Publikationen


Suche nach „[E.] [Lehtinen]“ hat 16 Publikationen gefunden
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    Zeitschriftenartikel

    Andreas Gegenfurtner, E. Lehtinen, H. Jarodzka, R. Säljö

    Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis

    Computers & Education, vol. 113, no. 1, pp. 212-225

    2017

    DOI: 10.1016/j.compedu.2017.06.001

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    Zeitschriftenartikel

    Andreas Gegenfurtner, A. Siewiorek, E. Lehtinen, R. Säljö

    Assessing the quality of expertise differences in the comprehension of medical visualizations

    Vocations and Learning, vol. 6, no. 1, pp. 37-54

    2013

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    Zeitschriftenartikel

    A. Siewiorek, Andreas Gegenfurtner, T. Lainema, E. Saarinen, E. Lehtinen

    The effects of computer-simulation game training on participants' opinions on leadership styles

    British Journal of Educational Technology, vol. 44, no. 6, pp. 1012-1035

    2013

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    Vortrag

    Andreas Gegenfurtner, E. Lehtinen, R. Säljö

    Expertise differences in the comprehension of visualizations: A meta-analysis of eye-tracking research in professional domains

    2012 Annual Meeting of the American Educational Research Association (AERA); "Non Satis Scire: To Know is Not Enough", Vancouver, British Columbia, Kanada

    2012

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    Vortrag

    Andreas Gegenfurtner, R. Säljö, E. Lehtinen

    Wie sich Experten und Nichtexperten in der Interpretation visueller Medien unterscheiden: Eine Meta-Analyse von Eye-Tracking-Studien

    Posterpräsentation

    Tagung der AEPF (Arbeitsgruppe für Empirische Pädagogische Forschung) 2011, Bamberg

    2011

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    Vortrag

    Andreas Gegenfurtner, E. Lehtinen, R. Säljö

    Expertise differences in the comprehension of visualizations: A meta-analysis of eye-tracking research in professional domains

    AERA (American Educational Research Association) Division C Graduate Student Seminar, New Orleans, LA, USA

    2011

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    Vortrag

    Andreas Gegenfurtner, E. Lehtinen, R. Säljö

    Expertiseunterschiede in der Interpretation visueller Medien: Eine Meta-Analyse von Eye-Tracking-Studien

    13. Fachgruppentagung Pädagogische Psychologie der DGPs (Deutsche Gesellschaft für Psychologie), Erfurt

    2011

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    Zeitschriftenartikel

    Andreas Gegenfurtner, E. Lehtinen, R. Säljö

    Expertise differences in the comprehension of visualizations: A meta-analysis of eye-tracking research in professional domains

    Educational Psychology Review, vol. 23, no. 4, pp. 523-552

    2011

    Abstract anzeigen

    This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time, and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality, and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other). These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their significance for the design of learning environments.

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    Andreas Gegenfurtner, D. Festner, W. Gallenberger, E. Lehtinen, H. Gruber

    Predicting autonomous and controlled motivation to transfer training

    Forschungsbericht No. 41

    2010

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    Vortrag

    M. Nivala, R. Säljö, H. Rystedt, Andreas Gegenfurtner, L. Helle, E. Lehtinen

    Technology-mediated learning in pathology: How collaborative use of virtual microscopy shapes students' reasoning

    2010 Annual Meeting of the American Educational Research Association (AERA): Understanding Complex Ecologies in a Changing World, Denver, CO, USA

    2010

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    Vortrag

    Andreas Gegenfurtner, E. Lehtinen, R. Säljö

    Expertise in transition

    On the analysis of individual and institutional change in technology-rich work environments

    2010 Annual Meeting of the American Educational Research Association (AERA): Understanding Complex Ecologies in a Changing World, Denver, CO, USA

    2010

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    Vortrag

    Andreas Gegenfurtner, E. Lehtinen, H. Gruber

    Predicting autonomous and controlled motivation to transfer: Test of a model

    12th Conference of Junior Researchers of EARLI (European Association for Research on Reading and Instruction), Amsterdam, Niederlande

    2009

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    Vortrag

    Andreas Gegenfurtner, M. Nivala, R. Säljö, E. Lehtinen

    Capturing individual and institutional change: Exploring horizontal versus vertical transitions in technology-rich environments

    Posterpräsentation

    4th European Conference on Technology-Enhanced Learning (EC-TEL) 2009: Learning in the Synergy of Multiple Disciplines, Nizza, Frankreich

    2009

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    Beitrag (Sammelband oder Tagungsband)

    Andreas Gegenfurtner, M. Nivala, R. Säljö, E. Lehtinen

    Capturing individual and institutional change: Exploring horizontal versus vertical transitions in technology-rich environments

    Learning in the synergy of multiple disciplines, Berlin; New York, vol. 5794

    2009

    ISBN: 978-3-642-04635-3

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    Zeitschriftenartikel

    Andreas Gegenfurtner, D. Festner, W. Gallenberger, E. Lehtinen, H. Gruber

    Predicting autonomous and controlled motivation to transfer training

    International Journal of Training and Development, vol. 13, no. 2, pp. 124-138

    2009

    Abstract anzeigen

    In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self‐determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for investigating attitudes towards training content, relatedness and instructional satisfaction as predictors of two dimensions of transfer motivation: autonomous motivation to transfer and controlled motivation to transfer. A total of 444 subjects, trained in 23 occupational health and safety training courses, completed multi‐item questionnaires immediately following training. Structural equation modelling procedures indicate that controlled motivation to transfer was affected by attitudes towards training content and that autonomous motivation to transfer was affected by attitudes, relatedness and instructional satisfaction. The results are discussed in terms of theoretical and practical implications for training effectiveness associated with the interplay of motivation and transfer in professional training.

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    Vortrag

    Andreas Gegenfurtner, E. Lehtinen, H. Gruber

    Predicting autonomous and controlled motivation to transfer: Test of a model

    11th Conference of Junior Researchers of EARLI (European Association for Research on Reading and Instruction), Leuven, Belgien

    2008