@article {, title = {Bot or Not? Differences in Cognitive Load Between Human- and Chatbot-Led Post-Simulation Debriefings}, journal = {Education Sciences}, volume = {16}, year = {2026}, doi = {https://doi.org/10.3390/educsci16020255 }, author = {Dominik Evangelou and Miriam Mulders and Kristian H. Tr{\"a}g} } @inbook {, title = {Cultural Resistance: Why do digital innovations fail - in Germany?}, booktitle = {Digital Education and Innovation}, year = {2026}, publisher = {Springer}, organization = {Springer}, author = {Michael Kerres}, editor = {T{\"o}dt, Katja and B{\"u}ching, Corinna and Granas, Bastian} } @article {, title = {Debriefing in Virtual Reality Simulations for the Development of Counseling Competences: Human-Led or AI-Guided?}, journal = {Technology, Knowledge and Learning }, year = {2026}, abstract = {

Simulation-based learning has established itself as a powerful instructional method in
higher education, especially in domains that require complex interpersonal competencies
such as counseling. Debriefing plays a pivotal role in transforming simulation experiences
into meaningful learning by fostering critical reflection and integration of knowledge.
While expert-facilitated debriefings are considered the gold standard, recent advancements
in generative Artificial Intelligence (AI) have made chatbot-guided self-debriefings a scalable
alternative. This study examines the effectiveness of moderated versus chatbot-supported
debriefing formats following a Virtual Reality (VR)-based counseling simulation.
A total of 45 undergraduate students in educational science participated in a controlled
experiment. All participants engaged in a VR counseling scenario and were subsequently
assigned to either a human-moderated or a chatbot-guided debriefing condition. The
study investigated changes in counseling competence, self-efficacy, and learner perceptions
across the two debriefing formats. Both self-efficacy and counseling competence
increased significantly over time. The largest gains, particularly in counseling competence,
were recorded after the debriefing, even though these gains were independent of the specific
debriefing method employed. These findings underscore the importance of debriefing
in educational contexts and indicate that a chatbot-based format could serve as a feasible
alternative to traditional, moderator-led debriefings.

}, doi = {https://doi.org/10.1007/s10758-025-09941-8}, author = {Dominik Evangelou and Miriam Mulders and Kristian H. Tr{\"a}g} } @article {, title = {How XR shapes the Future of Higher Education - Crafting Visions, Navigating Pathways and Rethinking Learning}, journal = {i-com }, year = {2026}, abstract = {

Immersive technologies are gaining relevance in higher education. While their use has often been limited to isolated pilot projects, the question is becoming more urgent as to how XR can be integrated in a way that is educationally meaningful, technically reliable, and institutionally scalable. This paper aims to develop desirable visions for the future use of XR in university teaching and to derive key design requirements from them. Thus, a two-phase methodological design was employed, consisting of a cross-status group analysis and an interdisciplinary expert workshop. The results include exploratory future scenarios for the years 2035, 2050, and 2075. They outline possible developments ranging from infrastructural anchoring and global educational networks to individualized learning environments with novel interfaces. In addition, intersectional themes such as educational practice, ethics, and infrastructure are systemat ically addressed, and strategic options for action are identified for higher education institutions and policy makers.

}, doi = {10.1515/icom-2026-0014}, url = {https://www.degruyterbrill.com/document/doi/10.1515/icom-2026-0014/html$\#$APA}, author = {Raphael Zender and Miriam Mulders and Axel Wiepke and Jonathan Dyrna and Tobias M{\"o}hring and Lilly Kaninski and Ulrike Lucke and Markus von der Heyde and Stefan Lindow and Lisa K{\"o}nig and Anne Thillosen and Thomas K{\"o}hler} } @conference {, title = {GenAI-Chatbots as Debriefers: Investigating the Role Conformity and Learner Interaction in Counseling Training}, booktitle = {DELFI 2025}, year = {2025}, pages = {41-55}, doi = {10.18420/delfi2025_05}, author = {Dominik Evangelou and Maria Klar and Kristian H. Tr{\"a}g and Miriam Mulders and Melina Marnitz and Lara Rahner} } @article {, title = {Go green: Evaluating a VR application on biodiversity in German secondary school classrooms}, journal = {Instructional Science}, year = {2025}, abstract = {

One discussion in the context of education for sustainable development centers around the importance of suitable teaching materials for promoting pro-environmental attitudes. Especially applications that let learners travel to otherwise difficult to reach places seem promising for digital sustainability education that is both accessible and socially just. Applications for German-speaking learners are however rare, and it has often not been checked whether those that exist are fit for classroom use. Therefore, this paper focuses on an investigation of the Virtual Reality (VR) learning application \"On Biodiversity\’s Tracks\", developed by greenpeace, with a focus on the environment of the Amazon rainforest. In an experimental study, (1) VR-based and (2) traditional lesson conditions were compared in terms of their effects on self-appraisal of knowledge, interest, and attitude. Pre- and post-questionnaires were used to uncover between-subject and within-subject effects. 172 students at eight secondary schools in Germany were recruited. The results revealed that both experimental conditions were effective regarding increase of self-appraised knowledge. An increase in interest was barely found in either condition. Changes at the attitudinal level could mostly not be discovered. Further analyses highlighted that, unlike the experimental conditions, there were significant differences in self-rated learning outcomes between the types of schools. In general, our results indicate that VR learning applications can contribute to the teaching of topics such as sustainability and biodiversity in a target group-oriented and meaningful way. However, further research is needed to adequately assess VR learning effectiveness, especially regarding affective learning outcomes, due to their importance for sustainable behaviors of subsequent generations.

}, keywords = {biodiversity, media pedagogy, sustainable development goals, virtual reality}, doi = {https://doi.org/10.1007/s11251-024-09697-1}, author = {Miriam Mulders and Kristian H. Tr{\"a}g and Lara Kirner} } @article {, title = {Past lives, present learners: Future directions for history education in virtual reality}, journal = {Computers \& Education: X Reality}, volume = {7}, year = {2025}, chapter = {100114}, abstract = {

This study investigates the relationship between presence and learning outcomes in Virtual Reality (VR) environments, with a focus on both cognitive and affective learning. Using the\ Anne Frank VR House, a virtual replica of a hiding place for a group of Jewish people during World War II, 74 university students explored how the feeling of presence affects knowledge acquisition and perspective-taking. The results showed a significant positive correlation between presence and perspective-taking, but no effect on knowledge acquisition, meaning that a higher sense of presence predicted higher perspective-taking, while knowledge scores did not. These findings highlight VR\&$\#$39;s potential to create a sense of presence and thus foster emotional engagement in history education, suggesting that empathy-driven learning may be an effective way to engage students with complex socio-political issues beyond factual knowledge.

}, keywords = {Anne Frank, head-mounted displays, Learning, presence, virtual reality}, doi = {https://doi.org/10.1016/j.cexr.2025.100114}, author = {Miriam Mulders and Kristian H. Tr{\"a}g and Lilly Kaninski and Lara Rahner} } @article {, title = {Virtual reality and affective learning in commemorative history teaching: Effects of immersive technology and generative learning activities}, journal = {Journal of Research on Technology in Education}, year = {2025}, chapter = {1-21}, abstract = {

Learning with virtual reality (VR) can be highly motivating and conducive for cognitive and affective learning outcomes. For commemorative history education, VR enables novel experiences of testimonies co-created by survivors, witnesses, and museums. VR technologies allow learners to feel immediacy and an emotional connection to digitally reconstructed spaces and events of the past. While VR has proven to enhance affective learning outcomes by provoking emotions, interest, or motivation, its perceptual richness may also lead to distraction and cognitive overload. Generative learning activities can alleviate some of the limitations of learning with VR by helping learners to focus on the learning material. This study examines a highly engaging and historical immersive VR application and thereby investigates the effectiveness of the generative learning activities of self-explaining and drawing. Seventy-four undergraduate students explored a three-dimensional representation of the room where Anne Frank, a Jewish girl, was hiding during World War II. For the two experimental conditions, students had to either create drawings of Anne Frank\’s room and their own room or verbally explain how Anne Frank\’s living conditions would feel for them. For the control condition, students did not engage in a subsequent activity. Based on generative learning theory, we predicted that students engaging in generative learning activities would display higher posttest scores in knowledge and perspective taking than the control group. No such effects were found. Although the VR experience itself increased the ability to empathize with Anne Frank across all groups, it did not contribute to knowledge building. The study results indicate that even without any additional activity, VR can convey highly emotionally engaging testimonies and enables role taking, which suggests that VR is in particular suitable for affective learning.

}, doi = {https://doi.org/10.1080/15391523.2025.2461524}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2025.2461524}, author = {Miriam Mulders and Kristian H. Tr{\"a}g and Lilly Kaninski and Lara Kirner and Michael Kerres} } @conference {, title = {Walking In Virtual Shoes: Can Creating Avatars In Social Virtual Reality Enhance Counseling Competence, Presence, Perspective Taking, Embodiment And Engagement?}, booktitle = {CELDA 2025}, year = {2025}, abstract = {

Theoretical background: Research in social virtual reality (VR) suggests that avatar customization may enhance user engagement, embodiment, and perspective-taking through increased identification and presence. These processes are considered crucial for experiential learning and the development of interpersonal competencies in simulated environments. Methods: The study utilized a 2 (avatar condition: customizable vs. generic) x 2 (debriefing condition: moderated vs. self-guided) factorial design with repeated measures across three time points. 45 undergraduate students of educational science from a German university participated and were randomly assigned to one of four groups. Participants completed a 20-minute VR counseling session in a university laboratory using the Meta Quest 3 system and the Engage VR platform. Individuals in the customizable avatar condition created their own avatar prior to the VR session, while those in the generic avatar condition proceeded directly to the scenario. The present analysis focuses on the impact of avatar customization. Results: No significant effects of avatar customization were found on self-efficacy, counseling competence, embodiment, perspective-taking, presence or engagement. However, significant improvements in self-efficacy and counseling competence were observed across the three measurement time points, irrespective of avatar condition. Thus, hypotheses
regarding the superiority of customized avatars over generic avatars could not be supported.
Conclusion: The findings suggest that while avatar customization alone does not significantly impact the measured outcomes, VR scenarios can still effectively improve counseling competence and self-efficacy. This highlights the potential of VR for competence development but also points to the need for further research into the specific mechanisms such as presence or identification that mediate learning effects in virtual environments.

}, author = {Dominik Evangelou and Miriam Mulders and Kristian H. Tr{\"a}g} } @conference {, title = {What the Amazon Can{\textquoteright}t Deliver: Lessons Learned from Virtual Reality-Based Sustainability Education}, booktitle = {iLRN 2024}, volume = {2272}, year = {2025}, pages = {68-80}, publisher = {Immersive Learning Network}, organization = {Immersive Learning Network}, address = {Glasgow }, abstract = {

With Virtual Reality technology becoming an increasingly popular method to convey knowledge, sound pedagogical principles are needed to imple ment Virtual Reality effectively in classrooms. This paper proposes a pedagogical model that provides guidelines for educational practitioners before, during, and after Virtual Reality instruction. For elucidation, concrete examples as well as generative learning tasks are provided. These are based on a Virtual Reality learn ing experience developed by greenpeace and its evaluation studies. Finally, some general strengths and weaknesses of the proposed model are discussed.

}, keywords = {Instructional Guidelines, Pedagogy, virtual reality}, isbn = {978-3-031-80472-4}, doi = {https://doi.org/10.1007/978-3-031-80472-4_5}, url = {https://link.springer.com/chapter/10.1007/978-3-031-80472-4_5$\#$citeas}, author = {Kristian H. Tr{\"a}g and Miriam Mulders} } @conference {, title = {Editorial: Tagungsband des Jungen Forums f{\"u}r Medien und Hochschulentwicklung 2023}, booktitle = {MedienP{\"a}dagogik: Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, volume = {58}, year = {2024}, doi = {10.21240/mpaed/58/2024.07.02.X}, url = {https://www.medienpaed.com/article/view/1965}, author = {Miriam Mulders and Kristian H. Tr{\"a}g and Tatjana Steinhaus and Vonarx, Anne} } @conference {, title = {Gestaltung immersiver Lernszenarien: Generative Aktivit{\"a}ten beim Lernen mit dem Anne Frank VR House}, booktitle = {Workshops der 22. Fachtagung Bildungstechnologien (DELFI)}, year = {2024}, pages = {13-20}, publisher = {Gesellschaft f{\"u}r Informatik}, organization = {Gesellschaft f{\"u}r Informatik}, address = {Fulda}, abstract = {

Das Lernen in immersiver virtueller Realit\ät (VR) kann motivierend und f\örderlich sein, aber es kann auch zu Ablenkung und kognitiver \Überlastung f\ühren. Generative Lernaktivit\äten k\önnen einige der Einschr\änkungen des Lernens mit immersiver VR abschw\ächen, indem sie den Lernenden helfen, sich auf das Lernmaterial zu konzentrieren. Die vorliegende Studie untersucht die Wirksamkeit von zwei generativen Lernstrategien: Selbst-Erkl\ären und Zeichnen. W\ährend bisherige Studien zu generativen Lernaktivit\äten eher kognitive Lernziele adressierten, wurden die Aufgaben in dieser Studie so formuliert, dass Bez\üge zum Selbst hergestellt und so affektive Ziele wie die Perspektiven\übernahme in den VR-Protagonisten eher erreicht werden k\önnen. Vierundsiebzig Bachelorstudierende erkundeten den Raum, in dem Anne Frank sich vor den Nationalsozialisten im zweiten Weltkrieg verstecken musste, in einer immersiven VR-Umgebung. F\ür die experimentellen Bedingungen wurden die Studierenden nach der VR-Erfahrung entweder aufgefordert, Zeichnungen von Anne Franks Zimmer und ihrem eigenen Zimmer zu erstellen oder zu erkl\ären, wie sich Anne Franks Lebensbedingungen f\ür sie anf\ühlen w\ürden. F\ür die Kontrollbedingung nahmen die Studierenden an keiner Lernaktivit\ät teil. In diesem Paper werden die Ergebnisse deskriptiver Analysen der generativen Lernaktivit\äten vorgestellt und diskutiert.

}, doi = {10.18420/delfi2024-ws-02}, author = {Miriam Mulders and Kristian H. Tr{\"a}g and Lara Kirner and Lilly Kaninski} } @article {, title = {Studie: Wie lernt sich{\textquoteright}s mit der Greenpeace-App?}, journal = {on. Lernen in der digitalen Welt }, volume = {16}, year = {2024}, pages = {36-37}, url = {https://elibrary.utb.de/doi/pdf/10.5555/on-16-2024_15}, author = {Miriam Mulders and Lara Kirner and Kristian H. Tr{\"a}g and Heinen, Richard} } @proceedings {, title = {Vom Pixel zur Pr{\"a}senz{\textendash}R{\"u}ckblick auf das JFMH 2023 an der Universit{\"a}t Duisburg-Essen}, year = {2024}, pages = {1-12}, publisher = {MedienPaed.com}, address = {PHZH}, abstract = {

Die Tagung des Jungen Forums f\ür Medien und Hochschulentwicklung konnte 2023, nach zwei Jahren Online-Veranstaltung, wieder in ein Pr\äsenzformat \überf\ührt werden. Die Veranstaltung trug den Titel \«Spannungsfeld der digitalen Kompetenz\» und konnte vielf\ältige Perspektiven aus der wissenschaftlichen Praxis aufzeigen. Das Learning Lab (Lehrstuhl f\ür Mediendidaktik und Wissensmanagement der Fakult\ät f\ür Bildungswissenschaften) der Universit\ät Duisburg-Essen richtete die Tagung mit einem besonderen Augenmerk auf den sozialen Austausch und das Netzwerken zwischen den teilnehmenden Nachwuchswissenschaftler:innen aus. Trotz einer vergleichsweise geringen Teilnehmendenzahl im Vergleich zu den vorherigen Online-Veranstaltungen konnte auf der JFMH-Tagung 2023 durch eine Vielzahl unterschiedlicher Formate das Ziel der Vernetzung erfolgreich adressiert werden.

}, doi = {10.21240/mpaed/58/2024.03.21.X.}, url = {https://doi.org/10.21240/mpaed/58/2024.03.21.X.}, author = {Kristian H. Tr{\"a}g and Tatjana Steinhaus and Miriam Mulders} } @conference {, title = {Artenvielfalt im Unterricht - Ergebnisse qualitativer Befragungen von Sch{\"u}ler:innen zum Einsatz von XR}, booktitle = {DELFI}, volume = {DELFI 2023. Die 21. Fachtagung Bildungstechnologien der Gesellschaft f{\"u}r Informatik e.V. }, year = {2023}, pages = {89-98}, publisher = {Gesellschaft f{\"u}r Informatik}, organization = {Gesellschaft f{\"u}r Informatik}, address = {Aachen}, abstract = {

Im Fokus des Papiers steht die Untersuchung der von greenpeace entwickelten XR-Lernanwendung \“Der Artenvielfalt auf der Spur\” mit Fokus auf der Umgebung des Amazonas-Regenwaldes. Die Aussagen von acht Fokusgruppen mit Sch\üler:innen der siebten bis neunten Klasse deutscher Schulen wurden qualitativ ausgewertet. Die Ergebnisse zeigen, dass die Sch\üler:innen bedeutsam ihr Wissen zu Biodiversit\ät anreichern konnten. Ferner gaben die Sch\üler:innen an, sich im Nachgang mit assoziierten Inhalten (z.B. Arten- und Klimaschutz) auseinandergesetzt und eigene Verhaltensweisen reflektiert zu haben. In allen Fokusgruppen wurde deutlich, dass die Lernanwendung sowohl die Einstellungs- als auch die Verhaltensebene positiv beeinflussen konnte. Insgesamt wurde die Lernanwendung von den Sch\üler:innen positiv bewertet, was sie auf die erlebten Lernprozesse wie physische und soziale Pr\äsenz und der Verarbeitung von audio-visuellen Reizen zur\ückf\ührten.

}, keywords = {Artenvielfalt, Augmented Reality, Biodiversit{\"a}t, Extended Reality, Fokusgruppe, nachhaltige Entwicklung, virtual reality, XR}, doi = {10.18420/wsdelfi2023-24}, author = {Miriam Mulders and Kristian H. Tr{\"a}g and Lara Kirner} } @inbook {, title = {Augmented und Virtual Reality}, booktitle = {Digitale Medienbildung: P{\"a}dagogik - Didaktik - Fachdidaktik}, year = {2023}, pages = {214-230}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster }, abstract = {

Trotz der technologischen Reife von Augmented Reality (AR) und Virtual Reality (VR) und der breiten Verf\ügbarkeit von AR/VR-Anwendungen ist deren Verwendung im Schulunterricht noch eher die Ausnahme. Dieses Buchkapitel zeigt Potenziale f\ür den Einsatz von AR/VR im Unterricht auf, um die Nutzung dieser Technologien im Unterricht zu inspirieren und Hemmschwellen abzubauen. Die erarbeitete Umsetzungshilfe f\ür AR/VR im Unterricht basiert dabei auf den M\öglichkeiten aktueller Technologien bzw. dem Stand der aktuellen didaktischen Forschung. Statt bestehende Unterrichtsmethoden zu ersetzen, hat die Umsetzungshilfe das Ziel, AR/VR als Erg\änzung und Unterst\ützung von bestehenden Lerninhalten in den Unterricht zu integrieren.

}, isbn = {9783830996705}, url = {https://books.google.de/books?hl=de\&lr=\&id=nC3cEAAAQBAJ\&oi=fnd\&pg=PA213\&dq=7.+Augmented+und+Virtual+Reality+buchner+tatzgern\&ots=Imq8LqgFtq\&sig=KvRvxaXjzWBKOdkCN1u6nfdY8UY\&redir_esc=y$\#$v=onepage\&q\&f=false}, author = {Buchner, Josef and Tatzgern, Markus and Deibl, Ines and Miriam Mulders}, editor = {Zumbach, J{\"o}rg and von Kotzebue, Lena and Tr{\"u}ltzsch-Wijnen, Christine and Deibl, Ines} } @article {, title = {Presence and Flow as Moderators in XR-based Sustainability Education}, journal = {Sustainability}, volume = {15}, year = {2023}, chapter = {16496}, abstract = {

Virtual reality (VR) and augmented reality (AR) are emerging technologies with a variety of potential benefits for sustainability education. Here, learning processes such as flow and presence seem to determine the learning experience. Therefore, this paper presents the results of a mixedmethods study investigating a VR- and AR-based learning application on biodiversity developed by greenpeace. A total of 156 students tested the application addressing the Amazon rainforest and rated its efficacy in terms of effects on knowledge, interest, and attitude. Pre- and post-questionnaires as well as focus groups were used to uncover within-subject effects. The study results revealed that flow and presence had a moderating effect on knowledge and that this effect is strongest in learners with little prior knowledge. Presence also showed a moderating effect on one of three attitude measures. In general, the learning application was able to increase knowledge and improve attitude in this sample. The focus groups also revealed that the students engaged with environmental topics even after the experience. They also formed ideas for more environmentally friendly behavioral change. Moreover, the students described the application as impressive, captivating, and realistic. It can be concluded that presence and flow are crucial processes for learning with VR and AR technologies.

}, keywords = {Augmented Reality, biodiversity, flow, presence, sustainability education, sustainable development, virtual reality, xReality}, doi = {https://doi.org/10.3390/su152316496}, url = {https://www.mdpi.com/2071-1050/15/23/16496}, author = {Miriam Mulders and Kristian H. Tr{\"a}g} } @conference {, title = {Teachers{\textquoteright} use of augmented reality in the classroom: reasons, practices, and needs}, booktitle = {International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices (Proceedings of the 16th International Conference of the Learning Sciences)}, year = {2022}, pages = {1133-1136}, publisher = {International Society of the Learning Sciences}, organization = {International Society of the Learning Sciences}, address = {Hiroshima, Japan}, abstract = {

Research on augmented reality (AR) in education shows various advantages and challenges for learners while research on teachers is scarce. In practice, teachers drive the implementation of AR in classes, and it is important to examine current practices and requirements to be able to effectively support their efforts. N = 16 teachers who had used AR in their classes took part in a survey with open-ended questions focusing on reasons for, current practice of, and needs when using AR in education. The answers were classified into different (sub-)categories. As reasons for usage, different instructional and non-instructional purposes are mentioned. In the current practices various technologies, design-platforms and educational materials are described, and needs include content availability, pedagogical integration, and technical infrastructure. The results are discussed with a focus on unexpected outcomes and the potentials of collaboration between researchers, practitioners, and other stakeholders to support teachers AR classroom integration.

}, isbn = {978-1-7373306-5-3}, url = {https://www.researchgate.net/publication/361419570_Teachers{\textquoteright}_use_of_augmented_reality_in_the_classroom_reasons_practices_and_needs}, author = {Buchner, Josef and Kr{\"u}ger, Jule and Bodemer, Daniel and Michael Kerres}, editor = {Chinn, Clark and Tan, Edna and Chan, Carol and Kalo, Yeal} } @article {, title = {Virtual Reality f{\"u}r Sch{\"u}ler:innen. Ein {\guillemotleft}Beipackzettel{\guillemotright} f{\"u}r die Durchf{\"u}hrung immersiver Lernszenarien im schulischen Kontex}, journal = {MedienP{\"a}dagogik. Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, volume = {47}, year = {2022}, abstract = {

Immersive technologies such as virtual reality (VR) are currently considered to have a great potential as educational technologies and learning media over all areas of education, although many questions regarding learning effectiveness, pedagogical and didactic design, and medical as well as ethical risks of use cannot yet be answered sufficiently. However, they are of particular relevance for school teaching, since children are always also considered to be subjects of protection. In the metaphorical sense of an \«instructional leaflet\», this article provides an overview of the concerns and risks of VR use in schools from medical, pedagogical, didactical, technical, and ethical perspectives with the aim of enabling a sensitized and reflected use of this promising technology. Therefore, specific design recommendations for teachers, learners, parents, educational institutions, developers as well as political actors are further formulated. Furthermore, this article wants to provide a foundation for an interdisciplinary discourse in the area of the VR-usage as a learning medium in schools. It is therefore connected with a call for participation of all stakeholders involved in school education.

}, doi = {https://doi.org/10.21240/mpaed/47/2022.04.02.X}, url = {https://www.medienpaed.com/article/view/1399/1134}, author = {Raphael Zender and Buchner, Josef and Sch{\"a}fer, Caterina and Wiesche, David and Kelly, Kathrin and T{\"u}shaus, Ludger} } @proceedings {12281, title = {Action-oriented Learning in a VR Painting Simulator}, volume = {11984}, year = {2020}, month = {February 2020}, publisher = {Springer Lecture Notes in Computer Science (LNCS)}, address = {Cham}, abstract = {

In some trades, the development of complex competencies is difficult to achieve, as for example in the training of vehicle painters. The HandLeVR project therefore underscores the use of Virtual Reality to promote action-oriented learning of skills for carrying out vehicle painting work. This article describes both the instructional and technological aspects of a VR Painting Simulator and presents first results.

}, keywords = {HandLeVR}, isbn = {978-3-030-38777-8}, issn = {1611-3349}, doi = {https://doi.org/10.1007/978-3-030-38778-5}, url = {https://link.springer.com/book/10.1007/978-3-030-38778-5$\#$about}, author = {Raphael Zender and Pia C. Sander and Matthias Weise and Miriam Mulders and Ulricke Lucke and Michael Kerres}, editor = {Popescu, E. and Hao, T. and Hsu, TC and Xie, H. and Temperini, M and Chen, W.} } @conference {12585, title = {Attitudes towards Augmented and Virtual Reality {\textendash} The role of age and gender}, booktitle = {Tagungsband zur Tagung Inverted Classroom and beyond 2020}, year = {2020}, publisher = {Books on Demand}, organization = {Books on Demand}, address = {Graz, Austria}, url = {https://www.icmbeyond.net/wp-content/uploads/2020/01/ICM2020_Web.pdf$\#$page=157}, author = {Buchner, Josef and Wei{\ss}enb{\"o}ck, Julia}, editor = {Gerhard Brandhofer and Buchner, Josef and Freisleben-Teutscher, Christian and Tengler, Karin} } @inbook {, title = {Digitalisierung als Querschnittsaufgabe der Hochschulen}, booktitle = {Vom E-Learning zur Digitalisierung Mythen, Realit{\"a}ten, Perspektiven}, year = {2020}, pages = {276-285}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster}, abstract = {

Die Digitalisierung ist eine zentrale Thematik f\ür die aktuelle Diskussion von Hochschulentwicklung. F\ür Akteure an den Hochschulen stellt sich die Frage, wie die Potenziale der Digitalisierung genutzt werden k\önnen und welche Bedeutung sie f\ür das Vorantreiben von Prozessen der Hochschulentwicklung hat. Seit Anfang der 1990er Jahre gibt es verschiedene Bestrebungen und fi - nanzielle F\örderungen, um digitale Medien nachhaltig in den Hochschulen zu etablieren. Inzwischen zeigt sich zusehends, dass die Digitalisierung als Querschnittsaufgabe alle Bereiche der Hochschule betrifft . So hat die Digitalisierung das Potenzial, das Erreichen strategischer Ziele einer Hochschule zu bef\ördern und somit zur Implementierung eines Hochschulprofi ls beizutragen. In den Kernbereichen der Universit\ät, Studium, Lehre und Weiterbildung, Forschung und Entwicklung ebenso wie Management und Verwaltung bieten sich M\öglichkeiten, neue Wege der Zusammenarbeit, des Austauschs und der Gestaltung von Prozessen und Ergebnissen zu gehen. Es wird aufgezeigt, welche Chancen in den genannten Bereichen sich durch die Digitalisierung er\öff nen.

}, isbn = {978-3-8309-4109-5}, doi = {https://doi.org/10.31244/9783830991090}, url = {https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2\%5bbuchnr\%5d=4109\&tx_p2waxmann_pi2\%5baction\%5d=show}, author = {Schulenburg, Katrin and Getto, Barbara}, editor = {Bauer, Rheinhard and Hafer, J{\"o}rg and Hofhues, Sandra and Schiefner-Rohs, Mandy and Thillosoen, Anne and Volk, Benno and Wannemacher, Klaus} } @inbook {12691, title = {Hochschulbildung in der digitalen Welt: Ein Rahmenmodell f{\"u}r Strategieoptionen}, booktitle = {Bildung und Digitalisierung. Auf der Suche nach Kompetenzen und Performanzen}, volume = {Medienp{\"a}dagogik, 4}, year = {2020}, pages = {113-134}, publisher = {Nomos}, organization = {Nomos}, address = {Baden-Baden}, isbn = {978-3-8487-6538-6}, url = {https://www.nomos-shop.de/titel/bildung-und-digitalisierung-id-86619/}, author = {Michael Kerres and Getto, Barbara and Buchner, Josef}, editor = {Christine W. Tr{\"u}ltzsch-Wijnen and Gerhard Brandhofer} } @inbook {, title = {Hochschullehre und Digitalisierung: Digital Storytelling als Lehr- Lernmethode f{\"u}r Kompetenzen in der digitalen Welt}, booktitle = {Bildung und Digitalisierung. Auf der Suche nach Kompetenzen und Performanzen }, volume = {4}, year = {2020}, publisher = {Nomos Verlag}, organization = {Nomos Verlag}, edition = {Medienp{\"a}dagogik | Media Education}, address = {Baden-Baden}, keywords = {digital educational media, digital storytelling}, isbn = {ISBN 978-3-8487-6538-6}, url = {https://www.nomos-shop.de/titel/bildung-und-digitalisierung-id-86619/}, author = {Otto, Daniel}, editor = {Christine W. Tr{\"u}ltzsch-Wijnen and Gerhard Brandhofer} } @inbook {, title = {Make IT Real: Technologie-unterst{\"u}tzte Hochschullehre als koOpERativer Entwicklungs- und Lernprozess}, booktitle = {Vom E-Learning zur Digitalisierung. Mythen, Realit{\"a}ten, Perspektiven}, volume = {76}, number = {Medien in der Wissenschaft}, year = {2020}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster}, isbn = {978-3-8309-4109-5}, doi = {978-3-8309-4109-5}, url = {https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2\%5bbuchnr\%5d=4109\&tx_p2waxmann_pi2\%5baction\%5d=show}, author = {Handle-Pfeiffer, Daniel and Buchner, Josef}, editor = {Bauer, Rheinhard and Hafer, J{\"o}rg and Hofhues, Sandra and Schiefner, Mandy and Thillosoen, Anne and Volk, Benno and Wannemacher, Klaus} } @book {12583, title = {Tagungsband zur Tagung Inverted Classroom and beyond 2020}, year = {2020}, month = {24.01.2020}, publisher = {Books on Demand}, organization = {Books on Demand}, address = {Graz, Austria}, isbn = {9783750471238}, url = {https://t1p.de/icm20}, author = {Gerhard Brandhofer and Buchner, Josef and Freisleben-Teutscher, Christian and Tengler, Karin} } @article {11913, title = {Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs}, journal = {Journal of Cleaner Production}, volume = {222}, year = {2019}, chapter = {12-21}, abstract = {

Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants\’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning.

}, keywords = {blended learing, distance education, learning outcomes, MOOCs, Online Learning, virtual mobility}, url = {https://doi.org/10.1016/j.jclepro.2019.02.190}, author = {Otto, Daniel and Caeiro, Sandra and Nicolau, Paula and Disterheft, Antje and Teixeira, Ant{\'o}nio and Becker, Sara and Bollmann, Alexander and Sander, Kirsten} } @inbook {12171, title = {Wie Hochschulen Studieren f{\"u}r Berufst{\"a}tige m{\"o}glich machen - Bedarfsgerechte Studienganggestaltung f{\"u}r ausgebildete Therapeutinnen und Therapeuten}, booktitle = {Professionalisierung durch Akademisierung. Hochschulbildung in den therapeutischen Berufen}, year = {2019}, publisher = {Verlag Dr. Kovac}, organization = {Verlag Dr. Kovac}, chapter = {153-170}, address = {Hamburg}, isbn = {ISBN: 978-3-8300-9618-4}, author = {Schulenburg, Katrin and Hollweg, Wibke and Beck, Eva-Maria and Bl{\"u}mke, Christine and Trock, Silke and Kraus, Elke and Borde, Theda}, editor = {Siegm{\"u}ller, Julia and Winny, Steffen} } @proceedings {12267, title = {Development Process of E-Learning at the University of Duisburg-Essen: Lessons Learnt and Future Tasks}, year = {2017}, month = {2017}, pages = {8646-8652}, publisher = {IATED}, address = {Spain}, doi = {10.21125/edulearn.2017}, url = {https://library.iated.org/publications/EDULEARN17}, author = {Petschenka, Anke and Heinrich, Sandrina and Liebscher, J. and Helmstedt, Cornelia and van Ackeren, Isabell}, editor = {G{\'o}mez Chova, L. and L{\'o}pez Mart{\'\i}nez, A and Candel Torres, I.} } @inbook {9611, title = {Die existenzielle Wende. Impulse einer philosophischen Idee f{\"u}r die Medienp{\"a}dagogik}, booktitle = {Wenden: Interdisziplin{\"a}re Perspektiven auf das Ph{\"a}nomen turn}, year = {2017}, pages = {201-217}, publisher = {Springer Fachmedien}, organization = {Springer Fachmedien}, address = {Wiesbaden}, url = {https://link.springer.com/chapter/10.1007/978-3-658-14805-8_17}, author = {Tobias H{\"o}lterhof}, editor = {Sandra A{\ss}mann and Peter Moormann and Karina Nimmerfall and Mirjam Thomann} } @inbook {8953, title = {S{\"o}ren Kierkegaard und das Internet: Partizipation und Engagement als Hinweis auf Medienbildung}, booktitle = {medine impulse 2014-2015}, year = {2017}, pages = {341 - 347}, isbn = {978-3-7003-1959-7}, url = {http://www.medienimpulse.at/articles/view/801}, author = {Tobias H{\"o}lterhof}, editor = {Alessandro Barberi and Thomas Ballhausen and Christian Berger and Katharina Kaiser-M{\"u}ller and Petra Missomelius and Ruth Sonderegger and Christian Swertz and Christine W. Tr{\"u}ltzsch-Wijnen} } @inbook {10781, title = {Kollegiale Hospitation zur St{\"a}rkung des Einsatzes neuer Medien in der Hochschullehre}, booktitle = {Teaching Trends 2016 Digitalisierung in der Hochschule: Mehr Vielfalt in der Lehre}, year = {2016}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster}, author = {Schulenburg, Katrin and Beck, Eva-Maria and Hollweg, Wibke and Trock, Silke and Kraus, Elke and Borde, Theda}, editor = {Pfau, Wolfgang and Baetge, Caroline and Bendelier, Svenja Mareike and Kramer, Carina and St{\"o}ter, Joachim} } @article {3859, title = {Learner control in Personal Learning Environments: A Cross-Cultural Study}, journal = {Journal of Literacy and Technology}, volume = {15}, year = {2014}, chapter = {14-52}, url = {http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/ib1.pdf}, author = {Ilona Buchem and Tur, Gemma and Tobias H{\"o}lterhof} } @inbook {4055, title = {Peer-Education in der Schule - Partizipative Projekte zur F{\"o}rderung von Medienkompetenz}, booktitle = {Beziehungen in Schule und Unterricht}, volume = {3}, year = {2014}, pages = {290-309}, publisher = {Prolog-Verlag}, organization = {Prolog-Verlag}, edition = {Theorie und Praxis der Schulp{\"a}dagogik}, address = {Immenhausen}, abstract = {Peerbasierte Projekte zur F{\"o}rderung von Medienkompetenz werden vermehrt durchgef{\"u}hrt. Derartige Programme finden sich sowohl in der au{\ss}erschulischen Jugendarbeit als auch in Schulen und werden meist mit Konzepten der aktiven Medienarbeit verbunden. Gerade in Schulen ist die Umsetzung eines Peer-Education-Programms mit institutionellen Herausforderungen und traditionellen Rollenbildern konfrontiert, so dass zu fragen ist, wie Partizipation in Schule durch die Integration von Peer-Projekten erreicht werden kann. Am Beispiel eines Peer-Projekts im Kontext von Medienkompetenzvermittlung wird auf Basis eines theoretischen Modells eine Analyse des Grades an Mitbestimmung und Partizipation von Sch{\"u}ler/innen vorgenommen. Es deutet sich an: Peerbasierte Medienkompetenzf{\"o}rderung kann Partizipation erm{\"o}glichen, hat Einfluss auf Beziehungskonstellationen der Akteure innerhalb einer Schule und bedarf einer organisatorischen Rahmung.}, author = {Heinen, Richard and El_Makhoukhi, Asmaa and Michael Kerres}, editor = {Tillack, Carina and Fetzer, Janina and Raufelder, Diana} } @conference {3857, title = {The Role of Ownership and Control in Personal Learning Environments: A Cross-Cultural Study}, booktitle = {Proceedings of the 4th International PLE Conference 2013 Berlin/Melbourne}, year = {2014}, author = {Ilona Buchem and Tur, Gemma and Tobias H{\"o}lterhof} } @inbook {9867, title = {Bridging Personal Learning Environment: Interfacing personal envionments and Learning Management Systems: The Example of a bookmarking tool}, booktitle = {The PLE Conference 2013 Learning and Diversity in the Cities of the Future}, year = {2013}, pages = {52-67}, publisher = {Beuth University of Applied Science}, organization = {Beuth University of Applied Science}, author = {Tobias H{\"o}lterhof and Heinen, R.}, editor = {Ilona Buchem and Attwell, G. and Tur, G.} } @article { 6038, title = {Mediendidaktische Konzepte des mobilen pervasiven Lernens}, journal = {it {\textendash} information technology. Sonderheft Pervasive University }, year = {2009}, abstract = {

Der Artikel beschreibt typische Szenarien mobilen pervasiven Lernens an Hochschulen. Um solche Szenarien umsetzen zu k\önnen, m\üssen an einer Hochschule, ausgehend von einer E-Strategy, bestimmte Rahmenbedingungen geschaffen werden. Der Beitrag beschreibt potentielle Mehrwerte, die sich durch die Nutzung mobiler Endger\äte ergeben k\önnen.

}, doi = {10.1524/itit.2009.0520}, url = {https://www.degruyter.com/document/doi/10.1524/itit.2009.0520/html}, author = {Stratmann, J{\"o}rg and Michael Kerres}, editor = {Tavangarian, D} } @inbook { kerres_pragmatis, title = {Pragmatismus als theoretische Grundlage zur Konzeption von eLearning}, booktitle = {Handlungsorientiertes Lernen und eLearning. Grundlagen und Beispiele}, year = {2004}, publisher = {Oldenbourg}, organization = {Oldenbourg}, address = {M{\"u}nchen}, abstract = {

Von Heranwachsenden und Erwachsenen wird erwartet, dass sie mit den zahlreichen durch elektronische Medien pr\äsentierten Informationen umgehen und ihre Bedeutung beurteilen k\önnen, sie zu nutzen wissen und damit f\ür \„Bildung als lebenslangen Prozess\" zunehmend selbst Verantwortung \übernehmen k\önnen. Den Lernenden im und durch den Umgang mit digitalen Medien bei der selbstst\ändigen Planung, Organisation und Durchf\ührung von Entscheidungen im Umgang mit In-formation und Wissen und damit bei ihrem individuellen Wissensmanagement zu unterst\ützen, ist ein wesentliches Ziel von Bildungsangeboten - gerade medienge-st\ützter Varianten. Bei der Konzeption von eLearning geht es aus dieser Sicht nicht nur darum, Wissen aufzubereiten und in medialer Form zur individuellen .Aneig-nung\" anzubieten, sondern Individuen anzuleiten Wissen in ihrer Lebenswelt han-delnd anzuwenden und somit an der Wissensgesellschaft gestaltend teilzuhaben. Dabei scheint eine am Pragmatismus orientierte didaktische Konzeption von Lern-angeboten besonders geeignet, um solche Anforderungen von Wissensgesellschaft einzul\ösen. Dahinter steht die Vorstellung einer Lehr- und Lernkultur, der es nicht allein auf den \„Erwerb\" von Wissen ankommt, sondern die darauf abzielt, Er-fahrungen in didaktischen Arrangements zu erm\öglichen und Wissen in situations-bezogenes Handeln transformieren zu k\önnen. Der Ansatz des (p\ädagogischen) Pragmatismus wurde bislang in der Mediendidaktik nur rudiment\är aufgegriffen und zum Teil - f\älschlicherweise - lediglich als \„Vorl\äufer\" einer konstruktivistischen Didaktik rezipiert. Wir sehen den Pragmatismus dagegen als eine eigenst\ändige Position, die zwar vielf\ältige Bez\üge zum Kon-struktivismus aufweist, jedoch einen eigenst\ändigen Kern aufweist, der sich bei der Konzeption von (mediengest\ützten) Bildungsangeboten als ein \überaus leistungs-f\ähiges \„Werkzeug\" erweist. Im Folgenden wird zun\ächst ein allgemeines Rahmenmodell zur Beschreibung von eLearning-Angeboten erl\äutert, mit dem sich die didaktischen Implikationen der vorliegenden theoretischen Ans\ätze einordnen und vergleichen lassen. Die Ausei-nandersetzung mit der theoretischen Diskussion in der Mediendidaktik soll danach deutlich machen, dass die vorliegenden Modelle f\ür die Didaktik nicht den Status von \„Paradigmen\" aufweisen, sondern als \„Werkzeuge\" f\ür die Konzeption von Bil-dungsangeboten betrachtet werden k\önnen. Die N\ützlichkeit dieser Werkzeuge wird in der Anwendung sichtbar: Entscheidend ist, ob es ihnen gelingt, zur L\ösung bestimmter Bildungsanliegen bzw. -probleme beizutragen.

}, keywords = {Pragmatismus}, isbn = {9783486781762}, doi = {https://doi.org/10.1515/9783486781762}, url = {https://www.degruyter.com/document/doi/10.1515/9783486781762.77/html}, author = {Michael Kerres and de Witt, Claudia}, editor = {Mayer, Horst Otto and Treichel, Dietmar} } @conference { bubenzer_educati, title = {Educational multimedia: Organizing an Internet-based study program}, booktitle = {Proceedings of Edmedia}, volume = {2}, year = {1998}, pages = {1586{\textendash}1588}, publisher = {Associaton for the Advancement of Computing in Education (AACE)}, organization = {Associaton for the Advancement of Computing in Education (AACE)}, address = {Freiburg, DE}, url = {http://www.aace.org/conf/edmedia/98/det.htm}, author = {Bubenzer, A. and Jechle, Thomas and Michael Kerres}, editor = {Ottmann, T. and Tomek, I.} } @inbook { 6072, title = {Automating the Production of Instructional Material}, booktitle = {Automating Instructional Design: Computer-Based Development and Delivery Tools}, year = {1995}, pages = {547-558}, publisher = {Springer}, organization = {Springer}, address = {Berlin}, isbn = {3540587659}, author = {Bartoluzzi, S. and Gammack, J. and Michael Kerres and Kuiper, H. and Mansour, W. and Scandura, A. and Sch{\"o}pf, K.}, editor = {Tennyson, R.D. and Barron, A.E.} } @conference {, title = {Too Positive to Be True? Sentiment Analysis of AI-Guided vs. Human-Led Debriefings in Virtual Reality Counseling Training}, booktitle = {2026 IEEE International Conference on Artificial Intelligence and eXtended and Virtual Reality (AIxVR)}, pages = {157-162}, publisher = {IEEE}, organization = {IEEE}, abstract = {

Debriefings are a crucial component of simulation-based learning, as they allow participants to critically reflect on their performance and translate experiences into knowledge. With the rise of artificial intelligence (AI), large language models (LLMs) are increasingly being explored as conversational agents in debriefings. However, concerns have been raised that AI debriefers may display sycophantic tendencies, characterized by overly positive sentiment and a lack of critical feedback. Such tendencies could affect learners\’ self-evaluations and limit the educational value of AI-supported debriefings. In this study, 45 university students participated in a virtual reality (VR) counseling simulation, followed by either an AI-guided or a human-led debriefing. Sentiment analysis of 958 debriefing statements (350 AI, 608 human) was conducted using a German sentiment classification model based on Google\’s BERT. Results show that AI debriefers expressed significantly more positive sentiment and substantially fewer negative statements compared to human debriefers, corroborating the assumption of a sycophancy effect. However, sentiment was not found to predict self-rated counseling competence, or self-efficacy. These findings highlight both the promise and the limitations of AI-supported debriefings in counseling education. While AI debriefers provide consistent encouragement, their lack of critical feedback raises questions about their long-term effectiveness for professional skill development. Future research should explore hybrid approaches that combine AI scalability with human expertise in constructive reflection.

}, keywords = {counseling, debriefing, Higher education, sentiment analysis, virtual reality}, doi = {10.1109/AIxVR67263.2026.00026}, author = {Kristian H. Tr{\"a}g and Miriam Mulders and Dominik Evangelou} }