TY - CHAP T1 - Augmented und Virtual Reality T2 - Digitale Medienbildung: Pädagogik - Didaktik - Fachdidaktik Y1 - 2023 A1 - Buchner, Josef A1 - Tatzgern, Markus A1 - Deibl, Ines A1 - Miriam Mulders ED - Zumbach, Jörg ED - von Kotzebue, Lena ED - Trültzsch-Wijnen, Christine ED - Deibl, Ines AB -

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

JF - Digitale Medienbildung: Pädagogik - Didaktik - Fachdidaktik PB - Waxmann CY - Münster SN - 9783830996705 UR - 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 ER - TY - JOUR T1 - Effekte eines Augmented Reality Escape Games auf das Lernen über Fake News JF - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung Y1 - 2023 A1 - Buchner, Josef UR - https://www.medienpaed.com/article/view/1589 IS - 51 ER - TY - CHAP T1 - Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom T2 - Immersive Education: Designing for Learning Y1 - 2023 A1 - Andreas Dengel A1 - Buchner, Josef A1 - Miriam Mulders A1 - Johanna Pirker ED - Paula MacDowell ED - Jennifer Lock AB -

This chapter discusses theoretical models for immersive learning and immersive teaching. The subjective and objective factors used in these models are distinguished by levels: micro, meso, and macro. We discuss the terms immersive teaching and immersive learning and possible strategies for implementing learning experiences in the everyday classroom.

JF - Immersive Education: Designing for Learning PB - Springer Cham UR - https://link.springer.com/chapter/10.1007/978-3-031-18138-2_7 ER - TY - JOUR T1 - Editorial: Immersives Lehren und Lernen mit Augmented und Virtual Reality – Teil 1 Didaktische Designs, Konzepte und theoretische Positionen JF - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung Y1 - 2022 A1 - Buchner, Josef A1 - Miriam Mulders A1 - Andreas Dengel A1 - Raphael Zender VL - 47 UR - https://www.medienpaed.com/article/view/1692 ER - TY - Generic T1 - Effekte eines Augmented Reality Escape Games zur Bekämpfung von Fake News Y1 - 2022 A1 - Buchner, Josef A1 - Höfler, Elke AB -

Eine der größten Herausforderungen im 21. Jahrhundert ist das Erkennen von online verbreiteten Falschinformationen: Fake News. Bildungsinstitutionen müssen auf diese Herausforderung reagieren und Lernangebote zur Bekämpfung von Fake News bereitstellen. In der Literatur werden verschiedene Möglichkeiten diskutiert, wie solche Lernangebote aussehen können. Ein großes Potential wird spielerischen und problembasierten Ansätzen zugesprochen (z.B. (Scheibenzuber et al., 2021). (Paraschivoiu et al., 2021) entwickelten ein AR Escape Game, Escape Fake, das zur Förderung von Informationskompetenz beitragen soll. Ob dies zutrifft, wird in diesem Beitrag untersucht. Durchgeführt wurde ein Vor-Nachtest-Design mit 34 Lehramtsstudierenden (4 Männer; MAlter = 21,97 Jahre), die Escape Fake in zwei fachdidaktischen Lehrveranstaltungen spielten. Die Ergebnisse aus einem verbundenen t-Test zeigen, dass die Studierenden durch das Spielen von Escape Fake ihr Wissen zu Fake News erweitern konnten (t(33) = -8,14, p < 0,01, d = -1,40) und die Vertraulichkeit von Online-Informationen kritischer sehen als vor der Intervention (t(33) = -3,61, p < 0,01, d = -0,62). Keine Effekte zeigten sich für eine Anwendungsaufgabe, in der die Teilnehmenden simulierte Postings als echte oder falsche Nachricht einschätzen mussten (t(33) = 0,14, p > 0,05). Die Ergebnisse werden unter Einbezug der Literatur diskutiert und Empfehlungen für den praktischen Einsatz von Escape Fake werden vorgestellt.

PB - OEFEB Kongress CY - Graz UR - https://oefeb-graz-2022.at/index.php/keynotes-und-diskussionen/ ER - TY - Generic T1 - Entlasten oder anregen? Effekte von Augmented Reality auf die kognitive Belastung Y1 - 2022 A1 - Buchner, Josef A1 - Michael Kerres AB -

Ein in der Literatur häufig beschriebenes Potential beim (naturwissenschaftlichen) Lernen mit Augmented Reality (AR) ist die Reduktion der kognitiven Belastung – Cognitive Load. So wird etwa angenommen, dass das Einblenden digitaler Informationen während der Durchführung eines Experiments Kapazitäten des Arbeitsgedächtnisses freisetzt, sodass in der Folge mehr und effektiver gelernt wird. Die Studienlage zu dieser Annahme ist jedoch widersprüchlich, da, zum Beispiel, AR-angereicherte Lernumgebungen von Lernenden als kognitiv überfordernd wahrgenommen wurden. Basierend auf den Ergebnissen einer Systematic Review werden in diesem Beitrag Ursachen für diese gegensätzlichen Befunde benannt und Designkriterien für die Gestaltung von AR-Lernumgebungen vorgestellt. Zudem wird demonstriert, dass die bisherige Forschung zu AR und Cognitive Load auf das Potential Entlastung fokussierte. Dem Potential von AR, Lernprozesse zu verstärken, im Sinne einer Anregung, wurde bislang noch wenig Aufmerksamkeit zuteil. Wie Forschung zu dieser Thematik aussehen kann und welche forschungsmethodischen Aspekte in zukünftigen Forschungsprojekten zum Lernen mit AR berücksichtigt werden sollten, wird diskutiert.

UR - http://dx.doi.org/10.13140/RG.2.2.35270.34886 ER - TY - BOOK T1 - Inverted Classroom and beyond 2021. 10 Jahre #icmbeyond Y1 - 2022 A1 - Buchner, Josef A1 - Freisleben-Teutscher, Christian A1 - Neiske, Iris A1 - Morisse, Karsten PB - Books on Demand CY - Graz SN - 978-3-7557-4916-5 UR - https://fnma.at/content/download/2459/14175 ER - TY - CHAP T1 - Learning how to use a digital workbench: guided or explorative? T2 - Orchestration of Learning Environments in the Digital World Y1 - 2022 A1 - Buchner, Josef A1 - Vonarx, Anne A1 - Pfänder, Peter A1 - Michael Kerres ED - Iffenthaler, Dirk ED - Pedro Isaías ED - Demetrios G. Sampson AB -

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.

JF - Orchestration of Learning Environments in the Digital World PB - Springer CY - Berlin VL - Part of the Cognition and Exploratory Learning in the Digital Age book series (CELDA) SN - 978-3-030-90943-7 UR - https://link.springer.com/book/9783030909437 ER - TY - JOUR T1 - Learning with a digital escape room game: before or after instruction? JF - Research and Practice in Technology Enhanced Learning Y1 - 2022 A1 - Buchner, Josef A1 - Rüter, Martina A1 - Michael Kerres AB -

Open Access via Link bzw. DOI

VL - 17 UR - https://telrp.springeropen.com/articles/10.1186/s41039-022-00187-x IS - 1 ER - TY - CHAP T1 - Lernaktivierung in digitalen Lernangeboten mit myScripting designen T2 - Inverted Classroom and beyond 2021. 10 Jahre #icmbeyond Y1 - 2022 A1 - Müller, Claude A1 - Buchner, Josef A1 - Erlemann, Jennifer A1 - Spörri, Sandra JF - Inverted Classroom and beyond 2021. 10 Jahre #icmbeyond PB - Books on Demand CY - Graz SN - 978-3-7557-4916-5 UR - https://fnma.at/content/download/2459/14175 ER - TY - JOUR T1 - The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality JF - International Journal of Educational Technology in Higher Education Y1 - 2022 A1 - Buchner, Josef A1 - Hofmann, Martin AB -

The purpose of this study was to investigate whether a learning design based entirely on the micro level strategies of the Synthesis of Qualitative Data (SQD) model is better suited to promote teachers augmented and virtual reality-related Will, Skill, and Tool (WST) compared to a learning design based less on the SQD model. To this end, we first developed two learning designs that were randomly distributed across two teacher professional development courses. In one course (n = 23), teachers learned according to our developed and fully SQD-based Tell–Show–Enact–Do (TSED) learning design; in the other course, teachers (n = 22) followed a Tell–Show–Enact (TSE) learning design that was less SQD-based. The results of the quasi-experimental field study show that the developed fully SQD-based TSED learning design is better able to promote the elements WST in teachers regarding the integration of augmented and virtual reality in the classroom. The results of the study have implications for theory and practice. For example, the developed TSED learning design can serve as a blueprint for other teacher educators, and the empirical findings support the micro level strategies recommended in the SQD model. Additional findings are discussed.

VL - 19 UR - https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00329-7 ER - TY - CHAP T1 - Moving volleyball coaches' education online: a case study T2 - Global Perspectives on Educational Innovations for Emergency Situations Y1 - 2022 A1 - Buchner, Josef A1 - Plessl, Martin ED - Dennen, Vanessa ED - Dickson-Deane, Camille ED - Ge, Xun ED - Iffenthaler, Dirk ED - Murthy, Sahana ED - Richardson, Jennifer C. AB -

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.

JF - Global Perspectives on Educational Innovations for Emergency Situations PB - Springer UR - https://link.springer.com/chapter/10.1007/978-3-030-99634-5_23 ER - TY - CONF T1 - Teachers’ use of augmented reality in the classroom: reasons, practices, and needs T2 - 16th International Conference of the Learning Sciences Y1 - 2022 A1 - Buchner, Josef A1 - Krüger, Jule A1 - Bodemer, Daniel A1 - Michael Kerres ED - Chinn, Clark ED - Tan, Edna ED - Chan, Carol ED - Kalo, Yeal AB -

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.

JF - 16th International Conference of the Learning Sciences PB - International Society of the Learning Sciences CY - Hiroshima, Japan SN - 978-1-7373306-5-3 UR - https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022%20Proceedings.pdf?dl=0 ER - TY - CHAP T1 - Technology-Enhanced Education of English in Ubiquitous Context: An Overview of the Past 60 Years T2 - Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education Y1 - 2022 A1 - Meyran-Martinez, Celine A1 - Bacca-Acosta, Jorge A1 - Buchner, Josef ED - García-Sánchez, Soraya ED - Clouet, Richard AB -

The overview proposed in this chapter deals with the evolution of research in English Language Education linked to applied technologies, under the ubiquitous paradigm, over the past 60 years (1960-2021). Descriptive (authors, articles, citations) and relational (co-words, co-citation, co-author) bibliometric indicators are used to trawl a database of 5219 documents from Scopus. Bibliometrix R package, biblioshiny and VOSviewer analysis are handled to draw the trends of this area around the world. The findings demonstrate that main topics passed from ESL to technology education to the technology integration for learning processes. The trending topics for the field include mobile-assisted language learning, WhatsApp (and other social media), gamification, virtual reality and online learning. Well developed topics include motivation, writing and teacher education. Future research directions are also discussed.

JF - Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education PB - Information Science Reference CY - Hershey UR - https://www.igi-global.com/book/intercultural-communication-ubiquitous-learning-multimodal/273726 ER - TY - JOUR T1 - Virtual Reality für Schüler:innen. Ein «Beipackzettel» für die Durchführung immersiver Lernszenarien im schulischen Kontex JF - MedienPädagogik. Zeitschrift für Theorie und Praxis der Medienbildung Y1 - 2022 A1 - Raphael Zender A1 - Buchner, Josef A1 - Schäfer, Caterina A1 - Wiesche, David A1 - Kelly, Kathrin A1 - Tüshaus, Ludger AB -

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.

VL - 47 UR - https://www.medienpaed.com/article/view/1399/1134 ER - TY - JOUR T1 - An Augmented Reality Learning Environment for Geoinformatics Education JF - GI_Forum Y1 - 2021 A1 - Buchner, Josef A1 - Jeremias, Peter-Michael A1 - Kobzare, Nikola A1 - König, Lelia A1 - Oberreiter, Sebastian A1 - Reiter, Stefan A1 - Resch, Bernd VL - 9 UR - https://austriaca.at/0xc1aa5576_0x003d25dc.pdf IS - 2 ER - TY - Generic T1 - Collaborative and individual learning in an augmented reality escape room game Y1 - 2021 A1 - Buchner, Josef A1 - Michael Kerres AB -

Augmented Reality technology provides immersive learning environments that support an intensive engagement of learners with instructional material. However, the role of immersion for students’ learning is still under discussion as previous studies provide contradictory results. On the one hand, immersion can be related to higher learning outcomes and emotional engagement. On the other hand, immersion can be counterproductive to learning as it can distract and overwhelm learners. Several strategies to guide students’ learning in highly immersive learning environments have been investigated in recent years, such as generative learning activities (e.g., summarizing). In this research, we argue that collaboration might serve as a helpful strategy to support students learning with immersive technologies like AR. In a randomized controlled field trial, students either played an AR escape room game on learning about fake news individually (n = 28) or collaboratively (n = 32). In the collaborative condition learners outperformed the individual learners significantly on a post knowledge test, but no differences were found on a transfer test. Collaborative learners reported significantly lower degrees of engrossment and total immersion, which are the higher levels of immersion used in this study. A linear regression model showed that the highest level of immersion (“total immersion”) negatively predicted knowledge acquisition. Results are discussed considering the immersion principle in multimedia learning.

ER - TY - Generic T1 - Erweitern, ersetzen, ergänzen – Lernen mit Augmented & Virtual Reality Y1 - 2021 A1 - Buchner, Josef AB -

Präsentation der Ringvorlesung "Bildung über die Lebenszeit" vom 15.11.2021

ER - TY - CONF T1 - Escape the Fake: Development and Evaluation of an Augmented Reality Escape Room Game for Fighting Fake News T2 - CHI PLAY '21: The Annual Symposium on Computer-Human Interaction in Play Y1 - 2021 A1 - Paraschivoiu, Irina A1 - Buchner, Josef A1 - Praxmarer, Robert A1 - Layer-Wagner, Thomas AB -

Today's digital natives easily master new devices, but there is a greater need to provide them with a strong foundation of attitudes, skills and values to interpret the world around them. Moreover, in the context of remote schooling, providing students with opportunities to learn outside of the classroom and in an interactive manner is equally important. In this article, we address these issues by providing an account of Escape Fake, an augmented reality (AR) escape room game for educating young people about fake news. We show how such a game can be designed for playing at home, thereby providing interactive learning opportunities remotely. We discuss how to teach information literacy, by introducing the design process and gameplay of Escape Fake. In our evaluation with teenagers and young adults (n=49), we investigated the flow experience, attitude towards learning effectiveness and interest in learning with an AR escape game. Escape Fake was very well accepted by youth, who are willing to play the game in their free time. These results provide considerations for educators, researchers and designers who develop educational content by means of AR escape rooms.

JF - CHI PLAY '21: The Annual Symposium on Computer-Human Interaction in Play PB - ACM UR - https://dl.acm.org/doi/10.1145/3450337.3483454 ER - TY - JOUR T1 - Generative learning strategies do not diminish primary students’ attitudes towards augmented reality JF - Education and Information Technologies Y1 - 2021 A1 - Buchner, Josef UR - https://link.springer.com/article/10.1007/s10639-021-10445-y ER - TY - JOUR T1 - Der In-Class Flip: Neue Chance für Unterrichtsgegenstände ohne Heimarbeitszeit JF - Medienimpulse Y1 - 2021 A1 - Liftenegger, Mario A1 - Buchner, Josef VL - 59 UR - https://journals.univie.ac.at/index.php/mp/article/view/5871 IS - 2 ER - TY - Generic T1 - Lernen mit Escape Room Games (?!) Y1 - 2021 A1 - Buchner, Josef AB -

Präsentation im Rahmen des Ed Tech Research Forum 2021.

ER - TY - CHAP T1 - Lernwerkstattarbeit in der digital vernetzten Welt. Die Perspektive der gestaltungsorientierten Mediendidaktik T2 - lern.medien.werk.statt. Hochschullernwerkstätten in der Digitalität Y1 - 2021 A1 - Buchner, Josef A1 - Michael Kerres AB -

Längst leben wir in der digital vernetzten Welt, die uns alle vor neue Herausforderungen stellt. Zu fragen, ob in Lehr- und Lernprozesse digitale Medien eingesetzt werden sollen oder nicht erübrigt sich, besonders, wenn die Perspektive der gestaltungsorientierten Mediendidaktik eingenommen wird. Diese rückt den Prozess der Konzeption und Entwicklung medial angereicherter Lernumgebungen in den Mittelpunkt. Die Lernwerkstatt als Ort, sowie die dort gelebte Lernwerkstattarbeit kann auf der Grundlage dieser Perspektive nicht nur ein anderes und effektives Lernen mit Medien realisieren, sondern auch dem gesellschaftlichen Bedarf nach einem Lernen über Medien gerecht werden. Beispiele, wie dies gelingen kann, werden skizziert. Parallelen zu Ansätzen der Maker-Bewegung werden diskutiert. 

JF - lern.medien.werk.statt. Hochschullernwerkstätten in der Digitalität PB - Klinkhardt CY - Bad Heilbrunn SN - doi.org/10.35468/5904 UR - https://www.pedocs.de/volltexte/2021/22809/pdf/Holub_et_al_2021_lern.medien.werk.statt.pdf#page=139 ER - TY - JOUR T1 - A Systematic Map of Research Characteristics in Studies on Augmented Reality and Cognitive Load JF - Computers and Education Open Y1 - 2021 A1 - Buchner, Josef A1 - Buntins, Katja A1 - Michael Kerres UR - https://www.sciencedirect.com/science/article/pii/S2666557321000070 ER - TY - Generic T1 - Also sprach Zarathustra! Eine kritische Betrachtung von Mythen aus der Bildungsforschung Y1 - 2020 A1 - Otto, Daniel A1 - Buchner, Josef UR - https://www.forumbd.de/veranstaltungen/konfbd20/ ER - TY - CONF T1 - Attitudes towards Augmented and Virtual Reality – The role of age and gender T2 - Tagungsband zur Tagung Inverted Classroom and beyond 2020 Y1 - 2020 A1 - Buchner, Josef A1 - Weißenböck, Julia ED - Gerhard Brandhofer ED - Buchner, Josef ED - Freisleben-Teutscher, Christian ED - Tengler, Karin JF - Tagungsband zur Tagung Inverted Classroom and beyond 2020 PB - Books on Demand CY - Graz, Austria UR - https://www.icmbeyond.net/wp-content/uploads/2020/01/ICM2020_Web.pdf#page=157 ER - TY - JOUR T1 - Augumented Reality in Teacher Education. A framework to support teachers 'Technological Pedagogical Content Knowledge' JF - Italian Journal of Educational Technology Y1 - 2020 A1 - Buchner, Josef A1 - Zumbach, Jörg AB -

In this article the use of Augmented Reality (AR) as an educational technology in classroom applications and teacher training is suggested. AR is a combination of real-world information with digital information overlaid. A review of the research literature on AR learning environments reveals that in most studies AR contributes to successful learning and increased motivation. An evaluation study reveals that teachers’ ability of self-concept for implementing AR within their classrooms is closely related to educational technology and the technology itself in general. Here, teachers need orchestrated support for implementing AR in classrooms. Subsequently, a model for design and implementation of AR classroom application is suggested. These suggestions are illustrated by some exemplary AR classroom learning environments. This paper closes with recommendations for future research, in which more basic and controlled experimental research is needed in order to get a valid impression about the benefits of AR as classroom technology.

UR - https://ijet.itd.cnr.it/article/view/1151 ER - TY - CHAP T1 - Die Erweiterung der Realität als Bildungschance: Fallbeispiele für immersives Lernen in Schule und Hochschule T2 - Augmentierte und virtuelle Wirklichkeiten Y1 - 2020 A1 - Buchner, Josef A1 - Freisleben-Teutscher, Christian ED - Beinsteiner, Andreas ED - Ingo Blees ED - Hug, Theo ED - Petra Missomelius ED - Rizzolli, Michaela JF - Augmentierte und virtuelle Wirklichkeiten PB - innsbruck university press CY - Innsbruck ER - TY - JOUR T1 - Der Flipped Classroom als Motor für Open Educational Resources? JF - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung Y1 - 2020 A1 - Buchner, Josef A1 - Höfler, Elke VL - 34 ER - TY - CHAP T1 - Die Förderung von TPACK durch den Learning-Technology-by-Design-Ansatz T2 - Neue Impulse in der Naturwissenschaftsdidaktik Y1 - 2020 A1 - Buchner, Josef A1 - Zumbach, Jörg ED - Zumbach, Jörg ED - Maresch, G. ED - Fleischer, T. ED - Stahl, A. JF - Neue Impulse in der Naturwissenschaftsdidaktik PB - Waxmann CY - Münster SN - 978-3-8309-4178-1 ER - TY - JOUR T1 - Immversive virtuelle Realität mit VR-Brillen im Geographieunterricht: Potentiale und Herausforderungen JF - Progress in Science Education Y1 - 2020 A1 - Bürki, Rolf A1 - Buchner, Josef AB -

Obwohl Lernumgebungen mit Virtueller Realität (VR) in vielen Bereichen gewinnbringend eingesetzt werden, stehen entsprechende Anwendungen in der Schule noch in den Anfängen. Der Beitrag zeigt keine eigenen Forschungsergebnisse, sondern versteht sich als Grundlage und Anstoss für den Einsatz von VR im Geographieunterricht. Er stellt die Frage, inwiefern Anwendungen mit VR-Brillen mit einem Mehrwert eingesetzt werden können. Wie bei allen analogen und digitalen Medien darf VR nicht zu einer Herabsetzung der Realbegegnung und des ausserschulischen Lernens führen, sondern zu einer Ergänzung und Bereicherung. Erste praktische Anwendungen zeigen, dass dies gelingen kann. Es bedarf aber noch grosser Anstrengungen, insbesondere in der didaktischen Aufbereitung und Umsetzung von VR-Anwendungen.

Special Issue: Proceedings of the 11th DiNat Forum 2020

VL - 3 UR - https://www.researchgate.net/publication/344283475_Immersive_Virtuelle_Realitat_mit_VR-Brillen_im_Geographieunterricht_Potentiale_und_Herausforderungen IS - 2 ER - TY - CHAP T1 - Learning and Teaching Music with the Inverted Classroom Model in Schools and Higher Education T2 - Make Music Matter - Music Education Meeting the Needs of Young Learners Y1 - 2020 A1 - Wieland, Elisabeth A1 - Bernhofer, Andreas A1 - Buchner, Josef A1 - Gruber, Hubert JF - Make Music Matter - Music Education Meeting the Needs of Young Learners PB - Helbling ER - TY - Generic T1 - Learning to use a digital workbench to develop competence-based tests in vocational education: Guided or explorative? T2 - 17th International Conference Cognition and Exploratory Learning in Digital Age (CELDA) Y1 - 2020 A1 - Buchner, Josef A1 - Vonarx, Anne A1 - Pfänder, Peter A1 - Michael Kerres AB - ausgezeichnet als "Best Paper" JF - 17th International Conference Cognition and Exploratory Learning in Digital Age (CELDA) ER - TY - JOUR T1 - Lernen in immersiven virtuellen Welten aus der Perspektive der Mediendidaktik JF - Medienimpulse Y1 - 2020 A1 - Miriam Mulders A1 - Buchner, Josef VL - 58 UR - https://journals.univie.ac.at/index.php/mp/article/view/3643/3522 IS - 2 ER - TY - JOUR T1 - Lernen mit immersiver Virtual Reality: Didaktisches Design und Lessons Learned JF - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung Y1 - 2020 A1 - Buchner, Josef A1 - Aretz, Diane VL - 17 ER - TY - CHAP T1 - Make IT Real: Technologie-unterstützte Hochschullehre als koOpERativer Entwicklungs- und Lernprozess T2 - Vom E-Learning zur Digitalisierung. Mythen, Realitäten, Perspektiven Y1 - 2020 A1 - Handle-Pfeiffer, Daniel A1 - Buchner, Josef ED - Bauer, Rheinhard ED - Hafer, Jörg ED - Hofhues, Sandra ED - Schiefner, Mandy ED - Thillosoen, Anne ED - Volk, Benno ED - Wannemacher, Klaus JF - Vom E-Learning zur Digitalisierung. Mythen, Realitäten, Perspektiven PB - Waxmann CY - Münster VL - 76 SN - 978-3-8309-4109-5 UR - https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2%5bbuchnr%5d=4109&tx_p2waxmann_pi2%5baction%5d=show ER - TY - Generic T1 - PCBuildAR Projektvorstellung im Rahmen der EduDays 2020 Y1 - 2020 A1 - Buchner, Josef UR - https://medien.ph-noe.ac.at/engage/theodul/ui/core.html?id=29dbf688-9d86-40bf-9abb-02b9d5d4ea5a ER - TY - BOOK T1 - Tagungsband zur Tagung Inverted Classroom and beyond 2020 Y1 - 2020 A1 - Gerhard Brandhofer A1 - Buchner, Josef A1 - Freisleben-Teutscher, Christian A1 - Tengler, Karin PB - Books on Demand CY - Graz, Austria SN - 9783750471238 UR - https://t1p.de/icm20 ER - TY - JOUR T1 - Virtuelles Pubquiz: (k)ein Kahoot! mit Mehrwert JF - Medienimpulse Y1 - 2020 A1 - Höfler, Elke A1 - Strasser, Thomas A1 - Buchner, Josef A1 - Weißenböck, Julia VL - 58 UR - https://journals.univie.ac.at/index.php/mp/article/view/3633/3862 IS - 3 ER - TY - Generic T1 - Work-in-Progress–The ARI2VE Model for Augmented Reality Books T2 - 6th International Conference of the Immersive Learning Research Network (iLRN 2020) Y1 - 2020 A1 - Buchner, Josef A1 - Jeghiazaryan, Arkadi JF - 6th International Conference of the Immersive Learning Research Network (iLRN 2020) PB - IEEE CY - San Luis Obispo, CA, USA SN - 978-1-73489-950-4 UR - https://ieeexplore.ieee.org/document/9155110 ER - TY - CONF T1 - Das E-Portfolio als Bachelorabschluss und Medienkompetenznachweis T2 - Hochschule digital.innovativ | #digiPH2 Tagungsband zur 2. Online-Tagung Y1 - 2019 A1 - Kugler, Ralph A1 - Buchner, Josef ED - Kieberl, Lene ED - Schallert, Stefanie JF - Hochschule digital.innovativ | #digiPH2 Tagungsband zur 2. Online-Tagung SN - 9783750411432 UR - https://www.fnma.at/content/download/1906/8864 ER - TY - CHAP T1 - Geschichte erleben mit Augmented und Virtual Reality T2 - "Retten uns die Phänomene?". Lehren und Lernen im Zeitalter der Digitalisierung Y1 - 2019 A1 - Buchner, Josef ED - Schön, Lutz-Helmut ED - Lesk, Susanne JF - "Retten uns die Phänomene?". Lehren und Lernen im Zeitalter der Digitalisierung PB - Logos Verlag CY - Berlin VL - 14 ER - TY - CONF T1 - Learn to code mit der "Rasenmäher-Challenge" T2 - Hochschule digital.innovativ | #digiPH2 Tagungsband zur 2. Online-Tagung Y1 - 2019 A1 - Garzi, Manuel A1 - Buchner, Josef ED - Kieberl, Lene ED - Schallert, Stefanie JF - Hochschule digital.innovativ | #digiPH2 Tagungsband zur 2. Online-Tagung PB - Books on Demand CY - Norderstedt SN - 978-3-7504-1143-2 UR - https://www.fnma.at/content/download/1906/8864 ER - TY - CHAP T1 - There Is Nothing to See. Or Is There? Visualizing Language Through Augmented Reality T2 - Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning Y1 - 2019 A1 - Buchner, Josef A1 - Weißenböck, Julia ED - Andujar, Alberto JF - Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning PB - IGI Global CY - Hershey, PA ER -