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Dr. rer. nat. Maria Wirzberger

New contact information:

Max Planck Institute for Intelligent Systems
Max Planck Research Group “Rationality Enhancement”
Max-Planck-Ring 4
72076 Tübingen, Germany

Phone: +49 7071 601 1313
Email: maria.wirzberger {at} tuebingen.mpg.de
 

Check out my personal website and my profiles at Twitter, ResearchGate, GoogleScholar and XING for additional information!
 
 

Dissertation

“Load-inducing factors in instructional design: Process-related advances in theory and assessment”
Submitted: October 26, 2018
Defended: January 22, 2019

Supervisor: Prof. Dr. Günter Daniel Rey (Psychology of Learning with Digital Media)
Co-supervisor: Prof. Dr. Josef F. Krems (Cognitive and Engineering Psychology)

Research area: Learning
 
 

Research Interests

  • Modeling and simulation of human cognition with cognitive and connectionist approaches
  • Advanced statistical methods (e.g., multilevel models, time series, structural equation models)
  • Distraction, interruption, and attention control in applied task settings
  • Multimodal cognitive load assessment by performance, behavior, and physiology
  • Effects of individual differences in human-computer interaction (e.g., age, gender, special needs)
  • Computer-based working memory assessment with game-related approaches

 

Curriculum Vitae

since 11/2018 Postdoctoral researcher, Max Planck Research Group “Rationality Enhancement”, Max Planck Institute for Intelligent Systems, Tübingen
04/2018 – 10/2018 Researcher, Chair of Psychology of Learning with Digital Media, TU Chemnitz
04/2017 – 10/2018 Junior lecturer, Chair of Psychology of Learning with Digital Media, TU Chemnitz
09/2018 Visiting researcher, Bernoulli Institute, Department of Artificial Intelligence, Cognitive Modeling Group, University of Groningen, The Netherlands
04/2015 – 03/2018 Researcher, DFG Research Training Group “CrossWorlds – Connecting virtual and real social worlds“, TU Chemnitz
02/2018 Guest lecturer within the Erasmus+ programme, Department of Psychology, Faculty of Education, Univerzita Jana Evangelisty Purkyně, Ústí nad Labem, Czech Republic
Supervised course: Designing conducive instructions in digital learning contexts – Insights into psychological foundations and current research
01/2015 – 03/2015 Researcher and lecturer, Chair of Cognitive Modeling in dynamic Human-Machine Systems, TU Berlin
01/2013 – 09/2014 Student research assistant with teaching duties (Tutor), Chair of Human-Machine Systems, TU Berlin
10/2012 – 12/2014 Master programme “Human Factors” (M.Sc.), TU Berlin
Master thesis: Smart@load? Modeling interruption while using a Smartphone-app in alternating workload conditions
09/2010 – 12/2010 Research intern, Max Planck Research Group “Affect Across the Lifespan”, Max Planck Institute for Human Development, Berlin
04/2009 – 06/2010 Lecturer, Vocational Training Center of the Bavarian Economy (bfz), Aschaffenburg
04/2009 – 09/2012 Bachelor programme “Psychology” (B.Sc.), University of Hagen
Bachelor thesis: Experimental induction of attention distraction within the seductive detail effect
02/2008 – 03/2009 Vocational training programme “Personal Coach”, European University of Applied Sciences, Hamburg
09/2006 – 12/2008 Professional occupations in pre-primary educational fields in Germany and Switzerland
09/2002 – 01/2006 Diploma programme “Inclusive Education”, Protestant University of Applied Sciences, Bochum
Diploma thesis: “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

 

Publications

Peer-Review Articles

  • *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. doi:10.1038/s41598-019-44718-x *Authors contributed equally

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

  • 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. doi:10.1002/acp.3473

  • 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. doi:10.1186/s41235-018-0138-z

  • 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., 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. doi:10.1016/j.actpsy.2017.07.001

  • 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. doi:10.1016/j.compedu.2016.04.010

  • 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

 
Book Chapters and Proceedings

  • Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (accepted). An ACT-R approach to investigating mechanisms of performance-related changes in an interrupted learning task. 41st Annual Meeting of the Cognitive Science Society.

  • Xu, L., Wirzberger, M., & Lieder, F. (accepted). How should we incentivize learning? An optimal feedback mechanism for educational games and online courses. 41st Annual Meeting of the Cognitive Science Society.

  • Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (accepted). A model-based explanation of performance related changes in abstract stimulus-response learning. 52nd Annual Meeting of the 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 Society2018, Technology for an Aging Society, Book of Abstracts (p. 42). Berlin.

  • 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

  • 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., 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. doi:10.18420/in2017_229

  • Esmaeili Bijarsari, S., Wirzberger, M., & Rey, G. D. (2017). Lernförderliche Gestaltung computerbasierter Instruktionen zur Roboterkonstruktion [Enhancing 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. doi: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. doi: 10.18420/in2017_227

  • 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., 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. (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., & 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.

  • 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. 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. 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.

  • 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.

  • 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. doi:10.14279/depositonce-4887

  • 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 Gesellschaft für Arbeitswissenschaft e.V. (Ed.), VerANTWORTung für die Arbeit der Zukunft [Responsibility for work in future], 61st Conference of the Society for Ergonomics and Work Science, Karlsruhe Institute of Technology (KIT), Institute of Human and Industrial Engineering (ifab), February 25th-27th, 2015, Dortmund: GfA Press.

  • 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., & 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.

 
Talks and Posters

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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 University of Bamberg.

  • Wirzberger, M. (2018, August 16). Designing intelligent educational technologies: Perspectives related to distraction, interruption, and cognitive load. Invited talk at the Max Planck Institute for Intelligent Systems, Tübingen.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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. (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 TU Berlin.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

 

Organisation of Symposia and Workshops

  • Computer Science & Cognition: Workshop to be organized for the 47thAnnual Conference of the German Informatics Society (GI) in Chemnitz
  • Extending basic and applied experimental cognitive research with ACT-R: Symposium organized for the 58th Conference of Experimental Psychologists (TeaP) in Heidelberg

 

Teaching Activities

Supervised Courses at TU Chemnitz

  • Interactive Learning Media, summer semester 2018
  • Scripting, summer semester 2018
  • Instructional Psychology, winter semester 2017/2018
  • Exercise in Statistics, summer semester 2017; 2018

Supervised Courses at TU Berlin

  • Modeling and Simulation in Human-Machine Systems, winter semester 2014/2015
  • Experimental Exercise Human-Machine Systems, summer semester 2014
  • Interdisciplinary Project in Systems Engineering, summer semester 2014
  • Project in Engineering Science for Psychologists, winter semester 2013/2014
  • Introduction to Programming for Psychologists, winter semester 2013/2014

Supervised Theses at TU Chemnitz

  • Stefanie Dlouhy (B.A. Media Communication): “Hyperlinks as interruption of schema acquisition? Influence of spatial, temporal and content-related factors (Original German title: “Hyperlinks als Unterbrechung des Schemaerwerbs? Auswirkung räumlicher, zeitlicher und inhaltlicher Faktoren”)”
  • Shirin Esmaeili Bijarsari (M.Sc. Media & Instructional Psychology): “Guidance or Setting? Exploring the learnability of computer-based instructions in a robot construction task.”

 

Academic Memberships

 

Academic Self-Administration Duties

  • Member of the scholarship selection committee for the “Deutschlandstipendium”, Faculty of Humanities, TU Chemnitz
  • Member of the study commission “M.Sc. Human Factors”, Faculty of Behavioural and Social Sciences, TU Chemnitz
  • Member of an appointment committee, Faculty of Humanities, TU Chemnitz

 

Reviewer Activities

 

Awards and Achievements

  • Grant for a research stay at the University of Groningen, The Netherlands, funded by the Saxon State Ministry for Higher Education, Research and the Arts
  • Erasmus+ teaching staff mobility grant 2018 for a guest lecture at the Univerzita Jana Evangelisty Purkyně, Ústí nad Labem, Czech Republic
  • InProTUC travel grant 2016 for visiting the International Meeting of the Psychonomic Society in Granada, Spain
  • Scholarship “Deutschlandstipendium” 2013/14, funded by the Federal Ministry of Education and Research (BMBF) and IBM Germany

 

Media Coverage