

Titel | Action-oriented Learning in a VR Painting Simulator |
Publication Type | Conference Proceedings |
Year of Publication | 2020 |
Authors | Zender, R, Sander, PC, Weise, M, Mulders, M, Lucke, U, Kerres, M |
Editor | Popescu, E, Hao, T, Hsu, TC, Xie, H, Temperini, M, Chen, W |
Conference Name | 4th International Symposium on Emerging Technologies for Education, SETE 2019, Track 2: Emerging Technologies Supported Personalized and Adaptive Learning, Magdeburg, 23.-25.09.2019. |
Volume | 11984 |
Publisher | Springer Lecture Notes in Computer Science (LNCS) |
Location | Cham |
ISSN Number | 1611-3349 |
ISBN Number | 978-3-030-38777-8 |
Keywords | HandLeVR |
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. |
URL | https://link.springer.com/book/10.1007/978-3-030-38778-5#about |
DOI | 10.1007/978-3-030-38778-5 |
Projekt:
Recent Publications
- Generative AI Chatbots for relf-regulated learning while balancing cognitive load: perceptions, interaction patterns, and instructional designs in K-12 learning
- Walking In Virtual Shoes: Can Creating Avatars In Social Virtual Reality Enhance Counseling Competence, Presence, Perspective Taking, Embodiment And Engagement?
- Uni- und bidirektionaler Wissenstransfer: Wie kommunizieren Forschungsprojekte zur Digitalisierung mit der Bildungspraxis?
- Past lives, present learners: Future directions for history education in virtual reality
- GenAI-Chatbots as Debriefers: Investigating the Role Conformity and Learner Interaction in Counseling Training
- Cultural Resistance: Why Digital Innovations Fail - in Germany?
- Natürliche und künstliche Intelligenz: Zur Didaktik „verteilter Kompetenz“ auf Grundlage einer relationalen Bildungstheorie