• Live better! Self-care for teachers - evaluation of the short and medium-term effects of a prevention and health promotion measure for teachers at general education schools
• Evaluation of the impulse effect of school inspections and comparative tests for the quality development of schools (EISVQS)
• VERA - comparative tests in elementary school and the eighth grade

Noichl, T., Cramer, M., Wagner, I., Dlugosch, G. & Hosenfeld, I. (2023). Self-care for teachers - Evaluation of the effects of a prevention and health promotion measure. Prevention and Health Promotion.doi.org/10.1007/s11553-023-01062-3

Wagner, I. (2023). Effectiveness and acceptance of repeated classroom observations during school inspections in Lower Saxony. In K.-S. Besa, D. Demski, J. Gesang & J.-H. Hinzke (Eds.), Evidence and research orientation in teacher education, schools, educational policy and administration (pp.175-195). Wiesbaden: Springer VS.

Zhao, F., Gaschler, R., Wagner, I. & Schnotz, W. (2022). Learners with low reading competence tend to give up early in multimedia learning. European Journal of Psychology of Education. doi.org/10.1007/s10212-022-00612-1

Wagner, I., Loesche, P. & Bißantz, S. (2021). Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing. European Journal of Psychology of Education. doi.org/10.1007/s10212-021-00532-6

Wagner, I. & Koch, U. (2021). Differences in teachers' VERA test preparation depending on their functional perception and acceptance of comparative tests. Unterrichtswissenschaft. doi.org/10.1007/s42010-021-00096-w

Zhao, F., Gaschler, R., Schnotz, W. & Wagner, I. (2020). Regulating distance to the screen while engaging in difficult tasks. Frontline Learning Research, 8(6), 59-76. doi.org/10.14786/flr.v8i6.663

Wagner, I. (2020). Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany. Studies in Educational Evaluation, 67, 100913. doi.org/10.1016/j.stueduc.2020.100913

Zhao, F., Schnotz, W., Wagner, I. & Gaschler, R. (2020). Texts and pictures serve different functions in conjoint mental model construction and adaptation. Memory & Cognition, 48, 69-82. doi.org/10.3758/s13421-019-00962-0

Wagner, I., Hosenfeld, I. & Zimmer-Müller, M. (2019). Comparative analysis of the relationships between acceptance, engagement with and use of results in comparative tests and school inspections. Psychology in Education and Teaching.doi.org/10.2378/peu2019.art22d

Schnotz, W. & Wagner, I. (2018). Construction and elaboration of mental models by students of different grades and school tiers through strategic conjoint processing of text and pictures. Journal of Educational Psychology, 110(6), 850-863. doi.org/10.1037/edu0000246

Schnotz, W., Wagner, I., Ullrich, M., Horz, H. & McElvany, N. (2017). Development of students' text-picture integration and reading competence across grades 5 to 7 in a three-tier secondary school system: a longitudinal study. Contemporary Educational Psychology, 51, 152-169. doi.org/10.1016/j.cedpsych.2017.06.003

Wagner, I. & Schnotz, W. (2017). Learning from static and dynamic visualizations: What kind of questions should be asked? In R. K. Lowe & R. Ploetzner (Eds.), Learning from dynamic visualizations: Innovations in research and application (pp. 69-91). New York: Springer. doi.org/10.1007/978-3-319-56204-9

Schnotz, W., Wagner, I., Zhao, F., Ullrich, M., Horz, H., McElvany, N., Ohle, A. & Baumert, J. (2017). Development of dynamic usage of strategies for integrating text and picture information in secondary schools. In D. Leutner, J. Fleischer, J. Grünkorn & E. Klieme (Eds.), Competence assessment in education - research, models and instruments (pp. 303-313). Heidelberg: Springer. doi.org/10.1007/978-3-319-50030-0

Ohle, A., McElvany, N., Oerke, B., Schnotz, W., Wagner, I., Horz, H., Ullrich, M. & Baumert, J. (2017). Development and evaluation of a competency model for teaching integrative processing of texts and pictures (BiTe). In D. Leutner, J. Fleischer, J. Grünkorn & E. Klieme (Eds.), Competence assessment in education - research, models and instruments (pp. 167-180). Heidelberg: Springer. doi.org/10.1007/978-3-319-50030-0

Hosenfeld, I., Zimmer-Müller, M., Wagner, I., Hief, I., Leutung, A., Eckstein, H., Spiegel, C., Scherthan, F. & Stelz, A. (2017). Final report on the evaluation of the impulse effect of school inspections and comparative studies on quality development in schools. Unpublished project report, Center for Empirical Pedagogical Research, University of Koblenz-Landau.

Hosenfeld, I., Zimmer-Müller, M., Wagner, I., Hief, I., Leutung, A., Karwehl, L., Eckstein, H., Spiegel, C., Scherthan, F. & Stelz, A. (2016). Interim report on the evaluation of the impact of school inspections and comparative studies on quality development in schools (EISVQS). Unpublished project report, Center for Empirical Pedagogical Research, University of Koblenz-Landau.

Wagner, I. & Schnotz, W. (2016). Development of text-image integration competence in the 4th school year. Unterrichtswissenschaft, 44(4), 408-424. doi.org/10.3262/UW1604408

Zhao, F., Schnotz, W., Wagner, I. & Gaschler, R. (2014). Eye tracking indicators of reading approaches in text-picture comprehension. Frontline Learning Research 2(5), 46-66. doi.org/10.14786/flr.v2i4.98.

Wagner, I. (2013). Learning with animations: Effects of dynamic and static visualizations on the formation of perceptual and cognitive representations in the acquisition of knowledge about dynamic facts. Published dissertation, University of Koblenz-Landau. Available at: kola.opus.hbz-nrw.de/opus45-kola/frontdoor/deliver/index/docId/702/file/Dissertation_IngaWagner.pdf [8.9.2020].

Wagner, I. (2007). Mixed-gender friendships in middle childhood. Unpublished diploma thesis, University of Koblenz-Landau.

Presentations at national and international conferences

Wagner, I. (2021, August). Effectiveness of follow-up classroom observations after school inspections in Northern Germany. Poster presented at the 19th Biannual EARLI Conference for Research on Learning and Instruction, Gothenburg, Sweden (conference was held in a virtual format). Also chairperson of the session "Instructional Design - Design-based research".

Zhao, F., Gaschler, R., Wagner, I. & Schnotz, W. (2021, March). Learning competence on text-picture integration: Learners with low prerequisites tend to give up early. Paper presented at the 63rd TeaP, Ulm, Germany (conference was held in a virtual format).

Wagner, I. (2020, September, accepted, conference is postponed). Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany. Paper to be presented at the EARLI SIG 18 & 23 conference, Freiburg, Germany.

Wagner, I. & Schnotz, W. (2020, March, accepted, conference was canceled). Construction and elaboration of mental models through the strategic processing of text and image information. In U. Ludewig (Organizer & Chair). Measuring and promoting integration processes in learning and understanding multiple representations. Symposium at the 8th conference of the GEBF, Potsdam.

Wagner, I. & Koch, U. (2019, September). Differences in teachers' VERA test preparation depending on their functional perception of comparative tests. Presentation at the conference of the AEPF/KBBB, Münster.

Wagner, I. & Koch, U. (2019, August). Low-stakes performance testing in Germany: Teachers' perceptions and test preparation methods. Poster presented at the 18th Biannual EARLI Conference for Research on Learning and Instruction, Aachen, Germany.

Wagner, I., Hosenfeld, I. & Zimmer-Müller, M. (2018, September). Comparative analysis of the relationships between acceptance, engagement with and use of results of comparative assessments and school inspections. Presentation at the 51st Congress of the German Psychological Society (DGPs), Frankfurt/Main. Chair function in the session "Pedagogical-psychological diagnostics".

Zhao, F., Schnotz, W., Wagner, I. & Gaschler, R. (2018, August). Students' strategic use of texts and pictures for the construction and adaptation of mental models. Poster presented at the EARLI SIG 2 meeting, Freiburg, Germany.

Wagner, I., Hosenfeld, I., Zimmer-Müller, M., Hief, I. & Leutung, A. (2017, September). Comparison of comparative assessments and school inspections in their acceptance, engagement with and use of their results among teachers and school administrators in Lower Saxony. Presentation at the 82nd Conference of the Working Group on Empirical Pedagogical Research (AEPF), Tübingen. Chair function in the session "School and Governance".

Zhao, F., Schnotz, W., Wagner, I. & Gaschler, R. (2017, August). Situational modulation of multimedia processing strategies. Poster presented at the 19th European Conference on Eye Movements, Wuppertal, Germany.

Wagner, I. & Schnotz, W. (2016, September). Development of text-image integration competence in the 4th grade.presentation at the 50th Congress of the German Psychological Society (DGPs), Leipzig.

Ohle, A., McElvany, N., Horz, H., Ullrich, M., Schnotz, W. & Wagner, I. (2015, March). Picture-text material in non-fiction teaching - Assessment of teaching quality characteristics, teacher competences and competence development in learners. Presentation at the 24th Annual Conference of the Society for Didactics of Sachunterricht, Dortmund.

Wagner, I., Schnotz, W., Ohle, A., McElvany, N., Horz, H. & Ullrich, M. (2014, September). Development of picture-text integration skills during the 4th grade considering gender-specific processing strategies. Poster presented at the 79th conference of the Arbeitsgruppe empirische pädagogische Forschung (AEPF), Hamburg.

Zhao, F., Wagner, I. & Schnotz, W. (2014, August). Impact of reading strategies and question levels on multimedia learning between school tiers. Poster presented at the EARLI SIG 2 meeting, Rotterdam, Netherlands.

Mengelkamp, C., Wagner, I., Schnotz, W., & Bannert, M. (2013, August). Self-paced learning from animations: An effect of reduced cognitive load or of self-regulation? In M. Rau & N. Rummel (Organizers & Chairs), Supporting deep learning from multiple external representations. Symposium presented at the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.

Wagner, I. & Schnotz, W. (2012, September). Comparison of animations and static pictures regarding their effectiveness in solving pictorial categorization tasks. Paper presented at the 48th Congress of the German Psychological Society (DGPs), Bielefeld.

Mengelkamp, C., Wagner, I. & Schnotz, W. (2012, September). The interactivity principle in animations: An effect of self-regulation or just the optimization of presentation? Presentation at the 48th Congress of the German Psychological Society (DGPs), Bielefeld.

Wagner, I. & Schnotz, W. (2012, April). Comparison of animated and static graphics regarding their efficacy for solving pictorial categorization tasks. Poster presented at the 54th Tagung experimentell arbeitender Psychologen (TeaP), Mannheim.

Wagner, I. & Schnotz, W. (2011, September). Task-dependent comparison of animations and static images on the transfer processes at a synapse. Poster presented at the 13th Educational Psychology Expert Group Conference of the DGPs (PAEPS), Erfurt.

Wagner, I. & Schnotz, W. (2011, March). Task-dependent comparison of animations and static images on the transfer processes at a synapse. Presentation at the 75th Conference of the Working Group on Empirical Pedagogical Research (AEPF), Bamberg.

Wagner, I. & Schnotz, W. (2010, July). Comparison of animated and static graphics regarding their efficacy for solving inferential tasks. Paper presented at the conference of the Junior Researchers of EARLI (JURE), Frankfurt/Main, Germany.

Wagner, I. & Schnotz, W. (2009, September). Animations vs. static images. Investigating their different effectiveness for solving inference tasks. Paper presented at the 73rd Conference of the Working Group on Empirical Pedagogical Research (AEPF), Bochum.

Other presentations

Wagner, I. & Schnotz, W. (2023, January). Construction and elaboration of mental models through strategic conjoint processing of text and pictures. Invited presentation at the Graduate School in Cognitive Science at the RPTU Kaiserslautern-Landau, Kaiserslautern.

Wagner, I. (2022, November). Comparative tests, school inspection & text-image comprehension: Professionalization approaches of teachers under the microscope. Inaugural lecture as part of the habilitation procedure, held at the colloquium of the psychology department of the University of Koblenz-Landau, Landau.

Wagner, I. (2017, October). Results of the VERA3 and VERA8 short evaluation 2017. Presentation at the VERA Autumn Conference 2017, Landau.

Zimmer-Müller, M., Wagner, I. & Leutung, A. (2016, November). Workshop report from the EISVQS project,presentation at the Forum Eigenverantwortliche Schule, Hanover.

Wagner, I. (2016, September). Evaluation of VERA in the "EISVQS" project. Presentation at the VERA Autumn Conference 2016, Landau.

Wagner, I. (2016, September). Short evaluation VERA 3. Presentation at the VERA Autumn Conference 2016, Landau.

Wagner, I. (2015, June). Development of text-picture integration competence in primary school. Presentation at the research colloquium of the psychology department at the University of Koblenz-Landau, Landau.

Winter semester 2013/14:

"Concepts for the design of teaching and learning processes" (B.Sc., Psychology, 2 groups)

Summer semester 2014:

"Design of learning environments" (B.Sc., Psychology)

Winter semester 2014/15:

"Concepts for the design of teaching and learning processes" (B.Sc., Psychology)

Summer semester 2015:

"Special issues in educational psychology" (B.ed., Educational Sciences)

Winter semester 2016/17:

"Concepts for the design of teaching and learning processes" (B.Sc., Psychology)

Winter semester 2017/18:

"Motivation and memory in teaching and learning contexts" (B.ed., Educational Sciences, 2 groups)

Summer semester 2018:

"Motivation and memory in teaching and learning contexts" (B.ed., Educational Sciences)

Winter semester 2018/19:

"Motivation and memory in teaching and learning contexts" (B.ed., Educational Sciences, 2 groups)

Summer semester 2019:

"Motivation and memory in teaching and learning contexts" (B.ed., educational sciences, 2 groups)

Winter semester 2019/20:

"Motivation and memory in teaching and learning contexts" (B.ed., educational sciences, 2 groups)

Summer semester 2020:

"Motivation and memory in teaching and learning contexts" (B.ed., Educational Sciences, online seminar)

Winter semester 2020/21:

"Motivation and memory in teaching and learning contexts" (B.ed., Educational Sciences, online seminar)

Summer semester 2021:

"Motivation and memory in teaching and learning contexts" (B.ed., Educational Sciences, online seminar)

• Empirical educational research
• Text and image comprehension
• Design of learning environments