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Project Area C - Complex Visual Information Processing

Project Area C addresses the challenge of effectively personalising simulations in professional contexts that demand intensive visual and auditory information processing.

c01

Prof. Dr. Tina Seidel, Prof. Dr. Maria Bannert & Prof. Dr. Jürgen Pfeffer

Personalised support of advanced professional vision in teacher education through simulation-based training using eye movement modelling examples

C01 focuses on the personalised learning of visual processing strategies when diagnosing learning prerequisites in students as a basis for interventions in teaching. These strategies are conceptualised as parts of a professional vision. Diagnosing will be trained using EMT data as an adjustment base for personalised representational scaffolding through expert eye movement modelling examples (EMME). The project will investigate under which conditions visual processing strategies can be effectively fostered by EMME training for teachers and which additional advantages are offered by personalised learning process scaffolding and feedback.

Selected publications

  • Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and long-term effects of students’ self-directed metacog-nitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293-306. https://doi.org/10.1016/j.chb.2015.05.038
  • Castner, N., Geßler, L., Geisler, D., Hüttig, F., & Kasneci, E. (2020). Towards expert gaze modeling and recognition of a user’s atten-tion in realtime. Procedia Computer Science, 176, 2020-2029. https://doi.org/10.1016/j.procs.2020.09.238
  • Farrell, M., Martin, M., Renkl, A., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Seidel, T. (2022). An epistemic network ap-proach to teacher students’ professional vision in tutoring video analysis. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.805422
  • Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Seidel, T., Stürmer, K., & Säljö, R. (2023). Towards a cognitive theory of visual expertise. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.), Re-theorizing learning and research methods in learning research (pp. 146-163). Routledge. https://doi.org/10.4324/9781003205838-10
  • Kosel, C., Bauer, E., & Seidel, T. (2024). Where experience makes a difference: teachers’ judgment accuracy and diagnostic reason-ing regarding student learning characteristics. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1278472
  • Kosel, C., Böheim, R., Schnitzler, K., Holzberger, D., Pfeffer, J., Bannert, M., & Seidel, T. (2023a). Keeping track in classroom dis-course: Comparing in-service and pre-service teachers' visual attention to students’ hand-raising behavior. Teaching and Teacher Education, 128, 104142. https://doi.org/10.1016/j.tate.2023.104142
  • Kosel, C., Voggenreiter, A., Pfeffer, J., & Seidel, T. (2023b). Measuring teachers’ visual expertise using the gaze relational index based on real-world eyetracking data and varying velocity thresholds. Journal of Expertise, 6(3), 267-281.
  • Lim, L., Bannert, M., van der Graaf, J., Singh, S., Fan, Y., Surendrannair, S., Rakovic, M., Molenaar, I., Moore, J., & Gašević, D. (2023). Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning. Computers in Human Behavior, 139, Article 107547. https://doi.org/10.1016/j.chb.2022.107547
  • Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2021). Student characteristics in the eyes of teachers: differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze. Educational Psychology Review, 33(1), 69-89. https://doi.org/10.1007/s10648-020-09532-2
  • Seidel, T., & Stürmer, K. (2014). Modeling the structure of professional vision in pre-service teachers. American Educational Research Journal. https://doi.org/10.3102/0002831214531321

c02

Prof. Dr. Jochen Kuhn, Prof. Dr. Martin Fischer & Dr. Nicole Heitzmann

Professional vision in diagnosing visual problem-solving strategies for graphs in physics and medicine

C02 focuses on fostering professional vision and processing strategies by using eye-tracking data in the context of graph comprehension in teacher and medical education. By focusing on graph comprehension, the project enables comparisons between teacher education and medical education and investigates which findings students can transfer from one field to another. Learners’ gaze data will be used as indicators of learning prerequisites and learning processes and thus as an adjustment base for personalised learning process scaffolding. The learning process scaffolding supporting learners’ diagnosis will be implemented in the form of adaptive presentation of gaze patterns.

Selected publications

  • Becker, S., Knippertz, L., Ruzika, S., & Kuhn, J. (2023). Persistence, context, and visual strategy of graph understanding: Gaze patterns reveal student difficulties in interpreting graphs. Physical Review Physics Education Research, 19(2), 1-12. https://doi.org/10.1103/physrevphyseducres.19.020142
  • Berndt, M., Thomas, F., Bauer, D., Härtl, A., Hege, I., Kääb, S., Fischer, M. R., & Heitzmann, N. (2020). The influence of prompts on final year medical students’ learning process and achievement in ECG interpretation. GMS Journal of Medical Education, 37(1), 1-19. https://doi.org/10.3205/zma001304
  • Brückner, S., Zlatkin-Troitschanskaia, O., Küchemann, S., Klein, P., & Kuhn, J. (2020). Changes in students’ understanding of and visual attention on digitally represented graphs across two domains in higher education. Frontiers in Psychology, 11(2090), 1-20. https://doi.org/10.3389/fpsyg.2020.02090
  • Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher edu-cation: A meta-analysis. Review Education Research, 90(4), 499-541. https://doi.org/10.3102/0034654320933544
  • Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., Pankofer, S., Fischer, M. R., Strijbos, J.-W., & Eberle, J. (2014). Scientific reasoning and argumentation: Advancing an interdisciplinary research agenda in education. Frontline Learning Research, 2(2), 28-45. https://doi.org/10.14786/flr.v2i2.96
  • Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A, Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2023). Learners’ adjustment strategies following impasses in simulations – effects of prior knowledge. Learning and Instruction, 83, 1-11. https://doi.org/10.1016/j.learninstruc.2022.101632
  • Kieser, F., Wulff, P., Kuhn, J., & Küchemann, S. (2023). Educational data augmentation in physics education research using ChatGPT. Physical Review Physics Education Research, 19, 1-13. https://doi.org/10.1103/physrevphyseducres.19.020150
  • Klein, P., Lichtenberger, A., Küchemann, S., Becker, S., Kekule, M., Viiri, J., Baadte, C., Vaterlaus, A., & Kuhn, J. (2020). Visual atten-tion while solving the test of understanding graphs in kinematics: An eye-tracking analysis. European Journal of Physics, 41(2), 1-16. https://doi.org/10.1088/1361-6404/ab5f51
  • Küchemann, S., Becker, S., Klein, P., & Kuhn, J. (2021). Gaze-based prediction of students' under-standing of physics line-graphs: An eye-tracking-data based machine-learning approach. In H. C. Lane, S. Zvacek & J. Uhomoibhi J. (Eds.), CSEDU 2020. Communications in Computer Information Sciences (pp. 450-467). Springer. https://doi.org/10.1007/978-3-030-86439-2_23 
  • Ruf, V., Horrer, A., Berndt, M., Hofer, S. I., Fischer, F., Fischer, M. R., Zottmann, J., Kuhn, J., & Küchemann, S. (2023). A literature review comparing experts’ and non-experts’ visual processing of graphs during problem-solving and learning. Education Sciences, 13(2), 1-19. https://doi.org/10.3390/educsci13020216

c03

Prof. Dr. Martin Gartmeier, Prof. Dr. Pascal Berberat & Prof. Dr. Tina Seidel

Personalised support of medical students’ professional vision in ward round communication with focus on team coordination and empathy using eye movement modelling examples

C03 investigates processing strategies and professional vision using EMT data in medical education. The project aims to foster emotion recognition and empathy in medical consultation using personalised EMME training, with representational scaffolding adjusting the complexity of the stimulus material and learning process scaffolding through reflection prompts. The project compares experienced physicians and medical students with respect to their noticing of verbal and facial expression signals and their reasoning about these signals in terms of description and explanation. Feedback on learners’ verbal reasoning is provided via a large language model.

Selected publications

  • Farrell, M., Martin, M., Böheim, R., Renkl, A., Rieß, W., Könings, K. D., van Merriënboer, J. J., & Seidel, T. (2024). Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis. Instructional Science, 1-39. https://doi.org/10.1007/s11251-024-09662-y
  • Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., Hofer, S. I., Sommerhoff, D., Ufer, S., & Kuhn, J. (2022). Representational scaffolding in digital simulations–learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645-665. https://doi.org/10.1108/ILS-06-2022-0076
  • Gartmeier, M., Bauer, J., Fischer, M. R., Hoppe-Seyler, T., Karsten, G., Kiessling, C., Möller, G. E., Wiesbeck, A., & Prenzel, M. (2015). Fostering professional communication skills of future physicians and teachers: effects of e-learning with video cases and role-play. Instructional Science, 43(4), 443–462. http://dx.doi.org/10.1007/s11251-014-9341-6
  • Grünewald, M., Klein, E., Hapfelmeier, A., Berberat, P. O., & Gartmeier, M. (2020). Improving physicians' surgical ward round compe-tence through simulation-based training. Patient Education and Counseling, 103(5), 971-977. https://doi.org/10.1016/j.pec.2019.11.029
  • Heitzmann, N., Seidel, T., Opitz, A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., & Siebeck, M. (2019). Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education. Frontline Learning Research, 7(4), 1-24. https://doi.org/10.14786/flr.v7i4.384
  • Janssen, L., Schick, K., Neurohr, T., Pitroff, S. I. D., Reiser, S., Bauer, J., Berberat, P. O., & Gartmeier, M. (2024). Reflect to interact – Fostering medical students' communication through reflection-focused e-learning. BMC Medical Education, 24(541), 1-11. https://doi.org/10.1186/s12909-024-05368-4
  • Kosel, C., Holzberger, D., & Seidel, T. (2021). Identifying expert and novice visual scanpath patterns and their relationship to as-sessing learning-relevant student characteristics. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.612175
  • Schick, K., Reiser, S., Janssen, L., Schacht, L., Pittroff, S. I. D., Dörfler, E., Klein, E., Roenneberg, C., Dinkel, A., & Fleischmann, A., Berberat, P. O., Bauer, J. & Gartmeier, M. (2024). Training in medical communication competence through video-based e-learning: How effective are video modeling and video reflection? Patient Education and Counseling, 121, 108132. https://doi.org/10.1016/j.pec.2023.108132
  • Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739-771. https://doi.org/10.3102/0002831214531321
  • Soellner, N., Eiberle, M., Berberat, P., Schulz, C., Hinzmann, D., Rath, S., Haseneder, R., & Gartmeier, M. (2022). Just showing is not enough: first-person-view-videos as a feedback tool in resuscitation simulation. Studies in Educational Evaluation, 72, 101100. https://doi.org/10.1016/j.stueduc.2021.101100

c04

Prof. Dr. Birgit Neuhaus, Prof. Dr. Andreas Vorholzer & Prof. Dr. Stefan Ufer

Using personlised digital video simulations to facilitate pedagogical content knowledge in biology teacher education: Effects of learning process and representational scaffolding

C04 focuses on professional vision and reasoning skills in diagnosing and intervening in biology education. The project examines the role of professional knowledge as a learning prerequisite for assessing teaching situations based on the refined consensus model. Using pre-service teachers’ written responses as the adjustment base, C04 investigates the effects of personalised representational scaffolding (varying informational complexity in video stimuli) and learning process scaffolding (e.g. visual cues). The project leverages the DiKoBi simulation to explore how personalised support impacts PCK.

Selected publications

  • Behling, F., Förtsch, C., & Neuhaus, B. J. (2022a). The Refined Consensus Model of Pedagogical Content Knowledge (PCK): De-tecting Filters between the Realms of PCK. Education Sciences, 12(9), 592-612. https://doi.org/10.3390/educsci12090592
  • Irmer, M., Traub, D., Böhm, M., Förtsch, C., & Neuhaus, B. J. (2023). Using Video-Based Simulations to Foster pPCK/ePCK—New Thoughts on the Refined Consensus Model of PCK. Education Sciences, 13(3), 261. https://doi.org/10.3390/educsci13030261
  • Irmer, M., Traub, D., Kramer, M., Förtsch, C., & Neuhaus, B. J. (2022). Scaffolding Pre-service Biology Teachers’ Diagnostic Compe-tences in a Video-based Learning Environment: Measuring the Effect of Different Types of Scaffolds. International Journal of Science Education, 44(9), 1506–1526. https://doi.org/10.1080/09500693.2022.2083253
  • Kramer, M., Förtsch, C., & Neuhaus, B. J. (2021a). Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activ-ities Be Fostered by Self-Directed Knowledge Acquisition via Texts? Education Sciences, 11(5), 244. https://doi.org/10.3390/educsci11050244
  • Kramer, M., Förtsch, C., Stürmer, J., Förtsch, S., Seidel, T., & Neuhaus, B. J. (2020). Measuring Biology Teachers’ Professional Vi-sion: Development and Validation of a Video-based Assessment Tool. Cogent Education, 7, Article 1823155. https://doi.org/10.1080/2331186X.2020.1823155
  • Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M., & Ufer, S. (2022). Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers’ Diagnostic Task Selection and Accuracy. Journal für Mathematik-Didaktik, 43(1), 135–172. https://doi.org/10.1007/s13138-022-00200-2
  • Radkowitsch, A., Sommerhoff, D., Nickl, M., Codreanu, E., Ufer, S., & Seidel, T. (2023). Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach. Teaching and Teacher Education, 130, 104172. https://doi.org/10.1016/j.tate.2023.104172
  • Seidel, T., Farell, M., Martin, M., Rieß, W., & Renkl, A. (2022). Developing Scripted Video Cases for Teacher Education: Creating Evidence-based Practice Representations Using Mock Ups. Frontiers in Education. Advance online publication. https://doi.org/10.3389/feduc.2022.965498
  • Seidel, T., & Stürmer, K. (2014). Modeling and Measuring the Structure of Professional Vision in Pre-Service Teachers. American Educational Research Journal, 51(4), 739–771. https://doi.org/10.3102/0002831214531321
  • Vorholzer, A., Petermann, V., Weber, J., Belzen, A. U. zu, & Tiemann, R. (2022). Explicit instruction on procedural and epistemic knowledge – is it happening? A video-based exploration of classroom practice. Research in Science & Technological Education, 1–20. https://doi.org/10.1080/02635143.2022.2153245

c05

Prof. Dr. Andreas Vorholzer, Prof. Dr. Jenna Koenen & Prof. Dr. Birgit Neuhaus

Fostering pre-service teachers’ diagnostic skills in the context of inquiry-based instruction through simulations: Effects of informational complexity

C05 investigates professional vision in diagnosing chemistry and physics teaching situations involving inquiry-based instruction. The project examines conditions for effective personalised representational scaffolding by varying informational complexity in relation to prior professional knowledge (content and pedagogical content knowledge). Initially, the adjustment base consists of learning prerequisites and will later include learning processes. The project uses video simulations to support pre-service teachers’ development of diagnostic skills by systematically adapting the complexity of teaching situations to learners’ needs.

Selected publications

  • Irmer, M., Traub, D., Böhm, M., Förtsch, C., & Neuhaus, B. J. (2023). Using video-based simulations to foster pPCK/ePCK – new thoughts on the refined consensus model of PCK. Education Sciences, 13(3), 261. https://doi.org/10.3390/educsci13030261
  • Koenen, J., Emden, M., & Sumfleth, E. (2017). Naturwissenschaftlich-experimentelles Arbeiten. Zeitschrift für Didaktik der Naturwissenschaften, 23(1), 81–98. https://doi.org/10.1007/s40573-017-0056-5
  • Kramer, M., Förtsch, C., Boone, W. J., Seidel, T., & Neuhaus, B. J. (2021). Investigating pre-service biology teachers’ diagnostic competences: relationships between professional knowledge, diagnostic activities, and diagnostic accuracy. Education Sciences, 11(3), 89. https://doi.org/10.3390/educsci11030089
  • Kramer, M., Förtsch, C., Stürmer, J., Förtsch, S., Seidel, T., & Neuhaus, B. J. (2020). Measuring biology teachers’ professional vision: Development and validation of a video-based assessment tool. Cogent Education, 7(1), Article 1823155. https://doi.org/10.1080/2331186X.2020.1823155
  • Petermann, V., & Vorholzer, A. (2022). Relationship between beliefs of teachers about and their use of explicit instruction when fostering students’ scientific inquiry competencies. Education Sciences, 12(9). https://doi.org/10.3390/educsci12090593
  • Sonnenschein, I., Koenen, J., & Tiemann, R. (2019). Wissenschaftliches Denken von Lehramtskandidaten. Explorative Studie im Fach Chemie. In T. Leuders, E. Christophel, M. Hemmer, F. Korneck, & P. Labudde (Eds.), Fachdidaktische Forschungen: Band 11. Fachdidaktische Forschung zur Lehrerbildung (pp. 215–225). Waxmann.
  • Vorholzer, A., Hägele, J. J., & von Aufschnaiter, C. (2020). Instruktionen kohärent anlegen und Kompetenzaufbau untersuchen: Zugänge und Herausforderungen am Beispiel experimentbezogener Kompetenz. Unterrichtswissenschaft, 48(1), 61–89. https://doi.org/10.1007/s42010-019-00064-5
  • Vorholzer, A., Petermann, V., Weber, J., Upmeier zu Belzen, A., & Tiemann, R. (2022). Explicit instruction on procedural and epistemic knowledge – is it happening? A video-based exploration of classroom practice. Research in Science & Technological Education, 42(3), 513–532. https://doi.org/10.1080/02635143.2022.2153245
  • Vorholzer, A., & von Aufschnaiter, C. (2019). Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct. International Journal of Science Education, 41(11), 1562–1577. https://doi.org/10.1080/09500693.2019.1616124
  • Vorholzer, A., von Aufschnaiter, C., & Boone, W. J. (2020). Fostering upper secondary students’ ability to engage in practices of scientific investigation: a comparative analysis of an explicit and an implicit instructional approach. Research in Science Education, 50(1), 333–359. https://doi.org/10.1007/s11165-018-9691-1

c06

Prof. Dr. Anne Frenzel & Prof. Dr. Doris Lewalter

Promoting motivation- and emotion-related diagnostic skills in pre-service teachers: Effects of personalised feedback and scaffolding in video-based simulations

C06 focuses on personalised simulations to develop pre-service teachers’ professional vision regarding motivationally and emotionally critical classroom situations for teachers and learners. Personalisation is achieved through adaptive feedback and meso-adaptive scaffolding, using video annotations for reflection on the corresponding classroom situations. The project also investigates how behavioural and physiological indicators of participants’ emotional states, such as facially expressed emotions and stress levels, relate to learning outcomes, specifically diagnostic knowledge and reasoning skills. Hence, this project offers insights into how personalised feedback and scaffolding and affective learning processes influence learners’ professional vision development.

Selected publications

  • Frenzel, A. C., Daniels, L., & Buric, I. (2021). Teacher emotions and their impact on student outcomes. Educational Psychologist, 56(4), 250-264. https://doi.org/10.1080/00461520.2021.1985501
  • Frenzel, A. C., Goetz, T., & Stockinger, K. (2024). Emotions and emotion regulation. In P. Schutz & K. R. Muis (Eds.), Handbook of Educational Psychology (4 ed., pp. 219-244). New York, NY: Routledge.
  • Gegenfurtner, A., Lewalter, D., Lehtinen, E., Schmidt, M., & Gruber, H. (2020). Teacher expertise and professional vision: Examining knowledge-based reasoning of pre-service teachers, in-service teachers, and school principals. Frontiers in Education, 5, Article 59. https://doi.org/10.3389/feduc.2020.00059
  • Grub, A.-S., Biermann, A., Lewalter, D., & Brünken, R. (2021). Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision. Teaching and Teacher Education, 109, Article 103517. https://doi.org/%2010.1016/j.tate.2021.103517
  • Irmer, M., Traub, D., Böhm, M., Förtsch, C., & Neuhaus, B. J. (2023). Using Video-Based Simulations to Foster pPCK/ePCK—New Thoughts on the Refined Consensus Model of PCK. Education Sciences, 13(3), 261. https://doi.org/10.3390/educsci13030261
  • Laybourn, S., Frenzel, A. C., Constant, M., & Liesefeld, H. R. (2022). Unintended emotions in the laboratory: Emotions incidentally induced by a standard visual working memory task relate to task performance. Journal of Experimental Psychology: General, 151(7), 1591-1605. https://doi.org/10.1037/xge0001147
  • Lewalter, D., Schneeweiss, A., Richter-Gebert, J. Huber, K., & Bannert, M. (2022). Mit Unterrichtsvideos praxisnah und disziplinver-bindend lehren und lernen. Die Lernplattform Toolbox Lehrerbildung. In R. Junker, V. Zucker, M. Oellers, T. Rauterberg, S. Konjer, N. Meschede & M. Holodynski, (Eds.), Lehren und Forschen mit Videos in der Lehrkräftebildung (pp. 125-143). Waxmann. https://www.waxmann.com/index.php?eID=download&buchnr=4511
  • Seidel, T., & Stürmer, K. (2014). Modeling the structure of professional vision in preservice teachers. American Educational Research Journal, 51, 739-771. https://doi.org/10.3102/0002831214531321
  • Von Wachter, J. & Lewalter, D. (2023). Video annotation as a supporting tool for video-based learning in Teacher Training: A systematic literature review. International Journal of Higher Education, 12(2). https://doi.org/10.5430/ijhe.v12n2p1
  • Von Wachter, J., Lewalter, D., & Frenzel, A. C. (2022) Videoannotationen als Tool zur Unterstützung von Unterrichtsreflexionen – Effekte und Grenzen. Poster auf der 52. DGPs-Tagung Hildesheim.