Munich Center of the Learning Sciences
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Project Area C

Research goal

Identify conditions of effective personalization of learning with simulations when complex processing of visual information is of particular importance.

Selected publications

  • Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., Hofer, S. I., Sommerhoff, D., Ufer, S., Kuhn, J., Küchemann, S., Sailer, M., Koenen, J., Gartmeier, M., Berberat, P., Frenzel, A., Heitzmann, N., Holzberger, D., Pfeffer, J., Lewalter, D., Niklas, F., Schmidt-Hertha, B., Gollwitzer, M., Vorholzer, A., Chernikova, O., Schons, C., Pickal, A. J., Bannert, M., Michaeli, T., Stadler, M., & Fischer, M. R. (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
  • Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A, Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2022). Learners’ adjustment strategies following impasses in simulations – effects of prior knowledge. Learning and Instruction, Article 101632. https://doi.org/10.1016/j.learninstruc.2022.101632
  • Fink, M. C., Heitzmann, N., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Learning to diagnose accurately through virtual patients: Do reflection phases have an added benefit? BMC medical education, 21, 523. https://doi.org/10.1186/s12909-021-02937-9 
  • Heitzmann, N., Opitz, A., Stadler, M., Sommerhoff, D., Fink, M. C., Obersteiner, A., Schmidmaier, R., Neuhaus, B. J., Ufer, S., Seidel, T., Fischer, M. R., & Fischer, F. (2021). Cross-Disciplinary Research on Learning and Instruction – Coming to Terms. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.562658
  • Heitzmann, N., Seidel, T., Opitz. A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R., & Fischer, F. (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
  • Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, A., Reiss, K., Stürmer, K., Siebeck, M., Schmidmaier, R., Seidel, T., Ufer, S., Wecker, C., & Neuhaus, B. J. (2018). Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences, 8(4), 207. https://doi.org/10.3390/educsci8040207
  • Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Gurevych, I. Fischer, M.R., & Fischer, F. (2022). Learning to Diagnose Students’ Behavioral, Developmental and Learning Disorders in a Simulation-Based Learning Environment for Pre-Service Teachers. In F. Fischer & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_8 
  • Chernikova O., Heitzmann N., Opitz A., Seidel T., & Fischer F. (2022). A Theoretical Framework for Fostering Diagnostic Competences with Simulations in Higher Education. In: Fischer F., Opitz A. (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_2 
  • Fink M.C., Reitmeier V., Siebeck M., Fischer F., & Fischer M.R. (2022). Live and Video Simulations of Medical History-Taking: Theoretical Background, Design, Development, and Validation of a Learning Environment. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_9 
    • Kramer M., Stürmer, J., Förtsch, C., Seidel, T., Ufer, S., Fischer, M.R., & Neuhaus, B.J. (2022). Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_6 
        • Opitz, A., Fischer, M. R., Seidel, T., & Fischer, F. (2022). Conclusions and Outlook: Toward more Systematic Research on the Use of Simulations in Higher Education. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://link.springer.com/chapter/10.1007/978-3-030-89147-3_11 
          • Radkowitsch A., Sailer M., Fischer M.R., Schmidmaier R., & Fischer F. (2022). Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_10 
          • Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022). Making the rich even richer? Interaction of structured reflection with prior knowledge in collaborative medical simulations. In A. Weinberger, W. Chen, D. Hernández-Leo, & B.Che (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 155-162). International Society of the Learning Sciences. https://2022.isls.org/proceedings/ --> Best Paper Award
          • Schons, C., Obersteiner, A., Fischer, F., & Reiss, K. (2022). Pre-service teachers‘ task selections for assessing students’ misconceptions. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 403). PME.
          • Wildgans-Lang A., Scheuerer S., Obersteiner A., Fischer F., & Reiss K. (2022). Learning to Diagnose Primary Students’ Mathematical Competence Levels and Misconceptions in Document-Based Simulations. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_3
          • Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and long-term effects of students’ self-directed metacognitivecprompts 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 attention in realtime. Procedia Computer Science, 176, 2020-2029. https://doi.org/10.1016/j.procs.2020.09.238
          • Farrell, M., Martin, M., Renkl, A., Rie., W., K.nings, K. D., van Merri.nboer, J. J. G., & Seidel, T. (2022). An epistemic network approach 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., & S.lj., 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 reasoning regarding student learning characteristics. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1278472
          • Kosel, C., B.heim, R., Schnitzler, K., Holzberger, D., Pfeffer, J., Bannert, M., & Seidel, T. (2023a). Keeping track in classroom discourse: 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
          • 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 education: 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
          • 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 attention 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 linegraphs: 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
          • Farrell, M., Martin, M., Böheim, R., Renkl, A., Rie., 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
          • 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 competence through simulation-based training. Patient Education and Counseling, 103(5), 971-977. https://doi.org/10.1016/j.pec.2019.11.029
          • 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 assessing 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
          • Behling, F., F.rtsch, C., & Neuhaus, B. J. (2022a). The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK. Education Sciences, 12(9), 592-612. https://doi.org/10.3390/educsci12090592 
          • Irmer, M., Traub, D., Kramer, M., Förtsch, C., & Neuhaus, B. J. (2022). Scaffolding Pre-service Biology Teachers’ Diagnostic Competences 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 Activities 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., F.rtsch, S., Seidel, T., & Neuhaus, B. J. (2020). Measuring Biology Teachers’ Professional Vision: 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., Rie., 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
          • 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., F.rtsch, 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., F.rtsch, 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 koh.rent anlegen und Kompetenzaufbau untersuchen: Zug.nge 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
          • 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
          • 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 disziplinverbindend 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.