture: A research agenda.
  • Esmaeili Bijarsari, S., & Wirzberger, M. (in preparation). A current view on dual task paradigms and their limitations to capture cognitive load.
  • Wirzberger, M., Schneider, S., & Rey, G. D. (in revision). Exploring the interrupting potential of spatial separation, temporal delay and unrelated content in educational hypertexts. [PREPRINT]

Peer-Review Articles

  • Wirzberger, M., Bornemeier, J., Alvarez Serrano, M. G., Kampel, S., Ullmann, L., & Rey, G. D. (accepted with major revisions). Bildung für nachhaltige Entwicklung durch eine mobile Lernapp im Kontext von Projektwerkstätten am Beispiel des Projekts BeeLife [Education for sustainable development through mobile learning in the context of project workshops using the example of the BeeLife project]. Umweltpsychologie.
  • Wirzberger, M. (in press). Warum Lernen (manchmal mehr, manchmal weniger) anstrengend ist [Why learning is (sometimes more, sometimes less) demanding]. Das In-Mind Magazin.
  • 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 [PREPRINT]
  • 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 contributed equally
  • 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]
  • 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. https://doi.org/10.1007/s10339-014-0632-2 [PDF]

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]

Conference Papers

  • 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). Dortmund: 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 Höppel, D. (Ed.) Positionen 34/2019. Maria Gräfin von Linden-Preis 2019 (pp. 55-63). Esslingen: 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). Montreal, QB: 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). Montreal, QB: 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). Miyazaki, Japan: 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). Bonn: 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). Bonn: 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). Bonn: 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). Austin, TX: 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). Austin, TX: 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). University Park, PA: 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), Berlin: Universitätsverlag der 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), Dortmund: 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, Chemnitz. https://doi.org/10.13140/RG.2.1.4426.0966

Conference Abstracts

  • 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.), 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. https://doi.org/10.13140/RG.2.2.24237.84961
  • 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).
  • 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). 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). Lengerich: 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). Lengerich: 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). Lengerich: 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.
  • 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).
  • 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.
  • 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). Lengerich: 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). Lengerich: 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).
  • 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).
  • 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). Chemnitz: 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). Lengerich: Pabst Science Publishers.
  • 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), Lengerich: 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), 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.

Conference Talks

  • Wirzberger, M. (2020, July 29). Cognitive load in instructional design. 42nd Annual Meeting of the Cognitive Science Society, Workshop “Mental effort: One construct, many faces?”, Virtual Meeting.
  • Wirzberger, M., Oreshnikov, I., Passy, J.-C., Lado, A., Shenhav, A., & Lieder, F. (2020, March 18). ACTrain: Ein KI-basiertes Aufmerksamkeitstraining für die Wissensarbeit [ACTrain: An AI-based attention training for knowledge work]. Talk at the 66th Spring Conference of the German Ergonomics Society (GfA), Berlin, Germany.
  • Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2019, July 27). An ACT-R approach to investigating mechanisms of performance-related changes in an interrupted learning task. Talk at the 41st Annual Meeting of the Cognitive Science Society, Montréal, Canada.
  • Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2019, July 20). A model-based explanation of performance related changes in abstract stimulus-response learning. Talk at the 52nd Annual Meeting of the Society for Mathematical Psychology, Montréal, Canada.
  • Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Rey, G. D., & Eibl, M. (2018, March 13). Cognitive load influences performance, speech and physiological parameters in a multimodal dual-task setting. Talk at the 60th Conference of Experimental Psychologists (TeaP), Marburg, Germany.
  • Wirzberger, M., Schmidt, R., Rey, G. D., & Hardt, W. (2017, September 25). 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]. Talk at the INFORMATIK 2017, Chemnitz, Germany.
  • Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2017, September 25). Lernförderliche Gestaltung computerbasierter Instruktionen zur Roboterkonstruktion [Enhancing design of computer-based instructions in a robot construction task]. Talk at the INFORMATIK 2017, Chemnitz, Germany.
  • Truschzinski, M., & Wirzberger, M. (2017, July 27). A dynamic process model for predicting workload in an air traffic controller task. Talk at the 39th Annual Meeting of the Cognitive Science Society (CogSci), London, UK.
  • Wirzberger, M., Schneider, S., Dlouhy, S., & Rey, G. D. (2017, March 27). Time – Space – Content? Interrupting features of hyperlinks in multimedia learning. Talk at the 59th Conference of Experimental Psychologists (TeaP), Dresden, Germany.
  • Schneider, S., Wirzberger, M., Augustin, Y., & Rey, G. D. (2017, March 27). The moderating role of arousal on the seductive detail effect. Talk at the 59th Conference of Experimental Psychologists (TeaP), Dresden, Germany.
  • Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., & Rey, G. D. (2016, September 21). Bedingt räumliche Nähe bessere Lernergebnisse? Die Rolle der Distanz und Integration beim Lernen mit multiplen Informationsquellen [Does spatial proximity enhance learning outcomes? The role of distance and integration in learning from multiple sources of information]. Talk at the 50th Conference of the German Psychological Society, Leipzig, Germany.
  • Beege, M., Schneider, S., Nebel, S., Wirzberger, M., Rey, G. D. (2016, March 22). Look into my eyes! Exploring the effect of addressing in multimedia learning. Talk at the 58th Conference of Experimental Psychologists (TeaP), Heidelberg, Germany.
  • Nebel, S., Schneider, S., Beege, M., Wirzberger, M., Rey, G. D. (2016, March 22). Using the jigsaw principle to increase task interdependence in cooperative educational videogames. Talk at the 58th Conference of Experimental Psychologists (TeaP), Heidelberg, Germany.
  • Wirzberger, M., & Rey, G. D. (2016, March 21). CLT meets ACT-R: Modeling load-inducing factors in instructional design. Talk at the 58th Conference of Experimental Psychologists (TeaP), Heidelberg, Germany.
  • Wirzberger, M., & Rey, G. D. (2015, October 9). Cognitive modeling meets instructional design: Exploring Cognitive Load Theory with ACT-R. Talk at the 11th Berlin Human-Machine Systems Workshop, Berlin, Germany.
  • Wirzberger, M. (2015, July 24). CLT meets ACT-R: Modellierung kognitiver Prozesse in einem virtuellen kollaborativen Lernszenario [CLT meets ACT-R: Modeling of cognitive processes in a virtual collaborative learning scenario]. Talk at the 2nd Summer School Human Factors, TU Berlin, Germany.
  • Lüderitz, C., Wirzberger, M., & Karrer-Gauß, K. (2015, February 27). Nachhaltige Effekte simulatorbasierten Trainings auf eine ökologische Fahrweise [Sustainable effects of simulator-based training on ecological driving]. Talk at the 61st Conference of the Society for Ergonomics and Work Science, Karlsruhe, Germany.
  • Wirzberger, M., & Russwinkel, N. (2014, July 1). “I don’t need it” – Modeling ad-induced interruption while using a smartphone-app. Talk at the Crosswolds 2014: Theory, Development and Evaluation of Social Technology, Chemnitz, Germany.
  • Wirzberger, M. (2014, April 11). Interruption by product ads while using a shopping-app in different workload conditions. Talk at the 4th ACT-R Spring School and Master Class, Groningen, Netherlands.
  • Wirzberger, M., & Rey, G. D. (2013, September 5). Attention impairment in multimedia learning: Does initial task attention act as moderator?. Talk at the 8th Conference of the Media Psychology Division of the German Psychological Society, Würzburg, Germany.
  • Wirzberger, M., & Rey, G. D. (2013, March 27). Inducing impaired attention within the seductive detail effect: Do already distracted learners suffer more?. Talk at the 55th Conference of Experimental Psychologists (TeaP), Vienna, Austria.

Conference Posters

  • 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. Poster at the 42nd Annual Meeting of the Cognitive Science Society. [POSTER]
  • Iwama, G. Y., Wirzberger, M., & Lieder, F. (2019, November 17). The Goal Characteristics (GC) questionnaire: A comprehensive measure for goals’ content, attainability, interestingness, and usefulness. Poster at the Annual Meeting of the Society for Judgment and Decision Making, Montréal, Canada.
  • Iwama, G. Y., Wirzberger, M., & Lieder, F. (2019, November 16). The Goal Characteristics (GC) questionnaire: Measuring goals’ content, attainability, interestingness, and usefulness. Poster at the 60th Annual Meeting of the Psychonomic Society, Montréal, Canada.
  • Xu, L., Wirzberger, M., & Lieder, F. (2019, July 27). How should we incentivize learning? An optimal feedback mechanism for educational games and online courses. Poster at the 41st Annual Meeting of the Cognitive Science Society, Montréal, Canada. [POSTER]
  • Wirzberger, M. (2019, April 8). Memory-related cognitive load effects in abstract symbol learning tasks: A model-based explanation. Poster at the Cognitive Modeling Spring School, University of Groningen, Netherlands. [POSTER]
  • Wirzberger, M., Schmidt, R., Georgi, M., Hardt, W., Brunnett, G., & Rey, G. D. (2018, October 8). Influences of system response delay on elderly participants’ performance in a virtual memory training. Poster at the Annual Meeting of the Human Factors and Ergonomics Society Europe Chapter, Berlin, Germany. [POSTER]
  • Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2018, September 19). Guidance or Setting? Exploring the learnability of computer-based instructions in a construction task. Poster at the 51st Congress of the German Psychological Society (DGPs), Frankfurt, Germany.
  • Herms, R., Wirzberger, M., Eibl, M., & Rey, G. D. (2018, May 11). CoLoSS: Cognitive load corpus with speech and performance data from a symbol-digit dual-task. Poster at the 11th International Language Resources and Evaluation Conference (LREC 2018), Miyazaki, Japan.
  • Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2018, March 12). Guidance or Setting? Exploring the learnability of computer-based instructions in a construction task. Poster at the 60th Conference of Experimental Psychologists (TeaP), Marburg, Germany.
  • Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Rey, G. D., & Eibl, M. (2017, September 4). Influences of cognitive load on learning performance, speech and physiological parameters in a dual-task setting. Poster at the 20th Conference of the European Society for Cognitive Psychology, Potsdam, Germany.
  • Wirzberger, M., Rey, G. D., & Krems, J. F. (2017, July 29). Modeling cognitive load effects in an interrupted learning task: An ACT-R approach. Poster at the 39th Annual Meeting of the Cognitive Science Society (CogSci), London, UK.
  • Wirzberger, M., & Rey, G. D. (2016, August 4). Examining load-inducing factors in instructional design: An ACT-R approach. Poster at the 14th International Conference on Cognitive Modeling, University Park, Pennsylvania, USA.
  • Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016, June 22). CLT meets WMU: Simultaneous experimental manipulation of load factors in a basal working memory task. Poster at the 9th International Cognitive Load Theory Conference, Bochum, Germany.
  • Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016, May 7). Separating cognitive load facets in a working memory updating task: An experimental approach. Poster at the International Meeting of the Psychonomic Society, Granada, Spain.
  • Wirzberger, M., Lüderitz, C., Rohrer, S., & Karrer-Gauß, K. (2014, September 25). „Keep green!“ – Nachhaltige Förderung ökologischen Fahrens durch Simulatortraining? [“Keep green!” – Promoting ecological driving through simulator training in a sustainable manner?]. Poster at the 49th Conference of the German Psychological Society, Bochum, Germany.

Invited Talks

  • Wirzberger, M. (2020, July 15). Designing intelligent educational technologies: An interdisciplinary research agenda related to learner characteristics and context factors. Invited talk at the Institute of Cognitive Science at the University of Osnabrück, Germany.
  • Wirzberger, M. (2020, July 7). Why learning is (sometimes more or less) demanding and how we can handle it. Invited talk at the Soft Tissue Robotics Summer School 2020 at the University of Stuttgart, Germany.
  • Wirzberger, M. (2020, June 18). Pädagogik trifft Psychologie und KI: Perspektiven zur Gestaltung intelligenter Bildungstechnologien [Education meets Psychology and AI: Perspectives on designing intelligent educational technologies]. Invited talk at the Cognitive Science Colloquium at the University of Tübingen, Germany.
  • Wirzberger, M. (2019, December 17). Intelligent educational technologies. An interdisciplinary research agenda related to learner characteristics and context factors. Invited talk at the Functional and Restorative Neurosurgery Department at the Tübingen University Hospital, Germany.
  • Wirzberger, M. (2019, November 27). Lernen passiert im Kopf! Potenziale neuroadaptiver Systeme für die Gestaltung intelligenter Bildungstechnologien [Learning happens inside the head! Potentials of neuroadaptive systems for designing intelligent educational technologies]. Invited talk at the Fraunhofer IAO in Stuttgart, Germany.
  • Wirzberger, M. (2019, November 8). Pädagogik trifft Psychologie und Informatik . Interdisziplinäre Perspektiven zur Gestaltung intelligenter Bildungstechnologien [Education meets Psychology and AI: Interdisciplinary perspectives on designing intelligent educational technologies]. Invited talk at the VBWW Symposium 2019 at the University of Stuttgart, Germany.
  • Wirzberger, M. (2019, November 5). ACTrain: Ein KI-basiertes Training zur Stärkung der Aufmerksamkeitskontrolle [ACTrain: An AI-based training to strengthen attention control]. Invited talk at the TU Chemnitz, Germany.
  • Wirzberger, M. (2019, October 22). Pädagogik trifft KI. Perspektiven zur Gestaltung förderlicher Bildungstechnologien [Education meets AI. Perspectives on designing facilitative educational technologies]. Invited talk at the Soroptimist International Women’s ClubTübingen, Germany.
  • Wirzberger, M. (2019, July 23). Education meets Psychology and AI: Interdisciplinary perspectives on designing intelligent educational technologies. Invited talk at the Shared Reality Lab at the McGill University, Montréal, Canada.
  • Wirzberger, M. (2019, April 3). Attention control training “in the wild”: Effects of intelligent metacognitive feedback. Invited talk at the Workshop “Cognitive Conflicts in the Wild” organized by the IWM-Postdoc Network Cognitive Conflicts During Media Use, Tübingen, Germany.
  • Wirzberger, M. (2019, January 28). Modellierung von Lern- und Unterbrechungseffekten mit ACT-R: Verhaltensparameter und ROI-Analyse [Modeling learning and interruption effects with ACT-R: Behavioral parameters and ROI-analysis]. Invited talk at the Chair of Cognitive Modeling in dynamic Human-Machine Systems at the TU Berlin, Germany.
  • Wirzberger, M. (2018, October 30). Pädagogik trifft Psychologie und Informatik: Interdisziplinäre Perspektiven zur Gestaltung intelligenter nutzer- und kontextadaptiver Lehr-Lernsysteme [Education meets psychology and computer science: Interdisciplinary perspectives on the design of user- and context-adaptive educational systems]. Invited talk at the University of Stuttgart, Germany.
  • Wirzberger, M. (2018, September 14). Modeling interruption effects in an abstract learning task. Invited talk at the Cognitive Modeling Group at the University of Groningen, Netherlands.
  • Wirzberger, M. (2018, August 24). Prozessbezogene kognitive Beanspruchung in digitalen Lernszenarien: Eine grundlagenorientierte Betrachtung [Process-related cognitive load in digital learning scenarios: A fundamental inspection]. Invited talk at the Cognitive Systems Group at the University of Bamberg, Germany.
  • Wirzberger, M. (2017, June 7). CLT meets ACT-R: Modellierung von Facetten kognitiver Beanspruchung in Lernsituationen [CLT meets ACT-R: Modeling cognitive load facets in learning situations]. Invited talk at the Chair of Cognitive Psychology & Cognitive Ergonomics at the TU Berlin, Germany.