Publications

Journal Articles

  1. 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 (1), 212-225. doi:10.1016/j.compedu.2017.06.001
  2. Gegenfurtner, A., Kok, E. M., Van Geel, K., De Bruin, A. B. H., & Sorger, B. (2017, in press). Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging. Frontline Learning Research, 5 (3), 116-132.
  3. Szulewski, A., Gegenfurtner, A., Howes, D., Sivilotti, M., & Van Merriënboer, J. J. G. (2017, in press). Measuring physician cognitive load: Validity evidence for a physiologic and a psychometric tool. Advances in Health Sciences Education. doi:10.1007/s10459-016-9725-2
  4. Al Lily, A., et al. (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. doi:10.1177/0266666916646415
  5. 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. doi:10.1111/medu.13205
  6. 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. doi:10.1111/ijtd.12089
  7. Gegenfurtner, A., & Szulewski, A. (2016). Visual expertise and the Quiet Eye in sports – comment on Vickers. Current Issues in Sport Science, 1 (1), 108. doi:10.15203/CISS_2016.108
  8. 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 (1), 39-50. doi:10.1016/j.cedpsych.2015.08.004
  9. 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.
  10. Quesada-Pallarès, C., & Gegenfurtner, A. (2015). Toward a unified model of motivation for training transfer: A phase perspective. Zeitschrift für Erziehungswissenschaft, 18 (Suppl. 1), 107-121. doi:10.1007/s11618-014-0604-4
  11. Gorges, J., Gegenfurtner, A., & Kuper, H. (2015). Motivationsforschung im Weiterbildungskontext. Zeitschrift für Erziehungswissenschaft, 18 (Suppl. 1). doi:10.1007/s11618-014-0597-z
  12. Acquah, E. O., Commins, N. L., & Gegenfurtner, A. (2014). Pre-service teachers’ developing understandings about cultural diversity through critical reflection. Manuscript submitted for publication.
  13. Gegenfurtner, A., Quesada-Pallarès, C., & Knogler, M. (2014). Digital simulation-based training: A meta-analysis. British Journal of Educational Technology, 45 (6), 1097-1114. doi:10.1111/bjet.12188
  14. 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 Technology44 (6), 1012-1035. doi:10.1111/bjet.12084
  15. Gegenfurtner, A., & Hagenauer, G. (2013). Achievement goals and achievement goal orientations in education. International Journal of Educational Research61 (1), 1-4. doi:10.1016/j.ijer.2013.08.001.
  16. 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 Research61 (1), 71-79. doi:10.1016/j.ijer.2013.03.014
  17. Lankes, E.-M., Vaccaro, D., & Gegenfurtner, A. (2013). Wie kommen Evaluationsteams zu ihrer Einschätzung der Unterrichtsqualität bei externen Evaluationen? Unterrichtswissenschaft41 (3), 197-215.
  18. Gegenfurtner, A. (2013). Dimensions of motivation to transfer: A longitudinal analysis of their influences on retention, transfer, and attitude change. Vocations and Learning6 (2), 187-205. doi:10.1007/s12186-012-9084-y
  19. Segers, M., & Gegenfurtner, A. (2013). Transfer of training: New conceptualizations through integrated research perspectives. Educational Research Review8 (1), 1-4. doi:10.1016/j.edurev.2012.11.007
  20. Gegenfurtner, A., & Seppänen M. (2013). Transfer of expertise: An eye-tracking and think-aloud study using dynamic medical visualizations. Computers & Education63 (1), 393-403. doi:10.1016/j.compedu.2012.12.021
  21. Gegenfurtner, A., Siewiorek, A., Lehtinen, E., & Säljö, R. (2013). Assessing the quality of expertise differences in the comprehension of medical visualizations. Vocations and Learning6 (1), 37-54. doi:10.1007/s12186-012-9088-7
  22. 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 Review8 (1), 75-89. doi:10.1016/j.edurev.2012.04.001
  23. Seppänen, M., & Gegenfurtner, A. (2012). Seeing through a teacher’s eyes improves students’ imaging interpretation. Medical Education46 (11), 1113-1114. doi:10.1111/medu.12041
  24. 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 Psychology37 (1), 33-46. doi:10.1016/j.cedpsych.2011.09.003
  25. 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 Review23 (4), 523-552. doi:10.1007/s10648-011-9174-7
  26. 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 Review6 (3), 153-168. doi:10.1016/j.edurev.2011.04.001
  27. 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 Pathology6 (S1), S81-S89. doi:10.1186/1746-1596-6-S1-S8
  28. 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 Learning4 (2), 169-174. doi:10.1007/s12186-011-9057-6
  29. Gegenfurtner, A., Veermans, K., Festner, D., & Gruber, H. (2009). Motivation to transfer training: An integrative literature review. Human Resource Development Review8 (3), 403-423. doi:10.1177/1534484309335970
  30. Gegenfurtner, A., Festner, D., Gallenberger, W., Lehtinen, E., & Gruber, H. (2009). Predicting autonomous and controlled motivation to transfer training. International Journal of Training and Development13 (2), 124-138. doi:10.1111/j.1468-2419.2009.00322.x

Edited Special Issues

  1. Gegenfurtner, A., & Van Merriënboer, J. J. G. (in press). Methodologies for studying visual expertise. Frontline Learning Research.
  2. Gorges, J., Gegenfurtner, A., & Kuper, H. (2015). Motivationsforschung im Weiterbildungskontext [Motivation research in training contexts]. Zeitschrift für Erziehungswissenschaft, 18 (Supplement 1).
  3. Gegenfurtner, A., & Hagenauer, G. (2013). Achievement goals and achievement goal orientations in education. International Journal of Educational Research61 (1).
  4. Segers, M., & Gegenfurtner, A. (2013). Transfer of training: New conceptualizations through integrated research perspectives. Educational Research Review8 (1).

Books and Chapters in Books

  1. Damsa, C. I., Froehlich, D. E., & Gegenfurtner, A. (2017, in press). 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. New York: Springer.
  2. 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). Heerlen: IASL.
  3. 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). Krakow: EADTU.
  4. Gegenfurtner, A. (2013). Transitions of expertise. In J. Seifried & E. Wuttke (Eds.), Transitions in vocational education (pp. 305-319). Opladen: Budrich.
  5. 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). Madison, WI: International Society of the Learning Sciences.
  6. 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 (Hrsg.), IGLU 2011. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich (S. 137-173). Münster: Waxmann.
  7. 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). New York: Springer. doi: 10.1007/978-3-642-33263-0_65
  8. 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). New York: Springer. doi:10.1007/978-3-642-33263-0_8
  9. 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). Sydney: International Society of the Learning Sciences.
  10. 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). Sydney: International Society of the Learning Sciences.
  11. 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). Sydney: International Society of the Learning Sciences.
  12. Gegenfurtner, A. (2011). Motivational influences on transfer: Dimensions and boundary conditions. Turku: Painosalama.
  13. 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: ICLS2010 proceedings (Vol. 1, pp. 452-459). Chicago, IL: International Society of the Learning Sciences.
  14. 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: ICLS2010 proceedings (Vol. 1, pp. 508-515). Chicago, IL: International Society of the Learning Sciences.
  15. 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: ICLS2010 proceedings (Vol. 1, pp. 524-531). Chicago, IL: International Society of the Learning Sciences.
  16. 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). Berlin: Springer. doi:10.1007/978-3-642-04636-0_67
  17. 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). Rhodes: International Society of the Learning Sciences.
  18. 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). Rhodes: International Society of the Learning Sciences.
  19. 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 (CD-ROM). Lille: IESEG School of Management.
  20. Gegenfurtner, A., Hies, K., Hofmann, V., Jahn, G., Lehner, F., Mattern, J., & Nikitopoulos, A. (2006). Fehlerkultur [Error culture]. 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). Regensburg: Bayerischer Forschungsverbund.

Electronic media

  1. Gerlach, A., & Gegenfurtner, A. (2006). Creating a remarkable web based training. Basic pedagogical methods for WBT authors [Software]. Siemens VDO Automotive AG, Business Excellence, Regensburg.

Research Reports

  1. Gegenfurtner, A. (2014). Abschlussbericht des DFG-Projekts “Teacher Noticing”. Technische Universität München.
  2. Gegenfurtner, A. (2011). Motivational influences on transfer: Dimensions and boundary conditions. Serja B 339, Annales Universitatis Turkuensis.
  3. Gegenfurtner, A., Veermans, K., Festner, D., & Gruber, H. (2010). Motivation to transfer training: An integrative literature review. Research Report No. 47. Department of Education, University of Regensburg.
  4. Gegenfurtner, A., Festner, D., Gallenberger, W., Lehtinen, E., & Gruber, H. (2010). Predicting autonomous and controlled motivation to transfer training. Research Report No. 41. Department of Education, University of Regensburg.
  5. Gegenfurtner, A. (2007). On predicting two dimensions of extrinsic motivation to transfer training. Unpublished Diplomarbeit (thesis on master’s level), University of Regensburg.
  6. 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.