@inbook {, title = {Beyond Comparing Learning Technologies: Experiencing Flow in Virtual Reality}, booktitle = { Smart Learning Environments in the Post Pandemic Era }, year = {2024}, pages = { 39{\textendash}56}, publisher = {Springer}, organization = {Springer}, address = {Cham}, abstract = {

Learning in Virtual Reality (VR) has become increasingly important. In this context, VR appears to be particularly conducive to affective learning, such as perspective-taking in VR actors. Previous research has often solely investigated cause-effect relationships that focus on the direct effects of different VR technologies on learning outcomes. Little research has been conducted on the learning processes experienced while being in a VR environment. Therefore, the present study aims to explore the construct flow. One hundred thirty-two middle school students were recruited. The students were assigned to two experimental conditions (HMD vs. laptop VR). The VR content dealt with the exploration of the hiding place of Anne Frank. Questionnaires were used to collect several data including sociodemographic variables, knowledge gain, perspective-taking, evaluation, and the learning process flow. A significant main effect for the variable VR technology was uncovered averaged across all learning indicators. However, a superiority of HMD-based VR was found for the two evaluative indicators and for the affective learning indicator. For the cognitive learning indicator, the effect was reverse. Mediating effects through the experience of flow were discovered several times. Thus, the experience of flow within VR can significantly explain the cause-effect relationships between VR technology and learning outcomes, even if, for the most part, only effects for evaluative indicators could be determined. Hence, the present study indicates that the choice for or against a particular VR technology should consider the learning processes that take place in VR. Therefore, instead of simple media comparison studies, the investigation of complex interaction structures in VR is needed.

}, doi = {10.1007/978-3-031-54207-7_3}, url = {https://link.springer.com/chapter/10.1007/978-3-031-54207-7_3}, author = {Miriam Mulders}, editor = {Sampson, D.G. and Iffenthaler, Dirk and Isa{\'\i}as, P.} } @inbook {, title = {Kompetenzen des p{\"a}dagogischen Personals in der digitalen Welt. Eine vergleichende {\"U}bersicht zum Forschungsstand in verschiedenen Bildungsbereichen}, booktitle = {Bildung f{\"u}r eine digitale Zukunft}, volume = {15}, year = {2023}, pages = {293-315}, publisher = {Springer VS}, organization = {Springer VS}, edition = {EZFE}, address = {Wiesbaden}, abstract = {

Das p\ädagogische Personal ist zentraler Akteur in der Digitalisierung von Bildung. Im Rahmen des Beitrags werden Ergebnisse aus f\ünf Critical Reviews herangezogen, um der Frage nachzugehen, wie sich Kompetenz in Bezug auf digitale Aufgaben des p\ädagogischen Personals in der Forschungsliteratur erfassen l\ässt. Hierzu werden ausgew\ählte Ergebnisse aus den einzelnen Reviews zu f\ünf Bildungsbereichen einander gegen\über gestellt mit dem Ziel, die Perspektive \über die einzelnen Bildungsbereiche hinaus zu \öffnen. Dabei zeigt sich, dass der pers\önlichen Haltung des p\ädagogischen Personals bereichs\übergreifend gro\ße Bedeutung in der praktischen Umsetzung digitalen Lehrens und Lernens zukommt. Die Entwicklung von Kompetenzen erfolgt in einem komplexen Gef\üge von f\örderlichen und hinderlichen Bedingungen. Angebote zur Fort- und Weiterbildung sowie kollegiale und institutionelle Unterst\ützung sind in allen Bildungsbereichen unabdingbar. Existierende Kompetenzmodelle k\önnen Orientierung f\ür Akteure auf verschiedenen Ebenen bieten. Insgesamt ist die Forschungslage in den einzelnen Bildungsbereichen sehr unterschiedlich in Umfang, Thematik und Methodik. Es besteht Bedarf an weiterer empirischer Forschung, um die Befundlage abzusichern und Widerspr\üche aufzukl\ären.

}, isbn = {978-3-658-37895-0}, doi = {https://doi.org/10.1007/978-3-658-37895-0_12}, author = {Annika Wilmers and Gundermann, Angelika and H{\"a}hn, Katharina and Gabrile Irle and Koschorreck, Jan and Iris Nieding and Monique Ratermann-Busse and Bettina Waffner and Carolin Keller}, editor = {Scheiter, Katharina and Gogolin, Ingrid} } @inbook {, title = {Learning how to use a digital workbench: guided or explorative?}, booktitle = {Orchestration of Learning Environments in the Digital World}, volume = {Part of the Cognition and Exploratory Learning in the Digital Age book series (CELDA)}, year = {2022}, pages = {21-34}, publisher = {Springer}, organization = {Springer}, address = {Berlin}, abstract = {

In this study, vocational education teachers and research assistants learned how to use a new digital workbench through a guided or an unguided instructional approach. We investigated the influence of the two instructional approaches on different learning objectives. Results show that guided instruction led to significantly better performance on a structured learning objective (quantity of tasks fulfilled), better performance on a second structured learning objective (quality of the fulfilled tasks), and similar results to a more unstructured learning objective (explore the functionalities of the workbench). Furthermore, we found that participants in the guided condition reported less temporal stress and higher self-confidence to perform well on the given tasks. With regard to the attitudes toward the use of the workbench, the participants in the unguided group showed slightly more positive values, although the differences were not statistically significant. In conclusion, we found advantages for the guided instructional approach with worked-out examples when participants have to learn how to use a totally new digital workbench.

}, isbn = {978-3-030-90943-7}, issn = {2662-5636}, doi = {10.1007/978-3-030-90944-4}, url = {https://link.springer.com/book/9783030909437}, author = {Buchner, Josef and Vonarx, Anne and Pf{\"a}nder, Peter and Michael Kerres}, editor = {Iffenthaler, Dirk and Pedro Isa{\'\i}as and Demetrios G. Sampson} } @inbook {, title = {Moving volleyball coaches{\textquoteright} education online: a case study}, booktitle = {Global Perspectives on Educational Innovations for Emergency Situations}, year = {2022}, pages = {231-240}, publisher = {Springer}, organization = {Springer}, abstract = {

Traditionally, volleyball coaches\’ education has been conducted physically in the gym and classroom, but due to Covid-19 and the actions needed to contain the pandemic, that was no longer possible in the spring of 2020. Instead of canceling the already planned course we decided to move the course online. The development process was guided by the question if we can teach volleyball-specific skills online. As a result, we designed a fully online blended learning course with a problem-centered approach and authentic video-based tasks. A total of 23 prospective coaches took part in the course. Skills acquisition was measured using a pretest-posttest design revealing a large effect of our design on skills acquisition. Additionally, we surveyed participants attitudes towards the learning design. The results show that prospective coaches were satisfied with the design and perceived the online learning course as useful for volleyball coaches\’ education. Based on the results, we can recommend the combination of videos and interactive content to provide authentic problem-centered tasks to facilitate skills online in volleyball coaches\’ education.

}, doi = {10.1007/978-3-030-99634-5_23}, url = {https://link.springer.com/chapter/10.1007/978-3-030-99634-5_23}, author = {Buchner, Josef and Plessl, Martin}, editor = {Dennen, Vanessa and Dickson-Deane, Camille and Ge, Xun and Iffenthaler, Dirk and Murthy, Sahana and Richardson, Jennifer C.} } @proceedings {, title = {School Education in a Virtual Space: Between Damage Control, School Development and Innovation}, year = {2021}, publisher = {IADIS Press}, address = {Virtual}, isbn = {978-989-8704-33-7}, author = {A. Wilmers and Bettina Waffner}, editor = {Pedro Isa{\'\i}as and Dirk Ifenthaler and Demetrios G. Sampson} } @proceedings {, title = {Nutzung von GitHub f{\"u}r Open Educational Resources}, volume = {GI-Edition / Proceedings, Lecture Notes in Informatics ; 308}, year = {2020}, pages = {337 - 342}, address = {Online}, author = {Schr{\"o}der, Nadine and Pf{\"a}nder, Peter}, editor = {Zender, Raphael and Ifenthaler, Dirk and Leonhardt, Thiemo and Schumacher, Clara} } @inbook {10823, title = {Vom E-Learning zur Digitalisierung von {\quotedblbase}Studium \& Lehre{\textquotedblleft}: Perspektiven f{\"u}r die Hochschuldidaktik}, booktitle = {Lehre und Digitalisierung. 5. Forum Hochschullehre und E-Learning-Konferenz {\textendash} 25.10.2016}, year = {2018}, publisher = {Universit{\"a}tsverlag Webler}, organization = {Universit{\"a}tsverlag Webler}, address = {Bielefeld}, url = {https://www.universitaetsverlagwebler.de/brinker-ilg-2018}, author = {Michael Kerres}, editor = {Brinker, Tobina and Ilg, Karin} } @inbook { 6062, title = {Didaktik des Online-Lernens}, booktitle = {Online-Lernen {\textendash} Handbuch f{\"u}r das Lernen mit Internet}, year = {2008}, publisher = {Oldenbourg}, organization = {Oldenbourg}, address = {M{\"u}nchen}, abstract = {

Der Beitrag thematisiert die didaktische Konzeption von internetgest\ützten Lernangeboten. Die Qualit\ät eines Lernangebotes entsteht nicht durch das Internet selbst und auch nicht durch eine mehr oder weniger selbst- oder fremdgesteuerte Anlage der Anwendung. Sie entsteht vielmehr durch die richtige Passung des Lernangebotes zur Lernsituation. Hierzu sind bestimmte Analyse- und Spezifikationsschritte vorzunehmen, etwa die Analyse von Zielgruppen, die Spezifikation von Lehr-Lernzielen, die Wahl von didaktischen Methoden und Medien in einem Lernszenario.

}, author = {Michael Kerres and Nadine Ojstersek and Stratmann, J{\"o}rg}, editor = {Issing, Ludwig J. and Klimsa, Paul} } @inbook { 5953, title = {Didaktische Konzeption des Tele-Lernens}, booktitle = {Information und Lernen mit Multimedia}, year = {2002}, publisher = {Beltz}, organization = {Beltz}, edition = {3}, address = {Weinheim}, author = {Michael Kerres and Jechle, Thomas}, editor = {Issing, Ludwig J. and Klimsa, Paul} } @inbook { 5951, title = {Medien und Hochschule. Strategien zur Erneuerung der Hochschullehre}, booktitle = {Studieren mit Multimedia und Internet Ende der traditionellen Hochschule oder Innovationsschub?}, year = {2002}, publisher = {Waxmann}, organization = {Waxmann}, edition = {16}, address = {M{\"u}nster}, author = {Michael Kerres}, editor = {Issing, Ludwig J. and St{\"a}rk, Gerhard} } @inbook { kerres_technisch, title = {Technische Aspekte multi- und telemedialer Lernangebote}, booktitle = {Information und Lernen mit Multimedia und Internet}, year = {2002}, publisher = {Beltz}, organization = {Beltz}, address = {Weinheim}, author = {Michael Kerres}, editor = {Issing, Ludwig J. and Klimsa, Paul} } @inbook { 6086, title = {Technische Aspekte multimedialer Lehr-Lernmedien}, booktitle = {Information und Lehren mit Multimedia}, year = {1995}, pages = {25-46}, publisher = {Beltz}, organization = {Beltz}, address = {Weinheim}, author = {Michael Kerres}, editor = {Issing, Ludwig J. and Klimsa, H.} }