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Suche nach „[Gegenfurtner] [Andreas]“ hat 169 Publikationen gefunden
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    IQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, M. Gebhardt, G. Casale, J.-T. Kuhn, J. DeVries, J. Jungjohann

    Measurement invariance of a direct behavior rating multi-item scale

    Social Sciences, vol. 8, no. 46, pp. 1-23

    2019

    DOI: 10.3390/socsci8020046

    Abstract anzeigen

    Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been evaluated mostly in observational studies with small samples based on generalizability theory. However, for standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary school students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary school students and 14 students in a clinical setting were rated daily over one week (five measurement points). IRT analyses confirmed the instrument’s technical adequacy, and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs are discussed.

    DigitalIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, D. Dagnone, J.J.G. van Merriënboer, McGraw, Nick C J, A. Hall, D. Howes, A. Szulewski, G. Dashi, R. Egan

    A new way to look at simulation-based assessment: the relationship between gaze-tracking and exam performance

    Canadian Journal of Emergency Medicine (CJEM), vol. 21, no. 1, pp. 129-137

    2019

    DOI: 10.1017/cem.2018.391

    Abstract anzeigen

    CLINICIAN'S CAPSULEWhat is known about this topic?Gathering visual information effectively is an important task of a physician leader when managing a resuscitation case.What did this study ask?Are there particular visual information-gathering patterns associated with performance in simulated resuscitation scenarios?What did this study find?Certain visual patterns (e.g., focusing on case-specific clinically relevant stimuli) are associated with better performance in a simulated resuscitation setting.Why does this study matter to clinicians?The ability to characterize physician visual patterns across a competence continuum has implications for trainee assessment and medical education.

    IQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, R. van Geel, L. Testers, S. Brand-Gruwel

    From monocontextual to multicontextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts

    Frontline Learning Research, vol. 7, no. 1, pp. 23-42

    2019

    DOI: 10.14786/flr.v7i1.359

    Abstract anzeigen

    An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on transfer intention in two different transfer contexts: study and work. Participants were 303 students at an open university attending a course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multi-contextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study.

    DigitalAngewandte GesundheitswissenschaftenElektrotechnik und MedientechnikIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, Armin Eichinger, Alexandra Glufke, Marc-Philipp Dietrich, Angelika Stadler, Richard Latzel, Marcus Barkowsky, Wolfgang Stern

    Mobiles Eye-Tracking in den angewandten Wissenschaften

    Bavarian Journal of Applied Sciences, vol. 4, no. 1, pp. 370-395

    2018

    DOI: 10.25929/bjas.v4i1.54

    Abstract anzeigen

    Mobiles Eye-Tracking ist als Forschungsmethode beliebter denn je und gewinnt in unterschiedlichen Feldern der angewandten Wissenschaften mehr und mehr an Bedeutung. Dieser Beitrag diskutiert, wie die Aufzeichnung und Analyse von Blickbewegungen in der Mobilität, im Usability Engineering, den Sportwissenschaften, der Augmented Reality/Mixed Reality/Virtual Reality und der Medizin bzw. medizinischen Weiterbildung eingesetzt wird. Der Beitrag gliedert sich dabei in drei Teile: in einem ersten Teil werden Grundzüge des Eye-Trackings erläutert; in einem zweiten Teil wird der Einsatz mobilen Eye-Trackings in ausgewählten Feldern der angewandten Wissenschaften veranschaulicht; und in einem abschließenden dritten Teil werden Potentiale und Risiken sowie zukünftige Forschungslinien skizziert, um die Anwendung mobilen Eye-Trackings als digitale Forschungsmethode weiter zu etablieren.

    DigitalMobilIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, Christian Ebner, Nina Schwab

    "There's no need to drive from A to B": Exploring the lived experience of students and lecturers with digital learning in higher education

    Bavarian Journal of Applied Sciences, vol. 4, no. 1, pp. 310-322

    2018

    DOI: 10.25929/bjas.v4i1.50

    Abstract anzeigen

    In vielen ländlichen Regionen weltweit nehmen Menschen den Bus oder das Auto, um zu Städten zu gelangen, in denen Bildungsangebote und Trainingsprogramme angeboten werden. In einer Zeit wachsender Digitalisierung werden Lernumgebungen und Weiterbildungen jedoch zunehmend auf Online-Plattformen zugänglich gemacht. Studierende haben so Zugang zu digitalem Lernmaterial oder können an technologiebasierten Veranstaltungen von jedem Ort weltweit partizipieren. Diese wachsende ubiquitäre Verfügbarkeit von Bildung ‒ zusammen mit einer geographischen Flexibilität, die Blended Learning in Form von LernCentern, Webkonferenzen und virtuellen Kursen ermöglicht ‒ reduziert die Notwendigkeit von (Auto-)Mobilität in vielen ländlichen Regionen. Der Zweck dieser Studie war, die Erfahrungen von nichttraditionellen Studierenden und deren Dozierenden hinsichtlich reduzierter mobiler Anforderungen zu explorieren. Basierend auf Gibsons Theory of Affordances und einem Forschungsinteresse in der narrativen Interpretation lebensumweltlicher Erfahrung berichtet die Studie qualitative Analysen von reflexivem Interviewmaterial, das beschreibt, wie Teilnehmende und Dozierende die flexiblen, ubiquitär verfügbaren, synchron und asynchron angebotenen Weiterbildungsangebote wahrnehmen. Implikationen der Studie werden diskutiert hinsichtlich Theorieentwicklung und der praktischen Implementierung digitaler Bildung für nicht-traditionelle Studierende in ländlichen Regionen.

    IQW

    Zeitschriftenartikel

    Andreas Gegenfurtner

    Testing the gender similarities hypothesis: differences in subjective task value and motivation to transfer training

    Human Resource Development International, vol. 7, no. 1, pp. 1-12

    2018

    DOI: 10.1080/13678868.2018.1449547

    Abstract anzeigen

    Are female and male trainees similar or different in their reaction to training programmes, specifically regarding their subjective task value and motivation to transfer? According to the gender similarities hypothesis, women and men are alike on most psychological variables. However, according to research in organizational behaviour, female and male employees differ on certain aspects, such as their job satisfaction and work identity. To test these two views on gender similarities and differences in the context of human resource development and training evaluation, the present study examined the extent to which gender moderated reactions to training. Based on the expectancy-value theory of motivation and self-determination theory, a web-based questionnaire was used to measure six training reactions: intrinsic value, attainment value, utility value, perceived relative cost, autonomous motivation to transfer, and controlled motivation to transfer. The results indicated that women and men differed in their ratings of attainment value but were similar for the remaining five reaction measures. These outcomes support the gender similarities hypothesis. The findings are discussed in terms of their theoretical implications for modelling gender effects in HRD research and their practical significance for promoting training effectiveness and transfer of training.

    GesundIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, Matthew White, Heather Braund, J.J.G. van Merriënboer, D. Howes, A. Szulewski, R. Egan

    Getting Inside the Expert's Head: An Analysis of Physician Cognitive Processes During Trauma Resuscitations

    Annals of emergency medicine, vol. 72, no. 3, pp. 289-298

    2018

    DOI: 10.1016/j.annemergmed.2018.03.005

    Abstract anzeigen

    STUDY OBJECTIVE Crisis resource management skills are integral to leading the resuscitation of a critically ill patient. Despite their importance, crisis resource management skills (and their associated cognitive processes) have traditionally been difficult to study in the real world. The objective of this study was to derive key cognitive processes underpinning expert performance in resuscitation medicine, using a new eye-tracking-based video capture method during clinical cases. METHODS During an 18-month period, a sample of 10 trauma resuscitations led by 4 expert trauma team leaders was analyzed. The physician team leaders were outfitted with mobile eye-tracking glasses for each case. After each resuscitation, participants were debriefed with a modified cognitive task analysis, based on a cued-recall protocol, augmented by viewing their own first-person perspective eye-tracking video from the clinical encounter. RESULTS Eye-tracking technology was successfully applied as a tool to aid in the qualitative analysis of expert performance in a clinical setting. All participants stated that using these methods helped uncover previously unconscious aspects of their cognition. Overall, 5 major themes were derived from the interviews: logistic awareness, managing uncertainty, visual fixation behaviors, selective attendance to information, and anticipatory behaviors. CONCLUSION The novel approach of cognitive task analysis augmented by eye tracking allowed the derivation of 5 unique cognitive processes underpinning expert performance in leading a resuscitation. An understanding of these cognitive processes has the potential to enhance educational methods and to create new assessment modalities of these previously tacit aspects of expertise in this field.

    GesundIQW

    Zeitschriftenartikel

    E. Kok, B. Sorger, Andreas Gegenfurtner, K. van Geel, I. Heyligers, De Bruin, A. B.

    The Neural Implementation of Surgical Expertise Within the Mirror-Neuron System: An fMRI Study

    Frontiers in Human Neuroscience, vol. 12

    2018

    DOI: 10.3389/fnhum.2018.00291

    Abstract anzeigen

    Motor expertise is an important aspect of high-level performance in professional tasks such as surgery. While recently it has been shown that brain activation as measured by functional magnetic resonance imaging (fMRI) within the mirror-neuron system (MNS) is modulated by expertise in sports and music, little is known about the neural underpinnings of professional, e.g., surgical expertise. Here, we investigated whether and (if so) how surgical expertise is implemented in the MNS in medical professionals across three levels of surgical qualification. In order to answer the more specific research question, namely, if the neural implementation of motor expertise develops in a linear or non-linear fashion, the study compares not only brain activation within the MNS related to action observation of novices and experts, but also intermediates. Ten novices (medical students), ten intermediates (residents in orthopedic surgery) and ten experts (orthopedic surgeons) watched 60 video clips (5 s each) of daily-life activities and surgical procedures each while their brain activation was measured using a 3-T fMRI scanner. An established localization procedure was followed to functionally define the MNS for each participant individually. A 2 (video type: daily-life activities, surgical procedures) × 3 (expertise level: novice, intermediate, expert) ANOVA yielded a non-significant interaction. Furthermore, separate analyses of the precentral and parietal part of the MNS also yielded non-significant interactions. However, post hoc comparisons showed that intermediates displayed marginally significantly lower brain activation in response to surgery-related videos within the MNS than novices. No other significant differences were found. We did not find evidence for the hypothesis that the brain-activation level in the MNS evoked by observing surgical videos reflects the level of surgical expertise in the professional task of (orthopedic) surgery. However, the results suggest a potential non-linear relationship between expertise level and MNS-activation level.

    DigitalGesundIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, K. Emmerdinger, Wolfgang Stern

    Inklusion sehbeeinträchtigter Studierender durch die Implementierung assistiver Technologien und Universal Design in Lern-Management-Systemen

    spuren – Sonderpädagogik in Bayern, vol. 61, no. 2, pp. 40-43

    2018

    IQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, M. Gebhardt, J. Jungjohann

    Systematisches Review von Lernverlaufsmessung im Bereich der frühen Leseflüssigkeit

    Empirische Sonderpädagogik, vol. 10, no. 1, pp. 100-118

    2018

    GesundIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, M. Gebhardt

    Sexualpädagogik der Vielfalt: Ein Überblick über empirische Befunde

    Zeitschrift für Pädagogik, vol. 64, no. 3, pp. 379-393

    2018

    DOI: 10.3262/ZP1803379

    IQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, P. Weidenhiller, M. Gebhardt

    "Der Schulbegleiter muss vom Typ her offen sein" – Eine Interviewstudie zur Kooperation zwischen Lehrkräften und Schulbegleitern an bayerischen Gymnasien

    spuren – Sonderpädagogik in Bayern, vol. 61, no. 1, pp. 34-40

    2018

    Abstract anzeigen

    Schulbegleitung ist in vielen Schulen eine Unterstützungsmaßnahme für die inklusive Schule. Um die Kooperation zwischen Schulbegleitern und Lehrkräften in inklusiven Klassen zu betrachten, wurden drei Lehrkräfte und zwei Schulbegleiter in Gymnasien in Oberbayern interviewt. Die Auswertung zeigt, dass reguläre Lehrkräfte, nach eigenen Angaben, wenig Wissen über Sonderpädagogik und Inklusion haben und die Zusammenarbeit nur unter bestimmten Umständen gelingt.

    IQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, D. Lewalter, S. Reinhold

    Social support and motivation to transfer as predictors of training transfer: Testing full and partial mediation using meta-analytic structural equation modeling

    International Journal of Training and Development, vol. 22, no. 1, pp. 1-14

    2018

    DOI: 10.1111/ijtd.12115

    Abstract anzeigen

    Social support and motivation to transfer are important components in conceptual models on transfer of training. Previous research indicates that both support and motivation influence transfer. To date, however, it is not yet clear if social support influences transfer of training directly, or if this influence is mediated by motivation to transfer. Conceptually, some models assume that motivation to transfer fully mediates the influence of social support on transfer (full mediation models), whereas other models also include direct relationships between social support and transfer of training (partial mediation models). In addition, some models specify finer sub‐dimensions of social support, such as supervisor support, peer support, supervisor sanctions and feedback/coaching. What is the relative influence of these dimensions on the transfer of training? To what extent does motivation to transfer mediate the influence of different support dimensions and transfer? Aimed at answering these questions, the present meta‐analysis (k = 32 studies, N = 5487 participants) examined the relationships between social support, motivation to transfer and transfer of training. Social support was conceptualized in four dimensions: supervisor support, peer support, supervisor sanctions and feedback/coaching. Meta‐analytic structural equation modelling was used to test a partial mediation model and a full mediation model. Full mediation resulted in a better model fit. Peer support was the strongest predictor of motivation to transfer, and feedback/coaching was the strongest predictor of transfer of training. Theoretical and practical implications of the findings for developing conceptual models, measurement instruments and training interventions are discussed.

    DigitalGesundIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, Andrew Hall, J.J.G. van Merriënboer, H. Braund, A. Szulewski, J. Dagnone, R. Egan

    Through the Learner's Lens: Eye-Tracking Augmented Debriefing in Medical Simulation

    Journal of Graduate Medical Education, vol. 10, no. 3, pp. 340-341

    2018

    DOI: 10.4300/JGME-D-17-00827.1

    IQW

    Beitrag (Sammelband oder Tagungsband)

    Andreas Gegenfurtner, Christine Bomke, Gabriele Weng, Martina Reitmaier-Krebs

    Brückenkurs Mathematik für heterogene Gruppen im Rahmen des Projekts DEG-DLM

    Tagungsband zum 3. Symposium zur Hochschullehre in den MINT-Fächern (25.-26.09.2017; TH Nürnberg), Nürnberg

    2017

    DigitalIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, Karina Fisch, Lina Spagert, Christine Bomke, Gabriele Weng, Alexander Zitt, Nina Schwab, Martina Reitmaier-Krebs, Andreas Oswald, Christine Resch, Wolfgang Stern

    LernCenter: Ein Konzept für die Digitalisierung berufsbegleitender Weiterbildungen an Hochschulen

    Bavarian Journal of Applied Sciences, vol. 3, no. 1, pp. 261-276

    2017

    DOI: 10.25929/z26v-0x88

    Abstract anzeigen

    m Zuge der Digitalisierung akademischer Lehre öffnet eine wachsende Zahl an Hochschulen ihre Lehr- und Studienangebote für nicht-traditionell Studierende und konzipiert entsprechende berufsbegleitende Weiterbildungen bzw. Studiengänge mit Anteilen an E-Learning und Blended Learning. Dabei stellen sowohl die Digitalisierung wie auch die Zielgruppe der nicht-traditionell Studierenden manche Hochschulen vor didaktische Herausforderungen. Um diesen Herausforderungen digitalisierter Bildung zu begegnen, wurde im Rahmen des Forschungsprojekts DEG-DLM (Deggendorfer Distance Learning Modell) das LernCenter-Konzept entwickelt. LernCenter integrieren die Vorteile von Präsenzveranstaltungen, Webkonferenzen und digitalen Selbstlernphasen. Das Ziel dieses Artikels ist, das Konzept des LernCenters als Antwort auf die didaktischen Herausforderungen in der Weiterbildungspraxis mit nicht-traditionell Studierenden, die im Zuge einer zunehmenden Digitalisierung akademischer Lehre an die Hochschulen kommen und an den dortigen Lehr- und Studienangeboten partizipieren, vorzustellen sowie deren Bedarfe aufzuzeigen. Der Artikel vergleicht zuerst verschiedene didaktische Lehrformate. Danach werden didaktische und technische Elemente des LernCenter-Konzepts näher beschrieben. Abschließend situieren zwei Beispiele berufsbegleitender Studienangebote für nicht-traditionell Studierende das LernCenter-Konzept in der Praxis virtueller Lehre an Hochschulen. In the wake of digitizing their academic teaching, an increasing number of colleges and universities worldwide develop on-the-job training and degree programmes for non-traditional students incorporating elements of e-learning and blended learning. At the same time, the teaching practices at some higher education institutes are challenged by the digitization process as well as the characteristics of the group of non-traditional students. To respond to the specific challenges of digitized education, the concept of LernCenters was developed within the realms of the research project DEG-DLM (Deggendorf Distance Learning Model). LernCenters combine the elements of classroom teaching, webinars, and virtual self-directed learning opportunities. The aim of this paper is to present the LernCenter concept as a response to the didactic challenges higher education institutes face as non-traditional students and training participants enter technology-enhanced training and degree programs in higher education. First, this article compares different teaching formats. Second, didactic and technical elements of the LernCenter concept are described. And finally, two examples of university-based training and degree programs are used to contextualize the concept of LernCenters for on-the-job virtual teaching of non-traditional students in higher education.

    DigitalGesundIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, J.J.G. van Merriënboer

    Methodologies for studying visual expertise

    Frontline Learning Research, vol. 5, no. 3, pp. 1-13

    2017

    DOI: 10.14786/flr.v5i3.259

    GesundIQW

    Zeitschriftenartikel

    E. Kok, B. Sorger, Andreas Gegenfurtner, K. van Geel, A.B.H. Bruin

    Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging

    Frontline Learning Research, vol. 5, no. 3, pp. 14-30

    2017

    DOI: 10.14786/flr.v5i3.259

    GesundIQW

    Zeitschriftenartikel

    Andreas Gegenfurtner, J.J.G. van Merriënboer, D. Howes, M. Sivilotti, A. Szulewski

    Measuring physician cognitive load: Validity evidence for a physiologic and a psychometric tool

    Advances in Health Sciences Education - Theory and Practice, vol. 22, no. 4, pp. 951-968

    2017

    DOI: 10.1007/s10459-016-9725-2

    GesundIQW

    Zeitschriftenartikel

    E. Kok, Andreas Gegenfurtner, K. van Geel, H. Jarodzka, J.J.G. van Merriënboer, A. Bruin, A. Szulewski

    The challenges of studying visual expertise in medical image diagnosis

    Medical Education, vol. 51, no. 1, pp. 97-104

    2017

    DOI: 10.1111/medu.13205