251 Items:
Autor Typ [ Jahr(Asc)]
Filterkriterien: Anfangsbuchstabe Des Nachnamens is B  [Alle Filter deaktivieren]
2023
Marín, V. I., Buntins, K., Bedenlier, S., & Bond, M.. (2023). Invisible borders in educational technology research? A comparative analysis. Educational technology. Research and Development. gehalten auf der 2023/02/07. Abgerufen von https://doi.org/10.1007/s11423-023-10195-3
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Marín, V. I., Buntins, K., Bedenlier, S., & Bond, M.. (2023). Invisible borders in educational technology research? A comparative analysis. Educational technology. Research and Development. gehalten auf der 2023/02/07. Abgerufen von https://doi.org/10.1007/s11423-023-10195-3
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Dengel, A., Buchner, J., Mulders, M., & Pirker, J.. (2023). Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom. In P. MacDowell & Lock, J. (Hrsg.), Immersive Education: Designing for Learning (S. 107-122). Springer Cham. doi:https://doi.org/10.1007/978-3-031-18138-2_7
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Buntins, K., Bedenlier, S., Marín, V. I., Händel, M., & Bond, M.. (2023). Methodological Approaches to Evidence Synthesis in Educational Technology: A Tertiary Systematic Mapping Review. Medienpädagogik. Theorie und Praxis der Medienbildung. doi:https://doi.org/10.21240/mpaed/54/2023.12.20.X
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Buntins, K., Bedenlier, S., Marín, V. I., Händel, M., & Bond, M.. (2023). Methodological Approaches to Evidence Synthesis in Educational Technology: A Tertiary Systematic Mapping Review. Medienpädagogik. Theorie und Praxis der Medienbildung. doi:https://doi.org/10.21240/mpaed/54/2023.12.20.X
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Buntins, K., Bedenlier, S., Marín, V. I., Händel, M., & Bond, M.. (2023). Methodological Approaches to Evidence Synthesis in Educational Technology: A Tertiary Systematic Mapping Review. Medienpädagogik. Theorie und Praxis der Medienbildung. doi:https://doi.org/10.21240/mpaed/54/2023.12.20.X
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2022
Buchner, J., Mulders, M., Dengel, A., & Zender, R.. (2022). Editorial: Immersives Lehren und Lernen mit Augmented und Virtual Reality – Teil 1 Didaktische Designs, Konzepte und theoretische Positionen. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 47. doi:https://doi.org/10.21240/mpaed/47/2022.11.28.X
reprinted in: Makarova, E., & Göbel, K. (Eds.). (2023). Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective. MDPI - Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/books978-3-0365-8191-0 Emergency Remote Teaching during COVID-19 Lockdown and Its Implications reprint1.pdf (mdpi-res.com)
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Buchner, J., & Höfler, E.. (2022). Effekte eines Augmented Reality Escape Games zur Bekämpfung von Fake News. Graz : OEFEB Kongress. doi:http://dx.doi.org/10.13140/RG.2.2.26042.88006
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Buchner, J., Buntins, K., & Kerres, M.. (2022). The Impact of Augmented Reality on Cognitive Load and Performance: A Systematic Review. Journal of Computer Assisted Learning, 38(1). doi:https://doi.org/10.1111/jcal.12617
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Buchner, J., Buntins, K., & Kerres, M.. (2022). The Impact of Augmented Reality on Cognitive Load and Performance: A Systematic Review. Journal of Computer Assisted Learning, 38(1). doi:https://doi.org/10.1111/jcal.12617
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Buchner, J., Vonarx, A., Pfänder, P., & Kerres, M.. (2022). Learning how to use a digital workbench: guided or explorative?. In D. Iffenthaler, Isaías, P., & Sampson, D. G. (Hrsg.), Orchestration of Learning Environments in the Digital World (Bd. Part of the Cognition and Exploratory Learning in the Digital Age book series (CELDA), S. 21-34). Berlin: Springer. doi:10.1007/978-3-030-90944-4
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Buchner, J., Rüter, M., & Kerres, M.. (2022). Learning with a digital escape room game: before or after instruction?. Research and Practice in Technology Enhanced Learning, 17(1). doi:10.1186/s41039-022-00187-x
Müller, C., Buchner, J., Erlemann, J., & Spörri, S.. (2022). Lernaktivierung in digitalen Lernangeboten mit myScripting designen. In Inverted Classroom and beyond 2021. 10 Jahre #icmbeyond (S. 21-35). Graz: Books on Demand. Abgerufen von https://fnma.at/content/download/2459/14175
Buchner, J., & Hofmann, M.. (2022). The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality. International Journal of Educational Technology in Higher Education, 19. doi:10.1186/s41239-022-00329-7
Buchner, J., & Plessl, M.. (2022). Moving volleyball coaches' education online: a case study. In V. Dennen, Dickson-Deane, C., Ge, X., Iffenthaler, D., Murthy, S., & Richardson, J. C. (Hrsg.), Global Perspectives on Educational Innovations for Emergency Situations (S. 231-240). Springer. doi:10.1007/978-3-030-99634-5_23
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Buchner, J., Krüger, J., Bodemer, D., & Kerres, M.. (2022). Teachers’ use of augmented reality in the classroom: reasons, practices, and needs. In C. Chinn, Tan, E., Chan, C., & Kalo, Y. (Hrsg.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices (Proceedings of the 16th International Conference of the Learning Sciences) (S. 1133-1136). Hiroshima, Japan: International Society of the Learning Sciences. Abgerufen von https://www.researchgate.net/publication/361419570_Teachers'_use_of_augmented_reality_in_the_classroom_reasons_practices_and_needs
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Buchner, J., Krüger, J., Bodemer, D., & Kerres, M.. (2022). Teachers’ use of augmented reality in the classroom: reasons, practices, and needs. In C. Chinn, Tan, E., Chan, C., & Kalo, Y. (Hrsg.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices (Proceedings of the 16th International Conference of the Learning Sciences) (S. 1133-1136). Hiroshima, Japan: International Society of the Learning Sciences. Abgerufen von https://www.researchgate.net/publication/361419570_Teachers'_use_of_augmented_reality_in_the_classroom_reasons_practices_and_needs
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Meyran-Martinez, C., Bacca-Acosta, J., & Buchner, J.. (2022). Technology-Enhanced Education of English in Ubiquitous Context: An Overview of the Past 60 Years. In S. García-Sánchez & Clouet, R. (Hrsg.), Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education (S. 244-274). Hershey: Information Science Reference. doi:10.4018/978-1-7998-8852-9
Meyran-Martinez, C., Bacca-Acosta, J., & Buchner, J.. (2022). Technology-Enhanced Education of English in Ubiquitous Context: An Overview of the Past 60 Years. In S. García-Sánchez & Clouet, R. (Hrsg.), Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education (S. 244-274). Hershey: Information Science Reference. doi:10.4018/978-1-7998-8852-9
Zender, R., Buchner, J., Schäfer, C., Wiesche, D., Kelly, K., & Tüshaus, L.. (2022). Virtual Reality für Schüler:innen. Ein «Beipackzettel» für die Durchführung immersiver Lernszenarien im schulischen Kontex. MedienPädagogik. Zeitschrift für Theorie und Praxis der Medienbildung, 47. doi:https://doi.org/10.21240/mpaed/47/2022.04.02.X
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Kerres, M., Mulders, M., & Buchner, J.. (2022). Virtuelle Realität: Immersion als Erlebnisdimension beim Lernen mit visuellen Informationen. MedienPaedagogik. Zeitschrift für Theorie und Praxis der Medienbildung, 47. doi:doi.org/10.21240/mpaed/47/2022.04.15.X
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2021
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Paraschivoiu, I., Buchner, J., Praxmarer, R., & Layer-Wagner, T.. (2021). Escape the Fake: Development and Evaluation of an Augmented Reality Escape Room Game for Fighting Fake News. In CHI PLAY '21: The Annual Symposium on Computer-Human Interaction in Play. gehalten auf der 10/2021, ACM. doi:https://doi.org/10.1145/3450337.3483454
Buchner, J. (2021). Generative learning strategies do not diminish primary students’ attitudes towards augmented reality. Education and Information Technologies . doi:https://doi.org/10.1007/s10639-021-10445-y
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