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2016


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Sustainable effects of simulator-based training on ecological driving

Lüderitz, C., Wirzberger, M., Karrer-Gauß, K.

In Advances in Ergonomic Design of Systems, Products and Processes. Proceedings of the Annual Meeting of the GfA 2015, pages: 463-475, Springer, 2016 (inbook)

Abstract
Simulation-based driver training offers a promising way to teach ecological driving behavior under controlled, comparable conditions. In a study with 23 professional drivers, we tested the effectiveness of such training. The driving behavior of a training group in a simulated drive with and without instructions were compared. Ten weeks later, a repetition drive tested the long-term effect training. Driving data revealed reduced fuel consumption by ecological driving in both the guided and repetition drives. Driving time decreased significantly in the training and did not differ from driving time after 10 weeks. Results did not achieve significance for transfer to test drives in real traffic situations. This may be due to the small sample size and biased data as a result of unusual driving behavior. Finally, recent and promising approaches to support drivers in maintaining eco-driving styles beyond training situations are outlined.

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DOI [BibTex]

2016


DOI [BibTex]


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One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., Rey, G. D.

Computers {\&} Education, 100, pages: 18-31, Elsevier BV, 2016 (article)

Abstract
In multimedia learning settings, limitations in learners' mental resource capacities need to be considered to avoid impairing effects on learning performance. Based on the prominent and often quoted Cognitive Load Theory, this study investigates the potential of a single experimental approach to provide simultaneous and separate measures for the postulated load-inducing factors. Applying a basal letter-learning task related to the process of working memory updating, intrinsic cognitive load (by varying task complexity), extraneous cognitive load (via inducing split-attention demands) and germane cognitive load (by varying the presence of schemata) were manipulated within a 3 × 2 × 2-factorial full repeated-measures design. The performance of a student sample (N = 96) was inspected regarding reaction times and errors in updating and recall steps. Approaching the results with linear mixed models, the effect of complexity gained substantial strength, whereas the other factors received at least partial significant support. Additionally, interactions between two or all load-inducing factors occurred. Despite various open questions, the study comprises a promising step for the empirical investigation of existing construction yards in cognitive load research.

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DOI [BibTex]

DOI [BibTex]


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Examining load-inducing factors in instructional design: An ACT-R approach

Wirzberger, M., Rey, G. D.

In Proceedings of the 14th International Conference on Cognitive Modeling (ICCM 2016), pages: 223-224, University Park, PA, Penn State, 2016 (inproceedings)

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[BibTex]

[BibTex]


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Helping people make better decisions using optimal gamification

Lieder, F., Griffiths, T. L.

In Proceedings of the 38th Annual Conference of the Cognitive Science Society, 2016 (inproceedings)

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Project Page [BibTex]

Project Page [BibTex]


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CLT meets ACT-R: Modeling load-inducing factors in instructional design

Wirzberger, M., Rey, G. D.

In Abstracts of the 58th Conference of Experimental Psychologists, pages: 377, Pabst Science Publishers, Lengerich, 2016 (inproceedings)

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[BibTex]

[BibTex]


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Modeling load factors in multimedia learning: An ACT-R approach

Wirzberger, M.

In Dagstuhl 2016. Proceedings of the 10th Joint Workshop of the German Research Training Groups in Computer Science, pages: 98, Universitätsverlag Chemnitz, Chemnitz, 2016 (inproceedings)

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[BibTex]

[BibTex]


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Separating cognitive load facets in a working memory updating task: An experimental approach

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., Rey, G. D.

In International Meeting of the Psychonomic Society, Granada – Spain, May 5-8, 2016, Abstract Book, pages: 211-212, 2016 (inproceedings)

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[BibTex]

[BibTex]


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CLT meets WMU: Simultaneous experimental manipulation of load factors in a basal working memory task

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., Rey, G. D.

In 9th International Cognitive Load Theory Conference, June 22nd to 24th, 2016, Bochum, Germany, Abstracts, pages: 19, 2016 (inproceedings)

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[BibTex]

[BibTex]


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Bedingt räumliche Nähe bessere Lernergebnisse? Die Rolle der Distanz und Integration beim Lernen mit multiplen Informationsquellen

Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., Rey, G. D.

In 50th Conference of the German Psychological Society. Abstracts, pages: 540, Pabst Science Publishers, Lengerich, 2016 (inproceedings)

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[BibTex]

[BibTex]