IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner, M. Seppänen
Transfer of expertise: An eye-tracking and think-aloud study using dynamic medical visualizations
Computers & Education, vol. 63, no. 1, pp. 393-403
2013
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Expertise research has produced mixed results regarding the problem of transfer of expertise. Is expert performance context-bound or can the underlying processes be applied to more general situations? The present study tests whether expert performance and its underlying processes transfer to novel tasks within a domain. A mixed method study using eye-tracking and quantitative and qualitative analyses of think aloud protocols was conducted with medical professionals in radiology and nuclear medicine who diagnosed identical patient cases displayed with three different computer-based imaging technologies: a familiar, a semi-familiar, and an unfamiliar imaging technology. Results indicate that expert performance, as well as its underlying processes, transferred from the familiar to the semi-familiar, but not to the unfamiliar imaging technology. Educational implications of these findings are discussed in terms of their significance for designing technology-enhanced learning environments to promote the transfer of expertise.
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner, M. Segers
Transfer of training: New conceptualizations through integrated research perspectives
Educational Research Review, vol. 8, no. 1, pp. 1-4
2013
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner
Dimensions of motivation to transfer: A longitudinal analysis of their influences on retention, transfer, and attitude change
Vocations and Learning, vol. 6, no. 2, pp. 187-205
2013
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This longitudinal study examined the multidimensionality of motivation to transfer training. Based on self-determination theory, expectancy theory, and the theory of planned behaviour, motivation to transfer was conceptualized in three dimensions: autonomous motivation to transfer, controlled motivation to transfer, and intention to transfer. Relationships of these dimensions with attitudes toward training content, knowledge test performance, and self- and supervisory-assessed transfer were investigated to understand further the mediating role of intentions in the transfer process. Participants were 128 trainees in occupational health and safety programs. Confirmatory factor analysis indicated good fit of the proposed three-factor structure. Partial least squares (PLS) based path modelling indicated partial support of the hypothesized relationships. Knowledge gain following training was large (Cohen’s d = 1.00), while attitude change was small (Cohen’s d = 0.27). The findings are discussed in terms of their significance for the development of theories of training effectiveness and their implications for evaluating professional development.
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner, E. Laine
Stability or change? Effects of training length and time lag on achievement goal orientations and transfer of training
International Journal of Educational Research, vol. 61, no. 1, pp. 71-79
2013
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner, G. Hagenauer
Achievement goals and achievement goal orientations in education
International Journal of Educational Research, vol. 61, no. 1, pp. 1-4
2013
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This paper aims to enhance teachers’ understandings of the nature and importance of students’ achievement goal orientations in elementary mathematics education. In particular, the study includes a theoretical background about what achievement goal orientation is, and the nature of students’ goal orientations. Next, a literature review is provided about the major models identified in goal theory. Then, a discussion is made about why achievement goal orientations are important in mathematics education, supported with the research findings in the literature. Finally, a conclusion is made to summarize the main arguments discussed in the previous parts, with specific suggestions to mathematics teachers.
IQWSonstigeBeitrag (Sammelband oder Tagungsband)
Andreas Gegenfurtner, M. Seppänen
Can technology-based gaze replays of experts model diagnostic performance of novices?
A test in medical education
The Future of Learning (Proceedings of the 10th International Conference of the Learning Sciences [ICLS 2012]: Volume 2, Short Papers, Symposia, and Abstracts), Sydney, Australia
2012
IQWSonstigeBeitrag (Sammelband oder Tagungsband)
Andreas Gegenfurtner, K. Veermans, M. Vauras
Is computer support more significant than collaboration in promoting self-efficacy and transfer?
The Future of Learning (Proceedings of the 10th International Conference of the Learning Sciences [ICLS 2012]: Volume 1, Short Papers, Symposia, and Abstracts), Sydney, Australia
2012
IQWSonstigeBeitrag (Sammelband oder Tagungsband)
Andreas Gegenfurtner, E. Laine
Stability and change in achievement goals and transfer
The Future of Learning (Proceedings of the 10th International Conference of the Learning Sciences [ICLS 2012]: Volume 2, Short Papers, Symposia, and Abstracts), Sydney, Australia
2012
IQWSonstigeBeitrag (Sammelband oder Tagungsband)
Andreas Gegenfurtner, K. Veermans, M. Vauras
How CSCL moderates the influence of self-efficacy on students' transfer of learning
21st Century Learning for 21st Century Skills (Refereed proceedings of the 7th European Conference on Technology Enhanced Learning [EC-TEL 2012], Saarbrücken, September 12th-15th 2012)
2012
IQWSonstigeBeitrag (Sammelband oder Tagungsband)
Andreas Gegenfurtner, M. Seppänen
Technology-enhanced replays of expert gaze promote students' visual learning in medical training
21st Century Learning for 21st Century Skills (Refereed proceedings of the 7th European Conference on Technology Enhanced Learning [EC-TEL 2012], Saarbrücken, September 12th-15th 2012)
2012
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner, M. Vauras
Age-related differences in the relation between motivation to learn and transfer of training in adult continuing education
Contemporary Educational Psychology, vol. 37, no. 1, pp. 33-46
2012
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This meta-analysis (k = 38, N = 6977) examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25 years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and workplace curiosity, two views on motivational change over the trajectory of a working life were evaluated: the view of age-related motivational decline and the view of age-related motivational maintenance. Results showed a main effect of age on motivation to learn (β = .44) and a moderating effect of age (β = .59) on the relation between motivation to learn and transfer of training (ρ = 0.33). Both effects were in the positive direction, indicating support for the view of age-related motivational maintenance. Age-related differences were moderated by boundary conditions of training design (social training vs. individual training), study characteristics (publication source, study setting, SS/SMC bias, use of control groups, survey modality, instrument), and participant characteristics (level of education, attendance policy, work context). The findings are discussed in terms of their implications for theories of age-related changes in training motivation and their significance for the design of training programs for older learners.
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner, M. Seppänen
Seeing through a teacher's eyes improves students' imaging interpretation
Medical Education, vol. 46, no. 11, pp. 1113-1114
2012
Abstract anzeigen
This meta-analysis (k=38, N=6977) examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and workplace curiosity, two views on motivational change over the trajectory of a working life were evaluated: the view of age-related motivational decline and the view of age-related motivational maintenance. Results showed a main effect of age on motivation to learn (β=.44) and a moderating effect of age (β=.59) on the relation between motivation to learn and transfer of training (ρ=0.33). Both effects were in the positive direction, indicating support for the view of age-related motivational maintenance. Age-related differences were moderated by boundary conditions of training design (social training vs. individual training), study characteristics (publication source, study setting, SS/SMC bias, use of control groups, survey modality, instrument), and participant characteristics (level of education, attendance policy, work context). The findings are discussed in terms of their implications for theories of age-related changes in training motivation and their significance for the design of training programs for older learners.
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner
Comparing two handbooks of meta-analysis: Review of Hunter & Schmidt, Methods of Meta-Analysis: Correcting Error and Bias in Research Findings, and Borenstein, Hedges, Higgins, and Rothstein, Introduction to Meta-Analysis
Vocations and Learning, vol. 4, no. 2, pp. 169-174
2011
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner, P. Kronqvist, P. Björk, L. Helle, R. Säljö, M. Nivala
Traditional microscopy instruction versus process-oriented virtual microscopy instruction: A naturalistic experiment with control group
Diagnostic Pathology, vol. 6, no. S1
2011
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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.
IQWSonstigeZeitschriftenartikel
Andreas Gegenfurtner
Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions
Educational Research Review, vol. 6, no. 3, pp. 153-168
2011
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This meta-analysis (148 studies, k = 197, N = 31,718) examined the relationship between motivation and transfer in professional training. For this purpose, motivation was conceptualized in the following nine dimensions: motivation to learn, motivation to transfer, pre- and post-training self-efficacy, mastery orientation, performance orientation, avoidance orientation, expectancy, and instrumentality. Population correlation estimates ranged between −0.11 and 0.52. Three moderator effects were estimated. First, correlations were higher when the training focused on declarative and self-regulatory, rather than on procedural, knowledge. Second, learner-centered environments tended to show greater numbers of positive correlations than did knowledge-centered environments. Third, when compared with external, supervisory, or peer assessment, self-assessment of transfer produced upwardly biased population estimates irrespective of the transfer criterion. These findings are discussed in terms of their implications for theories of training effectiveness and their significance for the practice of training evaluation.
IQWSonstigeZeitschriftenartikel
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
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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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