1. University
  2. Faculties
  3. Faculty of Philosophy and Social Sciences
  4. Disciplines & work groups
  5. Methods in Learning Research
  6. Publications

Publications

2024 / 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.

 

Galano, D., Grund, A., Gegenfurtner, A., & Emslander, V. (in press). Shaping inclusive futures: Analyzing pre-service teachers' attitudes on lesbian, gay, and bisexual (LGB) students in Luxembourg. In Nationaler Bildungsbericht Luxemburg 2024. Luxembourg Centre for Educational Testing.

 

Gegenfurtner, A. (in press). 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. Routledge.

 

Gegenfurtner, A., Bedenlier, S., Ebner, C., Keskin, Ö., & Händel, M. (in press). Designing effective synchronous online learning. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

 

Gegenfurtner, A., Gruber, H., Lehtinen, E., & Säljö, R. (in press). Horizontal transition of expertise. Frontline Learning Research.

 

Gegenfurtner, A., & Kollar, I. (Eds.). (in press). Designing effective digital learning environments. Routledge.

 

Gegenfurtner, A., & Kollar, I. (in press). Design of digital learning environments: Evidence from meta-analyses. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

 

Gegenfurtner, A., & Stahnke, R. (in press). Advancing research on teacher professional vision and teacher noticing. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances. Routledge.

 

Gegenfurtner, A., & Stahnke, R. (Eds.). (in press) Teacher professional vision: Theoretical and methodological advances. Routledge.

 

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.

 

Keskin, Ö., Seidel, T., Stürmer, K., & Gegenfurtner, A. (2024). Eye-tracking research on teacher professional vision: A meta-analytic review. Educational Research Review, 42, 100586. https://doi.org/10.1016/j.edurev.2023.100586 

 

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 

 

Seidel, T., Kosel, C., Böheim, R., Gegenfurtner, A., & Stürmer, K. (in press). 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. Routledge.

 

Stahnke, R., & Gegenfurtner, A. (in press). Introduction to empirical perspectives on teacher professional vision. In R. Stahnke & A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives. Routledge.

 

Stahnke, R., & Gegenfurtner, A. (Eds.). (in press). Teacher professional vision: Empirical perspectives. Routledge.

 

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 

 

Wagner, M., Gegenfurtner, A., & Urhahne, D. (in press). Effectiveness of flipped classrooms. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

 

 

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 

 

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

 

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 

 

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 

 

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 

 

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 

 

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 

 

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 

 

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 

 

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

 

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 

 

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.

 

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 

 

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 

 

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 

 

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 

 

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 

 

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 

 

 

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 

 

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. 

 

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 

 

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 

 

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 

 

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.

 

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 

 

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 

 

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 

 

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.

 

 

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.

 

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 

 

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 

 

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 

 

Jungjohann, J., Gegenfurtner, A., & Gebhardt, M. (2018). Systematisches Review von Lernverlaufsmessung im Bereich der frühen Leseflüssigkeit. Empirische Sonderpädagogik, 10(1), 100–118.

 

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 

 

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 

 

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 

 

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.

 

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 

 

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.

 

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 

 

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.

 

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 

 

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 

 

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 

 

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 

 

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 

 

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 

 

 

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 

 

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 

 

 

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.

 

Gorges, J., Gegenfurtner, A., & Kuper, H. (2015). Motivationsforschung im Weiterbildungskontext. Zeitschrift für Erziehungswissenschaft, 18(S1). https://doi.org/10.1007/s11618-014-0597-z 

 

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 

 

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 

 

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.

 

 

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.

 

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 

 

 

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 

 

Gegenfurtner, A. (2013). Transitions of expertise. In J. Seifried & E. Wuttke (Eds.), Transitions in vocational education (pp. 305–319). Budrich.

 

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 

 

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 

 

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 

 

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.

 

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 

 

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.

 

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.

 

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.

 

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 

 

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.

 

 

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 

 

Gegenfurtner, A. (2011). Motivational influences on transfer: Dimensions and boundary conditions. Painosalama.

 

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 

 

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 

 

 

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.

 

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.

 

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.

 

 

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.

 

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 

 

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 

 

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 

 

 

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.

 

 

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.

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