*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.

*gemeinsame Erstautorinnenschaft

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.), 52. Kongress der Deutschen Gesellschaft für Psychologie. Abstracts (pp. 455–456). Pabst Science Publishers.

Wirzberger, M., & Schwarz, M. (2021). Förderung selbstregulierten Lernens durch ein KI-gestütztes Training. Bildung und Erziehung, 74, 280–295.  

Wirzberger, M. (2021). ACTrain@School: Can we bring AI to the classroom to foster self-regulated learning?. In EARLI 2021 Book of Abstracts. The 19^th 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.

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 42^ndAnnual Conference of the Cognitive Science Society (p. 1736). Cognitive Science Society.

Wirzberger, M., Oreshnikov, I., Passy, J.-C., Lado, A., Shenhav, A., & Lieder, F. (2020). ACTrain: Ein KI-basiertes Aufmerksamkeitstraining für die Wissensarbeit. In GfA, Dortmund (Ed.), Frühjahrskongress 2020, Digitaler Wandel, digitale Arbeit, digitaler Mensch? (C.8.8). GfA Press.

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.

Wirzberger, M., & Russwinkel, N. (2015). Modeling interruption and resumption in a smartphone task: An ACT-R approach. i-com, 14, 147–154.

Wirzberger, M. (2014). “Special offer! Wanna buy a trout?”– Modeling user interruption and resumption strategies with ACT-R. Cognitive Processing, 15(Suppl. 1), S24. 

Wirzberger, M., & Russwinkel, N. (2014). “I don’t need it” – Modeling ad-induced interruption while using a smartphone-app. In CrossWorlds 2014: Theory, Development and Evaluation of Social Technology, Chemnitz. Universitätsverlag Chemnitz.

Wirzberger, M., & Rey, G. D. (2013). Attention impairment in multimedia learning: Does initial task attention act as moderator?. In Schwab, F., Carolus, A., Brill, M., & Hennighausen, C. (Eds.), Media Psychology: Media Research: Yesterday, Today, and Tomorrow. Proceedings of the 8^th Conference of the Media Psychology Division of the German Psychological Society (p. 11). Universität Würzburg.

Wirzberger, M., & Rey, G. D. (2013). Inducing impaired attention within the seductive detail effect: Do already distracted learners suffer more?. In Ansorge, U., Kirchler, E., & Lamm, C., & Leder, H. (Eds.), Abstracts of the 55^th Conference of Experimental Psychologists (p. 314). Pabst Science Publishers.

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