Birgit Brucker
Biographic Data
| ID | 9611475 |
|---|---|
| NAME | Birgit Brucker |
| GIVEN NAMES | Birgit |
| FAMILY NAME | Brucker |
| SIGNATURE | BRUCKER B |
| AFFILIATIONS | Leibniz-Institut für Wissensmedien |
| ORCID | 0000-0002-4406-3703 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments
Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy. This study explored the classroom observation process of preservice teachers using eye-tracking …
High and low-scope errors
Assessing student writing skills is a demanding task for teachers. Low-scope errors such as spelling mistakes have been shown to significantly distort assessments of written work. To date, no cognitive theory based explanation for why this happens has been empirically proven. The current study used an experimental design to test whether low-scope spelling errors affect the attention paid to and assessment of high-scope errors (e.g., errors of coh…
Approaching or just observing? The interplay of behavior and environment in the retention of pictorial details of ambivalent Nazi propaganda images
This study delves into the cognitive dynamics of environmental context and viewer interaction with ambivalent NS-propaganda imagery as exhibited at the memorial “Dokumentation Obersalzberg” in the Bavarian Alpes. Employing virtual environments that replicate the exhibition and bunker settings of the site, this study investigates how these different contexts influence the retention of visual details in propaganda images presented within a high imm…
Listening to scientists in immersive videos
Viewing scientific learning videos with head-mounted displays (HMDs) can facilitate authentic experiences that may otherwise be impossible to access in the real world, thereby potentially improving the way science content can be learned and how science and scientists are perceived. The rise in popularity of these immersive learning videos has prompted a need for a more profound comprehension of their presentation and design concerning their impac…
Immersive insights
Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degr…
The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNirs study
Touching digital objects directly on multi-touch devices fosters learning about visual contents
“Now move like that fish”
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“Now move like that fish”
Touching digital objects directly on multi-touch devices fosters learning about visual contents
The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNirs study
Immersive insights
Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degr…
Approaching or just observing? The interplay of behavior and environment in the retention of pictorial details of ambivalent Nazi propaganda images
This study delves into the cognitive dynamics of environmental context and viewer interaction with ambivalent NS-propaganda imagery as exhibited at the memorial “Dokumentation Obersalzberg” in the Bavarian Alpes. Employing virtual environments that replicate the exhibition and bunker settings of the site, this study investigates how these different contexts influence the retention of visual details in propaganda images presented within a high imm…
Listening to scientists in immersive videos
Viewing scientific learning videos with head-mounted displays (HMDs) can facilitate authentic experiences that may otherwise be impossible to access in the real world, thereby potentially improving the way science content can be learned and how science and scientists are perceived. The rise in popularity of these immersive learning videos has prompted a need for a more profound comprehension of their presentation and design concerning their impac…
How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments
Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy. This study explored the classroom observation process of preservice teachers using eye-tracking …
High and low-scope errors
Assessing student writing skills is a demanding task for teachers. Low-scope errors such as spelling mistakes have been shown to significantly distort assessments of written work. To date, no cognitive theory based explanation for why this happens has been empirically proven. The current study used an experimental design to test whether low-scope spelling errors affect the attention paid to and assessment of high-scope errors (e.g., errors of coh…
Psychology (6 works) · Computer Science (5 works) · Visual and Cognitive Learning Processes (4 works) · Cognitive psychology (3 works) · Multimedia (3 works) · Action Observation and Synchronization (2 works) · Aesthetics (2 works) · Art (2 works) · Artificial Intelligence (2 works) · Cognition (2 works)