Publikationen


Suche nach „[Gegenfurtner] [Andreas]“ hat 187 Publikationen gefunden
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    IQW

    Beitrag (Sammelband oder Tagungsband)

    C. Damşa, D. Froehlich, Andreas Gegenfurtner

    Reflections on empirical and methodological accounts of agency at work

    Agency at work: An agentic perspective on professional learning and development, vol. Volume 20

    2017

    ISBN: 978-3-319-60943-0

    IQW

    Zeitschriftenartikel

    A. Al Lily, J. Foland, D. Stoloff, A. Gogus, I. Erguvan, M. Awshar, J. Tondeur, M. Hammond, I. Venter, P. Jerry, A. Oni, Y. Liu, R. Badosek, López de la Madrid, M.C., E. Mazzoni, D. Vlachopoulos, H. Lee, K. Kinley, M. Kalz, U. Sambuu, T. Bushnaq, N. Pinkwart, N. Adedokun-Shittu, P.-O. Zander, K. Oliver, L. Teixeira Pombo, J. Balaban Sali, S. Gregory, S. Tobgay, M. Joy, J. Elen, Odeh Helal Jwaifell, M., M.N.H.M. Said, Y. Al-Saggaf, A. Naaji, J. White, K. Jordan, J. Gerstein, İ. Umit Yapici, C. Sanga, P. Nleya, B. Sbihi, M. Rocha Lucas, V. Mbarika, S. Schön, L. Sujo-Montes, M. Santally, P. Häkkinen, A. Al Saif, Andreas Gegenfurtner, S. Schatz, V. Padilla Vigil, C. Tannahill, S. Padilla Partida, Z. Zhang, K. Charalambous, A. Moreira, M. Coto, et al.

    Academic domains as political battlegrounds

    A global enquiry by 99 academics in the fields of education and technology

    Information Development, vol. 33, no. 3, pp. 270-288

    2017

    DOI: 10.1177/0266666916646415

    Abstract anzeigen

    This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain.

    IQW

    Vortrag

    M. Knogler, Andreas Gegenfurtner

    An interest theory perspective on learning: What is in for the effective design of learning environments?

    Symposium

    International Conference on Motivation 2016: The Odyssee to the Ithaca of Learning, Thessaloniki, Griechenland

    2016

    IQW

    Vortrag

    Andreas Gegenfurtner

    Systematic literature reviews in educational research

    Invited Talk/Keynote

    EERA (European Educational Research Association) Summer School, Linz, Österreich

    2016

    IQWSonstige

    Zeitschriftenartikel

    Andreas Gegenfurtner, A. Szulewski

    Visual expertise and the Quiet Eye in sports

    Comment on Vickers

    Current Issues in Sport Science, vol. 1, no. 1

    2016

    DOI: 10.15203/CISS_2016.108

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    Zeitschriftenartikel

    Andreas Gegenfurtner, K. Könings, N. Kosmajac, M. Gebhardt

    Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

    International Journal of Training and Development, vol. 20, no. 4, pp. 290-301

    2016

    DOI: 10.1111/ijtd.12089

    Abstract anzeigen

    Trainees can participate in organizational training programs voluntarily or mandatorily. To date, research has reported mixed evidence on the question whether voluntary or mandatory participation is associated with higher motivation and transfer of training. Grounded in the frameworks of participatory design, the notion of autonomy in basic psychological needs theory, and the 2 × 2 model of achievement goals, this meta-analysis examined the relationship between goal orientations and transfer of training in contexts of voluntary and mandatory training participation with a sample of N = 4729 trainees in k = 29 studies. Goal orientations were conceptualized in four dimensions: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. Results of the primary meta-analysis indicated that mastery-approach orientation had the most positive correlation with transfer of training, followed by performance-approach, mastery-avoidance and performance-avoidance goal orientation. Meta-analytic subgroup analysis examined the effects of two conditions for training participation: voluntary participation and mandatory participation. The findings indicated that training participation significantly moderated the correlation coefficients of mastery-approach and performance-avoidance goal orientation, with more positive estimates when training enrollment was voluntary. Contrary to expectations, the correlation coefficient between performance-approach goal orientation and transfer of training was more positive when entry into training programs was obligatory and mandated. Implications for future research and the practice of training design and delivery are discussed.

    IQWSonstige

    Zeitschriftenartikel

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

    The challenges of studying visual expertise in medical image diagnosis

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

    2016

    DOI: 10.1111/medu.13205

    Abstract anzeigen

    Context Visual expertise is the superior visual skill shown when executing domain-specific visual tasks. Understanding visual expertise is important in order to understand how the interpretation of medical images may be best learned and taught. In the context of this article, we focus on the visual skill of medical image diagnosis and, more specifically, on the methodological set-ups routinely used in visual expertise research. Methods We offer a critique of commonly used methods and propose three challenges for future research to open up new avenues for studying characteristics of visual expertise in medical image diagnosis. The first challenge addresses theory development. Novel prospects in modelling visual expertise can emerge when we reflect on cognitive and socio-cultural epistemologies in visual expertise research, when we engage in statistical validations of existing theoretical assumptions and when we include social and socio-cultural processes in expertise development. The second challenge addresses the recording and analysis of longitudinal data. If we assume that the development of expertise is a long-term phenomenon, then it follows that future research can engage in advanced statistical modelling of longitudinal expertise data that extends the routine use of cross-sectional material through, for example, animations and dynamic visualisations of developmental data. The third challenge addresses the combination of methods. Alternatives to current practices can integrate qualitative and quantitative approaches in mixed-method designs, embrace relevant yet underused data sources and understand the need for multidisciplinary research teams. Conclusion Embracing alternative epistemological and methodological approaches for studying visual expertise can lead to a more balanced and robust future for understanding superior visual skills in medical image diagnosis as well as other medical fields.

    GesundIQWSonstige

    Zeitschriftenartikel

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

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

    Advances in Health Sciences Education - Theory and Practice, no. October, pp. 1-18

    2016

    DOI: 10.1007/s10459-016-9725-2

    Abstract anzeigen

    In general, researchers attempt to quantify cognitive load using physiologic and psychometric measures. Although the construct measured by both of these metrics is thought to represent overall cognitive load, there is a paucity of studies that compares these techniques to one another. The authors compared data obtained from one physiologic tool (pupillometry) to one psychometric tool (Paas scale) to explore whether they actually measured the construct of cognitive load as purported. Thirty-two participants with a range of resuscitation medicine experience and expertise completed resuscitation-medicine based multiple-choice-questions as well as arithmetic questions. Cognitive load, as measured by both tools, was found to be higher for the more difficult questions as well as for questions that were answered incorrectly (p < 0.001). The group with the least medical experience had higher cognitive load than both the intermediate and experienced groups when answering domain-specific questions (p = 0.023 and p = 0.003 respectively for the physiologic tool; p = 0.006 and p < 0.001 respectively for the psychometric tool). There was a strong positive correlation (Spearman's ρ = 0.827, p < 0.001 for arithmetic questions; Spearman's ρ = 0.606, p < 0.001 for medical questions) between the two cognitive load measurement tools. These findings support the validity argument that both physiologic and psychometric metrics measure the construct of cognitive load.

    IQWSonstige

    Vortrag

    C. Damsa, L. Guérin, Andreas Gegenfurtner

    Innovative methodologies in learning research

    Symposium

    16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Zypern

    2015

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    Vortrag

    Andreas Gegenfurtner, F. Dochy

    Perspectives into transfer of training

    Symposium

    16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Zypern

    2015

    IQWSonstige

    Vortrag

    Andreas Gegenfurtner

    Eye tracking as online measure of visual expertise

    Invited Talk/Keynote

    2015

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    Beitrag (Sammelband oder Tagungsband)

    L. Testers, Andreas Gegenfurtner, S. Brand-Gruwel

    Motivation to transfer learning to multiple contexts

    The School Library Rocks: Living it, Learning it, Loving it, Maastricht, Niederlande

    2015

    IQWSonstige

    Zeitschriftenartikel

    J. Gorges, Andreas Gegenfurtner, H. Kuper

    Motivationsforschung im Weiterbildungskontext [Motivation research in training contexts]

    Zeitschrift für Erziehungswissenschaft, vol. 18, no. Sonderheft 30

    2015

    IQWSonstige

    Zeitschriftenartikel

    C. Quesada Pallarès, Andreas Gegenfurtner

    Toward a unified model of motivation for training transfer: A phase perspective

    Zeitschrift für Erziehungswissenschaft, vol. 18, no. Suppl. 1, pp. 107-121

    2015

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    Zeitschriftenartikel

    M. Gebhardt, S. Schwab, M. Krammer, Andreas Gegenfurtner

    General and special education teachers' perceptions of teamwork in inclusive classrooms at elementary and secondary schools

    Journal of Educational Research Online, vol. 7, no. 2, pp. 129-146

    2015

    Abstract anzeigen

    In inclusive classrooms teamwork and collaboration between general teachers and special education teachers are among the most important factors for stu-dent achievement. Yet, to date, little evidence exists on how teacher collaboration is implemented and whether general and special education teachers value their collaboration equally. The current study analyzes teacher collaboration in inclusive classrooms at elementary and secondary school levels. Participants were 191 general teachers and 130 special education teachers. The results suggest that all teachers were satisfi ed with their teamwork; differences between general and special education teachers were non-significant. Elementary school teachers had more positive perceptions than secondary school teachers. These findings are discussed in terms of their theoretical significance and their practical relevance for teacher education in inclusive classrooms.

    IQWSonstige

    Zeitschriftenartikel

    M. Knogler, J. Harackiewicz, Andreas Gegenfurtner, D. Lewalter

    How situational is situational interest?

    Investigating the longitudinal structure of situational interest

    Contemporary Educational Psychology, vol. 43, no. 1, pp. 39-50

    2015

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    Vortrag

    Andreas Gegenfurtner, M. Baker, L. Guérin

    Assessing transitions of learning with mixed methods

    Symposium (Peer-reviewed)

    European Association for Research on Learning and Instruction (EARLI) SIG 4 & SIG 17 Conference, Leuven, Belgien

    2014

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    Vortrag

    Andreas Gegenfurtner

    Chancen und Risiken von Meta-Analysen in der pädagogischen Forschung

    2014

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    Vortrag

    Andreas Gegenfurtner

    Lesen fördern in der Grundschule: Was sagt die IGLU-Studie?

    Invited Talk/Keynote

    2014

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    Vortrag

    Andreas Gegenfurtner

    Do teachers see everything? How experts and novices perceive classroom information

    Invited Talk/Keynote

    2014