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Suche nach „[R.] [Säljö]“ hat 13 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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    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

    L. Helle, M. Nivala, P. Kronqvist, Andreas Gegenfurtner, P. Björk, R. Säljö

    Traditional microscopy instruction versus process-oriented virtual microscopy instruction: A naturalistic experiment with control group

    Diagnostic Pathology, vol. 6, no. S1

    2011

    Abstract anzeigen

    Abstract Background Virtual microscopy is being introduced in medical education as an approach for learning how to interpret information in microscopic specimens. It is, however, far from evident how to incorporate its use into existing teaching practice. The aim of the study was to explore the consequences of introducing virtual microscopy tasks into an undergraduate pathology course in an attempt to render the instruction more process-oriented. The research questions were: 1) How is virtual microscopy perceived by students?) Does work on virtual microscopy tasks contribute to improvement in performance in microscopic pathology in comparison with attending assistant-led demonstrations only? Method During a one-week period, an experimental group completed three sets of virtual microscopy homework assignments in addition to attending demonstrations. A control group attended the demonstrations only. Performance in microscopic pathology was measured by a pre-test and a post-test. Student perceptions of regular instruction and virtual microscopy were collected one month later by administering the Inventory of Intrinsic Motivation and open-ended questions. Results The students voiced an appreciation for virtual microscopy for the purposes of the course and for self-study. As for learning gains, the results indicated that learning was speeded up in a subgroup of students consisting of conscientious high achievers. Conclusions The enriched instruction model may be suited as such for elective courses following the basic course. However, the instructional model needs further development to be suited for basic courses.

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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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    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, R. Säljö

    Tensions between gaze, thinking, and technology: The development of professional vision in medical education

    Junior Researcher (JURE) Pre-Conference of the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) 2009: Fostering Communities of Learning, 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