Publications
In Press
Gabel, S., Keskin, Ö., & Gegenfurtner, A. (in press). Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-024-01276-x
Gegenfurtner, A., Tobisch, A., & Nett, U. E. (in press). Heterogenität in Lehr-Lern-Kontexten. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf (2. Auflage). Springer.
2025
Gegenfurtner, A. (2025). Cognitive theory of visual expertise: Implications for research on teacher noticing and professional vision. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances (pp. 71–85). Routledge. https://doi.org/10.4324/9781003370901-8
Gegenfurtner, A., Bedenlier, S., Ebner, C., Keskin, Ö., & Händel, M. (2025). Designing effective synchronous online learning. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments (pp. 241–254). Routledge. https://doi.org/10.4324/9781003386131-23
Gegenfurtner, A., & Kollar, I. (Eds.). (2025). Designing effective digital learning environments. Routledge. https://doi.org/10.4324/9781003386131
Gegenfurtner, A., & Kollar, I. (2025). Design of digital learning environments: Evidence from meta-analyses. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments (pp. 3–6). Routledge. https://doi.org/10.4324/9781003386131-2
Gegenfurtner, A., & Stahnke, R. (2025). Advancing research on teacher professional vision and teacher noticing. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances (pp. 3–10). Routledge. https://doi.org/10.4324/9781003370901-2
Gegenfurtner, A., & Stahnke, R. (Eds.). (2025) Teacher professional vision: Theoretical and methodological advances. Routledge. https://doi.org/10.4324/9781003370901
Seidel, T., Kosel, C., Böheim, R., Gegenfurtner, A., & Stürmer, K. (2025). A cognitive model of professional vision and acquisition of visual expertise using video excerpts in the teaching profession. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances (pp. 43–56). Routledge. https://doi.org/10.4324/9781003370901-7
Stahnke, R., & Gegenfurtner, A. (2025). Introduction to empirical perspectives on teacher professional vision. In R. Stahnke & A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives (pp. 1–9). Routledge. https://doi.org/10.4324/9781003370604-1
Stahnke, R., & Gegenfurtner, A. (Eds.). (2025). Teacher professional vision: Empirical perspectives. Routledge. https://doi.org/10.4324/9781003370604
Wagner, M., Gegenfurtner, A., & Urhahne, D. (2025). Effectiveness of flipped classrooms. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments (pp. 225–240). Routledge. https://doi.org/10.4324/9781003386131-22
2024
Galano, D., Grund, A., Gegenfurtner, A., & Emslander, V. (2024). Pre-service teachers' attitudes on lesbian, gay, and bisexual (LGB) students in Luxembourg. In Nationaler Bildungsbericht Luxemburg 2024 (pp. 60–61). Luxembourg Centre for Educational Testing.
Gegenfurtner, A., Gruber, H., Lehtinen, E., & Säljö, R. (2024). Horizontal transition of expertise. Frontline Learning Research, 12(3), 20–44. https://doi.org/10.14786/flr.v12i3.543
Jaldemark, J., Lundin, J., Säljö, R., Edwards, J., Gegenfurtner, A., Järvelä, S., de Laat, M., Lindberg, Y., Seufert, S., Specht, M., & Svensson, L. (2024). Challenges and opportunities of learning and instruction through artificial intelligence: A preliminary research agenda formed by an expert panel. In ICERI2019 proceedings (pp. 3193–3201). IATED. https://doi.org/10.21125/iceri.2024.0827
Özbek, T., Greisel, M., Wekerle, C., Gegenfurtner, A., & Kollar, I. (2024). How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study. Frontiers in Psychology, 15, 1410152. https://doi.org/10.3389/fpsyg.2024.1410152
Quesada Pallarès, C., Gegenfurtner, A., & Roig, H. (2024). Transfer of training in lifelong learning education and beyond. Education Sciences.
Roig-Ester, H., Robalino Guerra, P. E., Quesada Pallarès, C., & Gegenfurtner, A. (2024). Transfer of learning of new nursing professionals: Exploring patterns and the effect of previous working experience. Education Sciences, 14(1), 52. https://doi.org/10.3390/educsci14010052
Testers, L., Alijagic, A., Brand-Gruwel, S., & Gegenfurtner, A. (2024). Predicting transfer of generic information literacy competencies by non-traditional students to their study and work contexts: A longitudinal perspective. Education Sciences, 14(2), 117. https://doi.org/10.3390/educsci14020117
2023
Gabel, S., Keskin, Ö., Kollar, I., Lewalter, D., & Gegenfurtner, A. (2023). Guiding pre-service teachers' visual attention through instructional settings: An eye-tracking study. Frontiers in Education, 8, 1282848. https://doi.org/10.3389/feduc.2023.1282848
Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Seidel, T., Stürmer, K., & Säljö, R. (2023). Towards a cognitive theory of visual expertise: Methods of inquiry. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.), Re-theorising learning and research methods in learning research (pp. 146–163). Routledge. https://doi.org/10.4324/9781003205838-10
Gegenfurtner, A., Hartinger, A., Gabel, S., Neubauer, J., Keskin, Ö., & Dresel, M. (2023). Teacher attitudes toward lesbian, gay, and bisexual students: Evidence for intergroup contact theory and secondary transfer effects. Social Psychology of Education, 26(2), 509–532. https://doi.org/10.1007/s11218-022-09756-w
Hagenauer, G., Gegenfurtner, A., & Gläser-Zikuda, M. (2023). Grundlagen und Anwendung von Mixed Methods in der empirischen Bildungsforschung. Springer. https://doi.org/10.1007/978-3-658-31148-3
Keskin, Ö., Gabel, S., & Gegenfurtner, A. (2023). Das Blickverhalten von Lehrpersonen und Lernenden in schulischen Erklärsituationen. In J. von Dall`Armi (Ed.), Erklären als zentrales Vermittlungskonzept der Bildungswissenschaften und Fachdidaktiken (pp. 36–51). Beltz.
Keskin, Ö., Gabel, S., Kollar, I., & Gegenfurtner, A. (2023). Relations between pre-service teacher gaze, teacher attitude, and student ethnicity. Frontiers in Education, 8, 1272671. https://doi.org/10.3389/feduc.2023.1272671
2022
Gegenfurtner, A. (2022). Bifactor exploratory structural equation modeling (B-ESEM): A meta-analytic review of model fit. Frontiers in Psychology, 13, 1037111. https://doi.org/10.3389/fpsyg.2022.1037111 View PDF
Gegenfurtner, A. (2022). Einstellungen von Lehramtsstudierenden gegenüber Schüler*innen mit Migrationshintergrund: Die Bedeutung des sozialen Kontakts und des demographischen Hintergrunds. Bildung und Erziehung, 75(1), 41–58. https://doi.org/10.13109/buer.2022.75.1.41 View PDF
Gegenfurtner, A., Dresel, M., Matthes, E., Nett, U. E., Peuschel, K., & Hartinger, A. (2022). Lehrkräfteprofessionalität im Umgang mit Heterogenität: Eine Einführung in den Band. In A. Hartinger, M. Dresel, E. Matthes, U. E. Nett, K. Peuschel, & A. Gegenfurtner (Eds.), Lehrkräfteprofessionalität im Umgang mit Heterogenität. Theoretische Konzepte, Förderansätze, empirische Befunde (pp. 9–18). Waxmann.
Gegenfurtner, A., & Quesada-Pallarès, C. (2022). Toward a multidimensional conceptualization of motivation to transfer training: Validation of the Transfer Motivation Questionnaire from a self-determination theory perspective using bifactor-ESEM. Studies in Educational Evaluation, 73, 101116. https://doi.org/10.1016/j.stueduc.2021.101116 View PDF
Gegenfurtner, A., & Testers, L. (2022). Transfer of training among non-traditional students in higher education: Testing the theory of planned behavior. Frontiers in Education, 7, 928996. https://doi.org/10.3389/feduc.2022.928996 View PDF
Hartinger, A., Dresel, M., Matthes, E., Nett, U. E., Peuschel, K., & Gegenfurtner, A. (Eds.). (2022). Lehrkräfteprofessionalität im Umgang mit Heterogenität. Theoretische Konzepte, Förderansätze, empirische Befunde. Waxmann.
Nett, U. E., Dresel, M., Gegenfurtner, A., Matthes, E., Peuschel, K., & Hartinger, A. (2022). Förderung der Lehrkräfteprofessionalität im Umgang mit Heterogenität in der Schule. In A. Hartinger, M. Dresel, E. Matthes, U. E. Nett, K. Peuschel, & A. Gegenfurtner (Eds.), Lehrkräfteprofessionalität im Umgang mit Heterogenität. Theoretische Konzepte, Förderansätze, empirische Befunde (pp. 21–40). Waxmann.
2021
Gebhardt, M., Lutz, S., Jungjohann, J., & Gegenfurtner, A. (2021). Pädagogik im sonderpädagogischen Schwerpunkt Lernen an der Universität Regensburg. spuren – Sonderpädagogik in Bayern, 64(2), 22–29. https://doi.org/10.5283/epub.45555 View PDF
Gegenfurtner, A. (2021). Pre-service teachers’ attitudes toward transgender students: Associations with social contact, religiosity, political preference, sexual orientation, and teacher gender. International Journal of Educational Research, 110, 101887. https://doi.org/10.1016/j.ijer.2021.101887 View PDF
Gegenfurtner, A., Ebner, C., & Schwab, N. (2021). Blended Learning an der Hochschule. In J. Noller, C. Beitz-Radzio, D. Kugelmann, S. Sontheimer, & S. Westerholz (Eds.), Studierendenzentrierte Hochschullehre. Von der Theorie zur Praxis (pp. 179–194). Springer VS. https://doi.org/10.1007/978-3-658-32205-2_11 Download E-Book
Gegenfurtner, A., Fryer, L. K., Järvelä, S., Narciss, S., & Harackiewicz, J. (Eds.). (2021). Affective learning in digital education. Frontiers Media SA. https://doi.org/10.3389/978-2-88966-522-8 Download E-Book
Gegenfurtner, A., Narciss, S., Fryer, L., Järvelä, S., & Harackiewicz, J. (2021). Editorial: Affective learning in digital education. Frontiers in Psychology, 11, 630966. https://doi.org/10.3389/fpsyg.2020.630966 View PDF
Kok, E. M., Sorger, B., Van Geel, K., Gegenfurtner, A., Van Merriënboer, J. J. G., Robben, S. G. F., & De Bruin, A. B. H. (2021). Holistic processing only? The role of the fusiform face area in radiological expertise. PLoS ONE, 16(9), e0256849. https://doi.org/10.1371/journal.pone.0256849 View PDF
Lewalter, D., Gegenfurtner, A., & Renninger, K. A. (2021). Out-of-school programs and interest: Design considerations based on a meta-analysis. Educational Research Review, 34, 100406. https://doi.org/10.1016/j.edurev.2021.100406 View PDF
Wagner, M., Gegenfurtner, A., & Urhahne, D. (2021). Effectiveness of the flipped classroom on student achievement in K-12 education: A meta-analysis. Zeitschrift für Pädagogische Psychologie, 35(1), 11–31. https://doi.org/10.1024/1010-0652/a000274
2020
Gegenfurtner, A. (2020). Professional vision and visual expertise. University of Regensburg.
Gegenfurtner, A. (2020). Testing the gender similarities hypothesis: Differences in subjective task value and motivation to transfer training. Human Resource Development International, 23(3), 309–320. https://doi.org/10.1080/13678868.2018.1449547
Gegenfurtner, A., Boucheix, J.-M., Gruber, H., Hauser, F., Lehtinen, E., & Lowe, R. K. (2020). The gaze relational index as a measure of visual expertise. Journal of Expertise, 3(1), 32–40. View PDF
Gegenfurtner, A., Knogler, M., & Schwab, S. (2020). Transfer interest: Measuring interest in training content and interest in training transfer. Human Resource Development International, 23(2), 146–167. https://doi.org/10.1080/13678868.2019.1644002
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, 59. https://doi.org/10.3389/feduc.2020.00059 View PDF
Gegenfurtner, A., Schmidt-Hertha, B., & Lewis, P. (2020). Digital technologies in training and adult education. International Journal of Training and Development, 24(1), 1–4. https://doi.org/10.1111/ijtd.12172 View PDF
Gegenfurtner, A., Zitt, A., & Ebner, C. (2020). Evaluating webinar-based training: A mixed methods study on trainee reactions toward digital web conferencing. International Journal of Training and Development, 24(1), 5–21. https://doi.org/10.1111/ijtd.12167 View PDF
Laine, E., Veermans, M., Gegenfurtner, A., & Veermans, K. (2020). Individual interest and learning of biology and mathematics in secondary school science education. Frontline Learning Research, 8(2), 90–108. https://doi.org/10.14786/flr.v8i2.461 View PDF
Lehtinen, E., Gegenfurtner, A., Helle, L., & Säljö, R. (2020). Conceptual change in the development of visual expertise. International Journal of Educational Research, 100, 101545. https://doi.org/10.1016/j.ijer.2020.101545 View PDF
Testers, L., Gegenfurtner, A., & Brand-Gruwel, S. (2020). Taking affective learning in digital education one step further: Trainees’ affective characteristics predicting multicontextual pre-training transfer intention. Frontiers in Psychology, 11, 2189. https://doi.org/10.3389/fpsyg.2020.02189 View PDF
2019
Ebner, C., & Gegenfurtner, A. (2019). Learning and satisfaction in webinar, online, and face-to-face instruction: A meta-analysis. Frontiers in Education, 4, 92. https://doi.org/10.3389/feduc.2019.00092 View PDF
Froehlich, D. E., & Gegenfurtner, A. (2019). Social support in transitioning from training to the workplace: A social network perspective. In H. Fasching (Ed.), Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter (pp. 208–222). Klinkhardt. Download E-Book
Gebhardt, M., DeVries, J., Jungjohann, J., Casale, G., Gegenfurtner, A., & Kuhn, J.-T. (2019). Measurement invariance of a direct behavior rating multi-item scale. Social Sciences, 8(2), 46. https://doi.org/10.3390/socsci8020046 View PDF
Gegenfurtner, A. (2019). Reconstructing goals for transfer of training in faculty development programs for higher education teachers: A qualitative documentary method approach. Heliyon, 5(11), e02928. https://doi.org/10.1016/j.heliyon.2019.e02928 View PDF
Gegenfurtner, A., & Ebner, C. (2019). Webinars in higher education and professional training: A meta-analysis and systematic review of randomized controlled trials. Educational Research Review, 28, 100293. https://doi.org/10.1016/j.edurev.2019.100293 View PDF
Gegenfurtner, A., Fisch, K., & Ebner, C. (2019). Teilnahmemotivation nicht-traditionell Studierender an wissenschaftlicher Weiterbildung: Eine qualitative Inhaltsanalyse im Kontext von Blended Learning. Beiträge zur Hochschulforschung, 41(4), 58–83. View PDF
Gegenfurtner, A., Lehtinen, E., Helle, L., Nivala, M., Svedström, E., & Säljö, R. (2019). Learning to see like an expert: On the practices of professional vision and visual expertise. International Journal of Educational Research, 98, 280–291. https://doi.org/10.1016/j.ijer.2019.09.003 View PDF
Hauser, F., Reuter, R., Gegenfurtner, A., Gruber, H., & Mottok, J. (2019). Eye movements in software modelling – What do they tell us about heuristics? In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2019 proceedings (pp. 6064–6070). IATED. https://doi.org/10.21125/iceri.2019.1469
Szulewski, A., Braund, H., Egan, R., Gegenfurtner, A., Hall, A. K., Howes, D., Dagnone, J. D., & Van Merriënboer, J. J. G. (2019). Starting to think like an expert: An analysis of resident cognitive processes during simulation-based resuscitation examinations. Annals of Emergency Medicine, 74(5), 647–659. https://doi.org/10.1016/j.annemergmed.2019.04.002
Szulewski, A., Egan, R., Gegenfurtner, A., Howes, D., Dashi, G., McGraw, N. C. J., Hall, A. K., Dagnone, D., & Van Merriënboer, J. J. G. (2019). A new way to look at simulation-based assessment: The relationship between gaze-tracking and exam performance. Canadian Journal of Emergency Medicine, 21(1), 129–137. https://doi.org/10.1017/cem.2018.391 View PDF
Testers, L., Gegenfurtner, A., A., Van Geel, R., & Brand-Gruwel, S. (2019). From monocontextual to multicontextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts. Frontline Learning Research, 7(1), 23–42. https://doi.org/10.14786/flr.v7i1.359 View PDF
Todd, A., Boivin, P., Ramírez, J. B., Surian, A., Markauskaite, L., Billett, S., Kaye, T., Hofmann, R., Felix, S., Tomasik, M. J., Van Campen, C., Koh, E., Gegenfurtner, A., Newell, S., Wijnia, L., Muukkonen, H., & Detienne, L. (2019). 21st century learning environments. Lifelong Learning Platform. Download E-Book
2018
Emmerdinger, K., Gegenfurtner, A., & Stern, W. (2018). Inklusion sehbeeinträchtigter Studierender durch die Implementierung assistiver Technologien und Universal Design in Lern-Management-Systemen. spuren – Sonderpädagogik in Bayern, 61(2), 40–43. View PDF
Gegenfurtner, A., Eichinger, A., Latzel, R., Dietrich, M. P., Barkowsky, M., Glufke, A., Stadler, A., & Stern, W. (2018). Mobiles Eye-Tracking in den angewandten Wissenschaften. Bavarian Journal of Applied Sciences, 4, 370–394. https://doi.org/10.25929/bjas.v4i1.54 View PDF
Gegenfurtner, A., & Gebhardt, M. (2018). Sexualpädagogik der Vielfalt: Ein Überblick über empirische Befunde. Zeitschrift für Pädagogik, 64(3), 379–393. https://doi.org/10.3262/ZP1803379 View PDF
Gegenfurtner, A., Schwab, N., & Ebner, C. (2018). “There’s no need to drive from A to B”: Exploring the lived experience of students and lecturers with digital learning in higher education. Bavarian Journal of Applied Sciences, 4, 310–322. https://doi.org/10.25929/bjas.v4i1.50 View PDF
Jungjohann, J., Gegenfurtner, A., & Gebhardt, M. (2018). Systematisches Review von Lernverlaufsmessung im Bereich der frühen Leseflüssigkeit. Empirische Sonderpädagogik, 10(1), 100–118. View PDF
Kok, E., De Bruin, A. B., Van Geel, K., Gegenfurtner, A., Heyligers, I., & Sorger, B. (2018). The neural implementation of surgical expertise within the mirror-neuron system: An fMRI study. Frontiers in Human Neuroscience, 12, 291. https://doi.org/10.3389/fnhum.2018.00291 View PDF
Reinhold, S., Gegenfurtner, A., & Lewalter, D. (2018). Social support and motivation to transfer as predictors of training transfer: Testing full and partial mediation using meta-analytic structural equation modeling. International Journal of Training and Development, 22(1), 1–14. https://doi.org/10.1111/ijtd.12115 View PDF
Szulewski, A., Braund, H., Egan, R., Hall, A. K., Dagnone, J. D., Gegenfurtner, A., & Van Merriënboer, J. J. G. (2018). Through the learner’s lens: Eye-tracking augmented debriefing in medical simulation. Journal of Graduate Medical Education, 10(3), 340–341. https://doi.org/10.4300/JGME-D-17-00827.1 View PDF
Weidenhiller, P., Gebhardt, M., & Gegenfurtner, A., (2018). “Der Schulbegleiter muss vom Typ her offen sein” – Eine Interviewstudie zur Kooperation zwischen Lehrkräften und Schulbegleitern an bayerischen Gymnasien. spuren – Sonderpädagogik in Bayern, 61(1), 34–40. View PDF
White, M. R., Braund, H., Howes, D., Egan, R., Gegenfurtner, A., Van Merriënboer, J. J. G., & Szulewski, A. (2018). Getting inside the expert’s head: An analysis of physician cognitive processes during trauma resuscitations. Annals of Emergency Medicine, 72(3), 289–298. https://doi.org/10.1016/j.annemergmed.2018.03.005
2017
Al Lily, A., Foland, J., Stoloff, D., Gogus, A., Erguvan, I., Awshar, M., Tondeur, J., Hammond, M., Venter, I., Jerry, P., Vlachopoulos, D., Oni, A., Liu, Y., Badosek, R., López de la Madrid, M., Mazzoni, E., Lee, H., Kinley, K., Kalz, M., Sambuu, U., Bushnaq, T., Pinkwart, N., Adedokun-Shittu, N., Zander, P., Oliver, K., Pombo, L., Sali, J., Gregory, S., Tobgay, S., Joy, M., Elen, J., Jwaifell, M., Said, M., Al-Saggaf, Y., Naaji, A., White, J., Jordan, K., Gerstein, J., Yapici, İ., Sanga, C., Nleya, P., Sbihi, B., Lucas, M., Mbarika, V., Reiners, T., Schön, S., Sujo-Montes, L., Santally, M., Häkkinen, P., Al Saif, A., Gegenfurtner, A., Schatz, S., Vigil, V., Tannahill, C., Partida, S., Zhang, Z., Charalambous, K., Moreira, A., Coto, M., Laxman, K., Farley, H., Gumbo, M., Simsek, A., Ramganesh, E., Birzina, R., Player-Koro, C., Dumbraveanu, R., Ziphorah, M., Mohamudally, N., Thomas, S., Romero, M., Nirmala, M., Cifuentes, L., Osaily, R., Omoogun, A., Seferoglu, S., Elçi, A., Edyburn, D., Moudgalya, K., Ebner, M., Bottino , R., Khoo, E., Pedro, L., Buarki, H., Román-Odio, C., Qureshi, I., Khan, M., Thornthwaite, C., Kerimkulova, S., Downes, T., Malmi, L., Bardakci, S., Itmazi, J., Rogers, J., Rughooputh, S., Akour, M., Henderson, J., de Freitas, S., & Schrader, P. (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development, 33(3), 270–288. https://doi.org/10.1177/0266666916646415 View PDF
Bomke, C., Reitmaier-Krebs, M., Gegenfurtner, A., & Weng, G. (2017). Brückenkurs Mathematik für heterogene Gruppen im Rahmen des Projekts DEG-DLM. In B. Meissner, C. Walter, & B. Zinger (Eds.), Tagungsband zum 3. Symposium zur Hochschullehre in den MINT-Fächern (pp. 238–243). Technische Hochschule Nürnberg. Download E-Book
Damşa, C. I., Froehlich, D. E., & Gegenfurtner, A. (2017). Reflections on empirical and methodological accounts of agency at work. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 445–461). Springer. https://doi.org/10.1007/978-3-319-60943-0_22 View PDF
Gegenfurtner, A., Fisch, K., & Reitmaier-Krebs, M. (2017). Disziplinäre Fachkultur als Einflussgröße auf die studentische Akzeptanz von E-Learning-Angeboten an Hochschulen. In Deutsches Zentrum für Hochschul- und Wissenschaftsforschung (Ed.), Digitalisierung der Hochschulen: Forschung, Lehre, Administration (S. 6–7). DZHW. Download E-Book
Gegenfurtner, A., & Gebhardt, M. (2017). Sexuality education including lesbian, gay, bisexual, and transgender (LGBT) issues in schools. Educational Research Review, 22, 215–222. https://doi.org/10.1016/j.edurev.2017.10.002 View PDF
Gegenfurtner, A., Kok, E., Van Geel, K., De Bruin, A., Jarodzka, H., Szulewski, A., & Van Merriënboer, J. J. G. (2017). The challenges of studying visual expertise in medical image diagnosis. Medical Education, 51(1), 97–104. https://doi.org/10.1111/medu.13205 View PDF
Gegenfurtner, A., Kok, E. M., Van Geel, K., De Bruin, A. B. H., & Sorger, B. (2017). Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging. Frontline Learning Research, 5, 14–30. https://doi.org/10.14786/flr.v5i3.259 View PDF
Gegenfurtner, A., Lehtinen, E., Jarodzka, H., & Säljö, R. (2017). Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis. Computers & Education, 113, 212–225. https://doi.org/10.1016/j.compedu.2017.06.001
Gegenfurtner, A., Spagert, L., Weng, G., Bomke, C., Fisch, K., Oswald, A., Reitmaier-Krebs, M., Resch, C., Schwab, N., Stern, W., & Zitt, A. (2017). LernCenter: Ein Konzept für die Digitalisierung berufsbegleitender Weiterbildungen an Hochschulen. Bavarian Journal of Applied Sciences, 3, 234–243. https://doi.org/10.25929/z26v-0x88 View PDF
Gegenfurtner, A., & Van Merriënboer, J. J. G. (2017). Methodologies for studying visual expertise. Frontline Learning Research, 5(3), 1–13. https://doi.org/10.14786/flr.v5i3.316 View PDF
Szulewski, A., Gegenfurtner, A., Howes, D., Sivilotti, M., & Van Merriënboer, J. J. G. (2017). Measuring physician cognitive load: Validity evidence for a physiologic and a psychometric tool. Advances in Health Sciences Education, 22(4), 951–968. https://doi.org/10.1007/s10459-016-9725-2 View PDF
2016
Gegenfurtner, A., Könings, K. D., Kosmajac, N., & Gebhardt, M. (2016). Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training. International Journal of Training and Development, 20(4), 290–301. https://doi.org/10.1111/ijtd.12089 View PDF
Gegenfurtner, A., & Szulewski, A. (2016). Visual expertise and the Quiet Eye in sports – comment on Vickers. Current Issues in Sport Science, 1, 108. https://doi.org/10.15203/CISS_2016.108 View PDF
2015
Gebhardt, M., Schwab, S., Krammer, M., & Gegenfurtner, A., (2015). General and special education teachers’ perceptions of teamwork in inclusive classrooms at elementary and secondary schools. Journal of Educational Research Online, 7(2), 129–146. View PDF
Gorges, J., Gegenfurtner, A., & Kuper, H. (2015). Motivationsforschung im Weiterbildungskontext. Zeitschrift für Erziehungswissenschaft, 18(S1). https://doi.org/10.1007/s11618-014-0597-z Download E-Book
Knogler, M., Harackiewicz, J. M., Gegenfurtner, A., & Lewalter, D. (2015). How situational is situational interest? Investigating the longitudinal structure of situational interest. Contemporary Educational Psychology, 43, 39–50. https://doi.org/10.1016/j.cedpsych.2015.08.004 View PDF
Quesada-Pallarès, C., & Gegenfurtner, A. (2015). Toward a unified model of motivation for training transfer: A phase perspective. Zeitschrift für Erziehungswissenschaft, 18(S1), 107–121. https://doi.org/10.1007/s11618-014-0604-4 View PDF
Testers, L., Gegenfurtner, A., & Brand-Gruwel, S. (2015). Motivation to transfer learning to multiple contexts. In L. Das, S. Brand-Gruwel, K. Kok, & J. Walhout (Eds.), The school library rocks: living it, learning it, loving it (pp. 473–487). IASL. View PDF
2014
Brand-Gruwel, S., Testers, L., & Gegenfurtner, A. (2014). Motivation to transfer: Factors influencing transfer of learned competences to the job. In A. Baran et al. (Eds.), New technologies and the future of teaching and learning (pp. 63–74). EADTU. View PDF
Gegenfurtner, A., Quesada-Pallarès, C., & Knogler, M. (2014). Digital simulation-based training: A meta-analysis. British Journal of Educational Technology, 45(6), 1097–1114. https://doi.org/10.1111/bjet.12188 View PDF
2013
Gegenfurtner, A. (2013). Dimensions of motivation to transfer: A longitudinal analysis of their influences on retention, transfer, and attitude change. Vocations and Learning, 6(2). 187–205. https://doi.org/10.1007/s12186-012-9084-y View PDF
Gegenfurtner, A. (2013). Transitions of expertise. In J. Seifried & E. Wuttke (Eds.), Transitions in vocational education (pp. 305–319). Budrich. View PDF
Gegenfurtner, A., & Hagenauer, G. (2013). Achievement goals and achievement goal orientations in education. International Journal of Educational Research, 61, 1–4. https://doi.org/10.1016/j.ijer.2013.08.001 View PDF
Gegenfurtner, A., & Seppänen M. (2013). Transfer of expertise: An eye-tracking and think-aloud study using dynamic medical visualizations. Computers & Education, 63, 393–403. https://doi.org/10.1016/j.compedu.2012.12.021 View PDF
Gegenfurtner, A., Siewiorek, A., Lehtinen, E., & Säljö, R. (2013). Assessing the quality of expertise differences in the comprehension of medical visualizations. Vocations and Learning, 6(1), 37–54. https://doi.org/10.1007/s12186-012-9088-7 View PDF
Gegenfurtner, A., Veermans, K., & Vauras, M. (2013). Effects of computer support, collaboration, and time lag on performance self-efficacy and transfer of training: A longitudinal meta-analysis. Educational Research Review, 8, 75–89. https://doi.org/10.1016/j.edurev.2012.04.001
Knogler, M., Gegenfurtner, A., & Quesada Pallarès, C. (2013). Social design in digital simulations: Effects of single versus multi-player simulations on efficacy beliefs and transfer. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time, and scale (Vol. 2, pp. 293–294). ISLS. View PDF
Laine, E., & Gegenfurtner, A. (2013). Stability or change? Effects of training length and time lag on achievement goal orientations and transfer of training. International Journal of Educational Research, 61, 71–79. https://doi.org/10.1016/j.ijer.2013.03.014 View PDF
Lankes, E.-M., Vaccaro, D., & Gegenfurtner, A. (2013). Wie kommen Evaluationsteams zu ihrer Einschätzung der Unterrichtsqualität bei externen Evaluationen? Unterrichtswissenschaft, 41(3), 197–215.
Segers, M., & Gegenfurtner, A. (2013). Transfer of training: New conceptualizations through integrated research perspectives. Educational Research Review, 8, 1–4. https://doi.org/10.1016/j.edurev.2012.11.007
Siewiorek, A., Gegenfurtner, A., Lainema, T., Saarinen, E., & Lehtinen, E. (2013). The effects of computer-simulation game training on participants’ opinions on leadership styles. British Journal of Educational Technology, 44(6), 1012–1035. https://doi.org/10.1111/bjet.12084
2012
Gegenfurtner, A., & Vauras, M. (2012). Age-related differences in the relation between motivation to learn and transfer of training in adult continuing education. Contemporary Educational Psychology, 37(1), 33–46. https://doi.org/10.1016/j.cedpsych.2011.09.003
Gegenfurtner, A., Vauras, M., & Veermans, K. (2012). Is computer support more significant than collaboration in promoting self-efficacy and transfer? In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning (Vol. 1, pp. 220–226). ISLS. View PDF
Gegenfurtner, A., Veermans, K., & Vauras, M. (2012). How CSCL moderates the influence of self-efficacy on students’ transfer of learning. In A. Ravenscroft, S. Lindstaedt, & C. Delgado Kloos (Eds.), 21st century learning for 21st century skills (pp. 93–102). Springer. https://doi.org/10.1007/978-3-642-33263-0_8
Laine, E., & Gegenfurtner, A. (2012). Stability and change in achievement goals and transfer. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning (Vol. 2, pp. 517–518). ISLS. View PDF
Seppänen, M., & Gegenfurtner, A. (2012). Can technology-based gaze replays of experts model diagnostic performance of novices? A test in medical education. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning (Vol. 2, pp. 459–460). ISLS. View PDF
Seppänen, M., & Gegenfurtner, A. (2012). Seeing through a teacher’s eyes improves students' imaging interpretation. Medical Education, 46(11), 1113–1114. https://doi.org/10.1111/medu.12041 View PDF
Seppänen, M., & Gegenfurtner, A. (2012). Technology-enhanced replays of expert gaze promote students’ visual learning in medical training. In A. Ravenscroft, S. Lindstaedt, & C. Delgado Kloos (Eds.), 21st century learning for 21st century skills (p. 549). Springer. https://doi.org/10.1007/978-3-642-33263-0_65
Tarelli, I., Lankes, E.-M., Drossel, K., & Gegenfurtner, A. (2012). Lehr- und Lernbedingungen an Grundschulen im internationalen Vergleich. In W. Bos, I. Tarelli, A. Bremerich-Voss, & K. Schwippert (Eds.), IGLU 2011. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich (S. 137–173). Waxmann. Download E-Book
2011
Gegenfurtner, A. (2011). 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, 4(2), 169–174. https://doi.org/10.1007/s12186-011-9057-6 View PDF
Gegenfurtner, A. (2011). Motivational influences on transfer: Dimensions and boundary conditions. Painosalama. View PDF
Gegenfurtner, A. (2011). Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions. Educational Research Review, 6(3), 153–168. https://doi.org/10.1016/j.edurev.2011.04.001
Gegenfurtner, A., Lehtinen, E., & Säljö, R. (2011). Expertise differences in the comprehension of visualizations: A meta-analysis of eye-tracking research in professional domains. Educational Psychology Review, 23(4), 523–552. https://doi.org/10.1007/s10648-011-9174-7 View PDF
Helle, L., Nivala, M., Kronqvist, P., Gegenfurtner, A., Björk, P., & Säljö, R. (2011). Traditional microscopy instruction versus process-oriented virtual microscopy instruction: A naturalistic experiment with control group. Diagnostic Pathology, 6(S1), S81–S89. https://doi.org/10.1186/1746-1596-6-S1-S8 View PDF
2010
Gegenfurtner, A., & Siewiorek, A. (2010). The many dimensions of having a good eye: A methodological reflection of metaphors in visual cognition analysis. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines (Vol. 1, pp. 508–515). ISLS. View PDF
Gegenfurtner, A., Vauras, M., Gruber, H., & Festner, D. (2010). Motivation to transfer revisited. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines (Vol. 1, pp. 452–459). ISLS. View PDF
Siewiorek, A., & Gegenfurtner, A. (2010). Leading to win: The influence of leadership style on team performance during a computer game training. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines (Vol. 1, pp. 524–531). ISLS. View PDF
2009
Gegenfurtner, A. (2009). Ontogenetic and sociogenetic perspectives on learning, technology, and medical image diagnosis. In A. Dimitracopoulou, C. O'Malley, D. Suthers, & P. Reimann (Eds.), Computer supported collaborative learning practices (Vol. 2, pp. 252–254). ISLS.
Gegenfurtner, A. (2009). What is seen on the screen? Exploring collaborative interpretation, representational tools, and disciplined perception in medicine. In A. Dimitracopoulou, C. O'Malley, D. Suthers, & P. Reimann (Eds.), Computer supported collaborative learning practices (Vol. 2, pp. 71–72). ISLS. View PDF
Gegenfurtner, A., Festner, D., Gallenberger, W., Lehtinen, E., & Gruber, H. (2009). Predicting autonomous and controlled motivation to transfer training. International Journal of Training and Development, 13(2), 124–138. https://doi.org/10.1111/j.1468-2419.2009.00322.x View PDF
Gegenfurtner, A., Nivala, M., Säljö, R., & Lehtinen, E. (2009). Capturing individual and institutional change: Exploring horizontal versus vertical transitions in technology-rich environments. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the synergy of multiple disciplines. Lecture Notes in Computer Science (pp. 676–681). Springer. https://doi.org/10.1007/978-3-642-04636-0_67 Download E-Book
Gegenfurtner, A., Veermans, K., Festner, D., & Gruber, H. (2009). Motivation to transfer training: An integrative literature review. Human Resource Development Review, 8(3), 403–423. https://doi.org/10.1177/1534484309335970 View PDF
2008
Gegenfurtner, A. & Gruber, H. (2008). Antecedents of extrinsic motivation to transfer training. In H. Malloch (Ed.), Proceedings of the 9th International Conference on Human Resource Development Research and Practice across Europe. IESEG School of Management. View PDF
2007
Gegenfurtner, A. (2007). On predicting two dimensions of extrinsic motivation to transfer training [unpublished diploma thesis]. University of Regensburg.
2006
Festner, D., Babichenko, A., Gegenfurtner, A. Meier, B., Schmid, S., & Gruber, H. (2006). Transfer - Literaturauswertung. Expertise für das Bundesgenossenschaftliche Institut für Arbeit und Gesundheit (BGAG), Dresden.
Gegenfurtner, A., Hies, K., Hofmann, V., Jahn, G., Lehner, F., Mattern, J., & Nikitopoulos, A. (2006). Fehlerkultur. In S. Weisweiler, M. Sauerland, D. Walch, & M. Hammerl (Eds.), Mitarbeiterqualifizierung und -mobilität: Einflussfaktoren und Auswirkungen des flexiblen Mitarbeitereinsatzes im logistischen Umfeld (pp. 94–153). Bayerischer Forschungsverbund.