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Evangelou, D., Mulders, M., & Tr\'e4g, K. H..  (2026).  Bot or Not? Differences in Cognitive Load Between Human- and Chatbot-Led Post-Simulation Debriefings. Education Sciences, 16(2). doi:https://doi.org/10.3390/educsci16020255 \par \par Evangelou, D., Mulders, M., & Tr\'e4g, K. H..  (2026).  Debriefing in Virtual Reality Simulations for the Development of Counseling Competences: Human-Led or AI-Guided?. Technology, Knowledge and Learning . doi:https://doi.org/10.1007/s10758-025-09941-8\par \par Evangelou, D., Klar, M., Tr\'e4g, K. H., Mulders, M., Marnitz, M., & Rahner, L..  (2025).  GenAI-Chatbots as Debriefers: Investigating the Role Conformity and Learner Interaction in Counseling Training. In DELFI 2025 (S. 41-55). doi:10.18420/delfi2025_05\par \par Mulders, M., Tr\'e4g, K. H., & Kirner, L..  (2025).  Go green: Evaluating a VR application on biodiversity in German secondary school classrooms. Instructional Science. doi:https://doi.org/10.1007/s11251-024-09697-1\par \par Mulders, M., Tr\'e4g, K. H., Kaninski, L., & Rahner, L..  (2025).  Past lives, present learners: Future directions for history education in virtual reality. Computers & Education: X Reality, 7. doi:https://doi.org/10.1016/j.cexr.2025.100114\par \par Mulders, M., Tr\'e4g, K. H., Kaninski, L., Kirner, L., & Kerres, M..  (2025).  Virtual reality and affective learning in commemorative history teaching: Effects of immersive technology and generative learning activities. Journal of Research on Technology in Education. doi:https://doi.org/10.1080/15391523.2025.2461524\par \par Evangelou, D., Mulders, M., & Tr\'e4g, K. H..  (2025).  Walking In Virtual Shoes: Can Creating Avatars In Social Virtual Reality Enhance Counseling Competence, Presence, Perspective Taking, Embodiment And Engagement?. In CELDA 2025.\par \par Tr\'e4g, K. H., & Mulders, M..  (2025).  What the Amazon Can?t Deliver: Lessons  Learned from Virtual Reality-Based  Sustainability Education. In iLRN 2024 (Bd. 2272, S. 68-80). Glasgow : Immersive Learning Network. doi:https://doi.org/10.1007/978-3-031-80472-4_5\par \par Mulders, M., Tr\'e4g, K. H., Steinhaus, T., & Vonarx, A..  (2024).  Editorial: Tagungsband des Jungen Forums f\'fcr Medien und Hochschulentwicklung 2023. In MedienP\'e4dagogik: Zeitschrift f\'fcr Theorie und Praxis der Medienbildung (Bd. 58). doi:10.21240/mpaed/58/2024.07.02.X\par \par Mulders, M., Tr\'e4g, K. H., Kirner, L., & Kaninski, L..  (2024).  Gestaltung immersiver Lernszenarien: Generative Aktivit\'e4ten beim Lernen mit dem Anne Frank VR House. In Workshops der 22. Fachtagung Bildungstechnologien (DELFI) (S. 13-20). Fulda: Gesellschaft f\'fcr Informatik. doi:10.18420/delfi2024-ws-02\par \par Mulders, M., Kirner, L., Tr\'e4g, K. H., & Heinen, R..  (2024).  Studie: Wie lernt sich?s mit der Greenpeace-App?. on. Lernen in der digitalen Welt , 16, 36-37. Abgerufen von https://elibrary.utb.de/doi/pdf/10.5555/on-16-2024_15\par \par Tr\'e4g, K. H., Steinhaus, T., & Mulders, M..  (2024).  Vom Pixel zur Pr\'e4senz?R\'fcckblick auf das JFMH 2023 an der Universit\'e4t Duisburg-Essen. JFMH - Junges Forum f\'fcr Medien und Hochschulentwicklung . PHZH: MedienPaed.com. doi:10.21240/mpaed/58/2024.03.21.X.\par \par Mulders, M., Tr\'e4g, K. H., & Kirner, L..  (2023).  Artenvielfalt im Unterricht - Ergebnisse qualitativer Befragungen von Sch\'fcler:innen zum Einsatz von XR. In DELFI (Bd. DELFI 2023. Die 21. Fachtagung Bildungstechnologien der Gesellschaft f\'fcr Informatik e.V.  , S. 89-98). Aachen: Gesellschaft f\'fcr Informatik. doi:10.18420/wsdelfi2023-24\par \par Mulders, M., & Tr\'e4g, K. H..  (2023).  Presence and Flow as Moderators in XR-based Sustainability Education. Sustainability, 15. doi:https://doi.org/10.3390/su152316496\par \par Tr\'e4g, K. H., Mulders, M., & Evangelou, D..  Too Positive to Be True? Sentiment Analysis of AI-Guided vs. Human-Led Debriefings in Virtual Reality Counseling Training. In 2026 IEEE International Conference on Artificial Intelligence and eXtended and Virtual Reality (AIxVR) (S. 157-162). IEEE. doi:10.1109/AIxVR67263.2026.00026\par \par }