@conference {,
	title = {Lernen in Virtual Reality: Eine Analyse der kognitiven Belastung unter Ber{\"u}cksichtigung der Redundanzhypothese},
	booktitle = {DELFI},
	year = {2026},
	pages = {69-76},
	abstract = {<p>Virtual Reality (VR) er\&ouml;ffnet neue didaktische M\&ouml;glichkeiten, die \&uuml;ber den traditionellen Unterricht hinausgehen. Damit das Potenzial dieser Technologie jedoch lernwirksam ausgesch\&ouml;pft werden kann, ist eine fundierte empirische Grundlage zur Verarbeitung virtueller Lerninhalte erforderlich. Besonders die Forschung zur kognitiven Belastung im Sinne der Cognitive Load Theory sowie zur Cognitive Theory of Multimedia Learning liefert zentrale Anhaltspunkte f\&uuml;r eine lernf\&ouml;rderliche Gestaltung immersiver Lernumgebungen. Vor diesem Hintergrund untersucht die vorliegende Studie den Einfluss der Redundanzhypothese auf den Lernerfolg und die kognitive Belastung in einer VR-Umgebung. 48 Sch\&uuml;ler:innen der Mittelstufe erkundeten in einem experimentellen Design virtuell das Versteck von Anne Frank und zwar entweder in einer rein auditiven oder in einer auditiv-visuellen Bedingung. Die Ergebnisse zeigen, entgegen der theoretischen Annahme, dass redundante Informationsdarstellung in VR lernf\&ouml;rderlich wirken. Weitere Forschung ist n\&ouml;tig, um diesen Befund zu veri- oder falsifizieren.</p>
},
	doi = {https://doi.org/10.18420/delfiws2025_08},
	url = {https://dl.gi.de/items/1da24475-1db3-4737-957c-bf7eee697a87},
	author = {Lilly Kaninski and Miriam Mulders and Lara Rahner and Wiesche, David}
}
@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 = {<p>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 \&laquo;instructional leaflet\&raquo;, 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.</p>
},
	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}
}
