Research

My research targets basic and applied questions related to designing and implementing trustworthy intelligent technologies. Exemplary projects that inspect underlying cognitive processes, relevant context factors, and potentially influencing individual differences are outlined subsequently. For a complete overview of completed and ongoing projects, please visit our department website.

Human-AI teaming in the cockpit (since 2023)

For decades, airplanes have been one of the safest modes of transportation, thanks to high standards in aircraft design, testing, operation, maintenance and inspection, as well as comprehensive pilot training. As technology advances, AI systems could support flight operations, provided that a safe and reliable interaction between AI and humans can be established. Hence, the focus of this research line is to provide insights into requirements for safe operation when humans and AI collaborate in a cockpit.

Selected publications

  • Fini, M., Daw, Z., & Wirzberger, M. (2026). Assessing human-AI teaming in single-pilot operations: Effects of AI support on cognitive workload and performance. In G. Boleda, I. Dautriche, M. Maldonado, C. Saldana, & T. Torrent (Eds.), Proceedings of the 48th Annual Conference of the Cognitive Science Society (pp. 424–431). Cognitive Science Society. https://escholarship.org/uc/item/341303jk
  • Lorrig, P., Fini, M., Lux, L., Wirzberger, M., & Daw, Z. (2025). Assessing an evaluation framework for Human-AI-Teaming in flight deck applications. In 44th AIAA DATC/IEEE Digital Avionics Systems Conference, Montreal.

Individual and social impacts of AI adoption (since 2022)

AI is part of our everyday life, a component of technical innovations and increasingly becoming part of education. Intelligent systems are often assumed to make objective decisions, but numerous examples demonstrate how such systems take over our stereotypes and (un-)conscious biases. Consequently, ongoing projects in this area relate to understanding cognitive mechanisms underneath human trust in AI and influencing dynamics such as algorithm aversion and appreciation, and automation bias.

Selected publications

  • Berberena, T., Ðula, I., & Wirzberger, M. (2026). A system dynamics approach to modeling trust dynamics in conversational AI. ISOLA.
  • Berberena, T., & Wirzberger, M. (2026). The impact of gender bias and ageism on trust in chatbot advice. Technology, Mind & Society.
  • Ðula, I., Berberena, T., Keplinger, K., & Wirzberger, M. (2024). From challenges to opportunities: navigating the human response to automated agents in the workplace. Humanities and Social Sciences Communications, 11, 1545. https://doi.org/10.1057/s41599-024-03962-x
  • 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

Individual differences in human-technology interaction (since 2021)

Technical devices can most effectively support humans if they take into account that different people use them in different ways. I am particularly interested in how user-related factors such as gender, culture, or neurodiversity influence human-technology interaction and interplay with system characteristics. The resulting evidence can benefit the design of assistive technologies.

Selected publications

  • Koch, N. N., Gebert, R., Meißner, N., & Wirzberger, M. (2026). Exploring gender as a determinant of game element effectiveness. Frontiers in Computer Science – Human-Media Interaction, 1694621. https://doi.org/10.3389/fcomp.2026.1694621
  • Wirzberger, M., Bareiß, L., & Baybüyük, L. A. (2025). Rotating in space? A feasibility study on performance gains and technology acceptance in VR-based spatial working memory training with neurodivergent adults. In MuC ’25: Proceedings of the Mensch und Computer 2025 (pp. 545–550). ACM. https://doi.org/10.1145/3743049.3748584
  • Vorreuther, A., Tagalidou, N., Lingelbach, K., Bareiß, L., Wirzberger, M., & Vukelic, M. (2025). Exploring neuroadaptivity in virtual-reality-based extended worlds for cognitive skill training. In MuC ’25: Proceedings of the Mensch und Computer 2025 (pp. 571–577). ACM. https://doi.org/10.1145/3743049.3748574
  • Bareiß, L., Wansitler, L., Schwarten, A., & Wirzberger, M. (2025). Understanding neurodiverse cognitive-affective functioning in a multimodal technology-mediated framework: Ethical guidelines and human-centered design implications. In J. Tröge, J. Stepczynski, H. Wiesner, & C. Runde (eds.), Virtuelle Beteiligung, reale Teilhabe. Transformative Technologien für eine inklusivere Gesellschaft (pp. 143–165). Campus-Verlag.

Digital education for cybersecurity awareness, programming, and environmental education (since 2020)

In many educational domains, digital technologies have been demonstrated to offer broad benefits for learners’ performance and motivation – provided their design is well suited for effective cognitive resource investment and sustained engagement. Existing and ongoing projects leverage this evidence to build educational technologies that can foster environmental awareness, code understanding, or resilience towards cyberbullying.

Selected publications

  • Rutayjiana, A., Koch, N., Dittrich, C., Berberena, T., Bareiß, L., Yazici, C., & Wirzberger, M. (2026). Feel it, see it, take action: Promoting resilience to cyberbullying using a social network simulation. DELFI.
  • Koch, N. N., Kapfenstein, A.-K., & Wirzberger, M. (2026). Encouraging growth in programming education: Does growth mindset feedback influence learning? Technology, Knowledge, and Learning. https://doi.org/10.1007/s10758-026-09996-1
  • 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.
  • 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

Computer-based support for self-regulated study and work (since 2020)

Strong attention control skills can prevent harmful effects of distraction. To foster these skills, our desktop app focUS provides metacognitive feedback on the value of exerting attention control when people distract themselves from a self-chosen task. Contrary to existing approaches, it turns daily life settings into a gym for the mind to achieve stable and sustainable skill acquisition. We evaluate the training in different settings (e.g., school, university, workplace), where participants use the app over a defined period of time during work or study activities. From the obtained data, we can develop cognitive models that predict the development of attention control skills.

Selected publications

  • Schmitz-Hübsch, A., Bareiß, L., Jahn, E., & Wirzberger, M. (2025). eduScrum meets focUS: A computer-assisted training to promote self-regulation skills in Higher Education. Frontiers in Computer Science – Human-Media Interaction, 7, 1593889. https://doi.org/10.3389/fcom.2025.1593889
  • Wirzberger, M., Bareiß, L., Herbst, V., Stock, A., & Kembitzky, J. (2025). Performance expectancy benefits acceptance towards digital self-control support. Acta Psychologica, 258, 105273. https://doi.org/10.1016/j.actpsy.2025.105273
  • 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
  • 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]