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Präsentation von Forschungsergebnissen auf der EdMedia Innovate Learning Konferenz 2025

Auf der diesjährigen internationalen Ed Media Innovate Learning Konferenz im Mai 2025 in Barcelona präsentierte Tamara Baumann Ergebnisse ihres Forschungsprojekts am Lehrstuhl für Schulpädagogik. Diese wurden u.a. im Rahmen der Projekts „ViLeArn_more“ erzielt.

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Medienbildung in internationaler Perspektive

Am 06.05.2025 besuchte Elżbieta Szulewicz, Doktorandin an der polnischen PSE-Partneruniversität in Łódź, das Media Education and Educational Technology Lab (MEET) des Lehrstuhls für Schulpädagogik, um das Modul „Medienbildung in internationaler Perspektive“ kennenzulernen.

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Präsentation von Ergebnissen des interdisziplinären WueDive-Pilotprojekts „Virtuelle Lernräume“ am Bayrischen Tag für gute Lehre 2025

Im Rahmen des Bayrischen Tags für gute Lehre an der Julius-Maximilians-Universität Würzburg am 31. März 2025 stellten Mitarbeitende des interdisziplinären WueDive-Pilotprojekts „Virtuelle Lernräume“ Ergebnisse und Zukunftsperspektiven vor.

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2026[ to top ]

Baumann, T., & Grafe, S. (2026). An International Perspective on Media Education - Insights from Teacher Education and Adult Education Students. In [Manuscript submitted for publication].
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Digital media increasingly shapes socialization and education, making media literacy development a core educational responsibility. At the same time, contemporary societies are shaped by cultural diversity. According to a transcultural understanding, this diversity emerges as cultures become interwoven. This development is evident in educational contexts, where different cultural backgrounds must be considered and education aligned accordingly. Linking these perspectives, this study aims to examine how international students describe the current state of media education in their home countries (RQ1) and how they envision its future development (RQ2). This constitutes the exploratory phase of a design-based research (DBR) cycle. The findings are expected to inform the further development, implementation, and evaluation of a pedagogical concept and a corresponding higher education course for promoting media education competence among international teacher education and adult education students. The underlying pedagogical concept draws on an established competence-standard model for media pedagogy in the academic phase of teacher education. Additionally, it incorporates action-oriented principles, flipped classroom elements, peer feedback, and learning and assessment portfolios. The study is embedded in an international course in the 2025/ 2026 winter term at a German university. The convenience sample of n = 17 comprised students from Germany (4), Italy (4), Nigeria (3), Ghana (2), Georgia (2), Turkey (1), and Pakistan (1). To assess students’ experiences and perspectives, focus group interviews were conducted. The focus groups included four to five students from different national backgrounds. The interviews were held in English during regular course sessions and lasted around 45 minutes. Demographic and individual data on participants’ experiences, knowledge, and skills were collected via a questionnaire. The focus group data were transcribed and then analyzed by two independent researchers using qualitative content analysis. A deductive category system based on established multi-level perspectives on professionalization in educational contexts was applied, and it comprised three superordinate categories: the macro-level (state and society), meso-level (educational organizations), and micro-level (educators and learners). Findings regarding the current state of media education (RQ1) indicate that participants primarily referred to the meso-level (32 codes), focusing on organizations such as schools or universities and their curricula. Other references concerned the macro-level (19 codes), addressing prevailing conditions in the state and society, and the micro-level (16 codes), highlighting characteristics of professional staff and learners. In contrast, perspectives about the future of media education (RQ2) mainly emphasized governmental action at the macro-level (31 codes), followed by changes in teaching and learning practices at the micro-level (21 codes) and structural developments at the meso-level (19 codes). These findings identify both addressed and underrepresented areas of media education, providing indications for the further development of a pedagogical concept to enhance media education in transcultural educational settings.
Hahn, J., & Grafe, S. (2026). Evaluation of a Pedagogical Concept for Higher Education to Foster Pre-service Teachers’ Media Education Competence. [Manuscript Submitted for Publication].
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New competence requirements for children and adolescents have arisen from their extracurricular media use and continuous advancements in the media landscape. Pre-service teachers must be prepared to advance media education in schools and promote critical reflection on media among their future students. In this study, we evaluate whether the learning objectives of a pedagogical concept, designed to foster pre-service teachers’ media education competence, have been achieved. It represents the third iteration of a design-based research study. A convenience sample of 35 pre-service teachers completed competence-based tasks before and after the intervention and prepared lesson designs throughout the semester. Both datasets were analyzed for differences in media education competence development using qualitative content analysis and inferential statistics. Results showed significant improvements in outlining the significance of students’ extracurricular media use, illustrating consequences for media education activities, outlining media education approaches, evaluating these approaches and lesson designs, and developing lesson designs. Participants engaged with their future students’ media experiences and addressed socially responsible media education in varied ways. The study concludes with implications for research and higher education practice.
Pflieger, L. C. J., Baumann, T., Hartmann, M., Koch, L., Kern, F., Kullmann, P., Grafe, S., Latoschik, M. E., & Bannert, M. (2026). Exploring Scaffolding Mechanisms for Learning Regulation in Immersive Collaborative VR Environments. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-026-09959-6
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Immersive Virtual Reality (VR) environments offer promising opportunities for collaborative learning, yet they impose substantial sensory and cognitive demands that can challenge effective learning regulation. In collaborative contexts, these challenges are intensified by the need to coordinate individual and group-level processes, requiring heightened metacognitive awareness and shared regulation. This exploratory field study investigates the role of metacognitive scaffolding mechanisms in supporting regulation during collaborative tasks in VR. A Metacognitive Group Awareness Tool (VRMeta-REG tool) was introduced to externalize learners' perceptions of task understanding, goal setting, and planning, and to visualize group-level states intended to prompt shared reflection and regulation. A pre-post design was employed with Nthinspace=thinspace43 pre-service teachers working in dyads and triads within a VR environment. Learners used the tool prior to task engagement. Pre- and post-tests assessed learning gains and metacognitive self-perceptions, while Process Analysis (PA) and Temporal Network Analysis (TNA) were applied to visually explore regulatory dynamics during collaboration. High-performing groups demonstrated structured, cyclical regulation patterns, transitioning from early reflection to sustained cognitive engagement. In contrast, low-performing groups misjudged their metacognitive states and struggled to act on the tool's prompts, leading to fragmented regulation and distraction. These patterns suggest that although the tool facilitates regulation for some, others benefit only with additional, tailored scaffolding when learning in VR. The findings underscore the importance of adaptive scaffolding that activates early metacognitive processes and responds to learners' regulatory readiness. In sensory-rich, immersive environments, such scaffolds must be sensitive to group differences to ensure focused, sustainable collaboration.

2025[ to top ]

Baumann, T., Latoschik, M. E., & Grafe, S. (2025). Fostering Pre-Service Teachers’ Media Education Competence Integrating Social Mixed Reality and Transcultural Perspectives. In T. Bastiaens (Hrsg.), Proceedings of EdMedia + Innovate Learning (S. 1089-1098). Association for the Advancement of Computing in Education. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/43743/file/Baumann_et_al_2025_Foster_Media_Education_MR_Transculturality_accepted_manuscript.pdf
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With digitalization and globalization increasingly shaping educational contexts, the need to foster media education competence in initial teacher education has grown. In this second iteration of a design-based research study, the researchers refine a theory- and practice-based pedagogical concept that integrates social MR and transcultural perspectives to support the development of these competencies. A semester-long, action-oriented course was implemented at a German university. The empirical evaluation focused on qualitative impact research, analyzing competence-based pre- and post-tests from a convenience sample of 17 pre-service teachers based on media education competence standards. The Wilcoxon signed-rank test was used to support these analyses. Results indicate that post-course elaborations involved XR and transcultural perspectives, particularly in participants’ own lesson designs. The focus was set on action-oriented and racism-critical theoretical approaches, alongside practice-related and normative evaluations, while empirical references remained limited. Implications for future research and practice-oriented perspectives in teacher education are discussed.
Baumann, T., Tiede, J., Latoschik, M. E., & Grafe, S. (2025). A Pedagogical Concept to Foster Pre-Service Teachers’ Media Education Competence Integrating Social Mixed Reality and Transcultural Education. In J. Cohen & R. Hartshorne (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference 2025 (S. 3532-3541). Association for the Advancement of Computing in Education. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/43741/file/Baumann_et_al_2025_Media_Education_Concept_MR_Transculturality_accepted_version.pdf
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Amid digitalization, globalization, and the increasing demand for media education expertise, new pedagogical approaches are essential. As part of a design-based research study, the researchers aim to develop and implement a theory-based pedagogical concept to enhance the media education competence of pre-service teachers. The concept follows action-oriented principles and integrates social mixed reality and transcultural education. On this basis, a semester-long course was implemented in a German university’s initial teacher education program. Qualitative data were collected from the portfolios of 21 participants as a convenience sample. Results indicate that pre-service teachers incorporated teaching and learning components such as extended reality and transcultural education, particularly when designing and reflecting on media education lesson designs. However, more than half prioritized the socialization role of media over its educational significance, and some exhibited limited familiarity with theoretical approaches. Implications for future research and practice in initial teacher education are discussed.
Hahn, J., Tiede, J., & Grafe, S. (2025). Development and Implementation of a Pedagogical Concept for Initial Teacher Education to Foster Pre-service Teachers’ Media Education Competence. American Journal of Qualitative Research, 9(3), 1-25. https://doi.org/https://doi.org/10.29333/ajqr/16527
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In light of the rapid processes of digitalization, teachers must possess the competence to develop adolescents’ media literacy. Against this backdrop, a theory- and practice-based pedagogical concept was developed to enhance pre-service teachers’ media education competence. This pedagogical concept is grounded in a competence-standard model for media pedagogy in initial teacher education and employs an action- and development-oriented pedagogical approach. It includes competence-oriented tasks, a structured teaching and learning process, and learning and reflection portfolios. The pedagogical concept was implemented as a semester-long course at a German University. In an exploratory case study involving a convenience sample of 71 pre-service teachers, participants’ media education lesson designs were analyzed using qualitative content analysis. Results indicate that when participants described learning prerequisites and objectives in their lesson planning, they primarily focused on adolescents’ knowledge and experiences, as well as their intellectual and socio-moral development and needs related to media use. Most participants elaborated on learning and teaching activities centered on design, followed by assessment, problem-solving, and decision-making. Conclusions and implications for further research and practice underscore the importance of theory- and evidence-based approaches to enhance pre-service teachers’ media education competence, which is essential for progressive initial teacher education.
Hahn, J., Tiede, J., & Grafe, S. (2025). Fostering Pre-service Teachers’ Media Education Competence: A Pedagogical Concept for Initial Teacher Education. [Manuscript Submitted for Publication].
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Current advancements in the media landscape significantly impact adolescents’ development. Implementing media education in initial teacher education programs is essential for promoting pre-service teachers’ competence to foster their future students’ media literacy. In this study, we assess whether the objectives of a theory- and practice-based pedagogical concept to promote pre-service teachers’ media education competence have been reached. This represents the second iteration of a design-based research study, in which the first version of the pedagogical concept is further refined and implemented at a German university. In an empirical evaluation at pre- and post-intervention measurement points, a convenience sample of 38 pre-service teachers was presented with competence-based tasks. Responses were analyzed for differences in achieving media education competence based on the consideration of competence standards. Two consecutive levels of analysis were used, including a qualitative content analysis followed by a Wilcoxon signed-rank test. Findings indicate that participants showed significant improvements in referring to empirical findings related to adolescents’ media use, discussing theoretical approaches to media education, and evaluating these approaches and examples for media education activities from different perspectives. Based on these results, implications for further research on theory- and practice-based curriculum development in higher education are provided.
Hartmann, M., Tiede, J., Latoschik, M. E., & Grafe, S. (2025). Teaching and Learning with Social Mixed Reality: Fostering Teacher Educators’ Technology Competencies Focusing on Diversity. In R. J. Cohen (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference (S. 1714-1723). Association for the Advancement of Computing in Education. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/43744/file/Hartmann_2025_TeachingAndLearningWithSocialMRFocusingOnDiversity_accepted_manuscript.pdf
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In an increasingly diverse and digitalized society, educators require competencies in media education and diversity-sensitive teaching. In this design-based research study, we further developed an action-oriented pedagogical concept to foster Teacher Educator Technology Competencies (TETCs) focusing on media education, diverse learners’ needs, and social augmented reality (AR) technologies. Accordingly, a professional development workshop was implemented at a German university. In a qualitative empirical case study involving a convenience sample of four teacher educators, data were collected from participants’ lesson designs before and after the workshop, as well as from a focus group discussion. Findings indicate that participants reflected on various legal and ethical aspects, as well as on social responsibility when considering the integration of social AR technologies in education. Additionally, participants demonstrated increased awareness of diverse students’ needs in this context. Based on these findings, implications for future pedagogical practices and research in higher education are discussed.

2024[ to top ]

Baumann, T., Tiede, J., Latoschik, M. E., & Grafe, S. (2024). Teaching and Learning in Social Mixed Reality Focusing on Transcultural Education: Pre-Service Teachers’ Perspectives. In T. Cherner & R. Blankenship (Hrsg.), Research Highlights in Technology and Teacher Education 2024 (S. 68-85). Association for the Advancement of Computing in Education (AACE). /brokenurl# https://www.learntechlib.org/primary/p/224713/
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Digitalization and globalization brought significant challenges to initial teacher education. Against this background, the researchers identify targeted implications for the development and implementation of a pedagogical concept to foster pre-service teachers’ media pedagogical competence. A sample of 15 pre-service teachers from two German universities participated in a teaching and learning scenario within a social mixed reality (MR) environment focusing on transcultural education. Subsequently, their perspectives were shared during focus group discussions and then qualitatively analyzed. Results indicate a wide range of experiences as well as anticipated opportunities and challenges for central teaching and learning components. Conclusions drawn from this study should be considered in future practices and research within initial teacher education.
Halsch, A., Tiede, J., & Grafe, S. (2024). Fostering Media Education Competence of Preservice Teachers Focusing on Diversity. In J. Cohen & G. Solano (Hrsg.), Society for Information Technology & Teacher Education International Conference 2024 (S. 17-25). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/223996/
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Teachers need to foster their students’ media competencies while acknowledging diversity. Hence, there exists a research desideratum concerning the advancement of respective competencies in initial teacher education. In this study, an action-oriented pedagogical concept of higher education was developed based on existing theory to support preservice teachers’ media education competence focusing on diversity. Empirically, dimensions of diversity considered by preservice teachers while developing media education lesson designs were evaluated. The convenience sample included 28 preservice teachers from a German university. Data were collected in the form of student portfolios and analyzed. The results showed that preservice teachers referred to different dimensions of diversity and prioritized various foci: in particular, interests/recreational habits, age, and mental/physical abilities. They addressed these attributes with regard to digital media. Subsequently, conclusions were drawn regarding the development of an action-oriented pedagogical concept of higher education and a respective outlook concerning research and practice in initial teacher education was presented.
Hartmann, M., Tiede, J., Latoschik, M. E., & Grafe, S. (2024). Development and Exploratory Implementation of a Higher Education Pedagogy Concept for Teaching and Learning with Social VR Focusing on Diversity. In J. Cohen & G. Solano (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference (S. 146-155). Association for the Advancement of Computing in Education. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/43742/file/Hartmann_2024_TeachingAndLearningWithSocialVRFocusingOnDiversity_accepted_manuscript.pdf
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In a society characterized by processes of change regarding diversity and digitalization, new tasks arise for teacher educators. This article presents a theory based design of a pedagogical concept to promote media pedagogical competence of teacher educators focusing on diversity and using social virtual reality (VR). The concept was implemented at a German University with a convenience sample of eight higher education lecturers. Participants discussed opportunities and challenges of teaching and learning in social VR in a focus group study. The qualitative content analysis highlights numerous opportunities, such as encouraging users’ self-efficacy and self-awareness, as well as potential challenges (e.g. getting used to working with new technologies or establishing interpersonal relationships). In terms of diversity, participants most frequently addressed mental and physical abilities as well as habitus and appearance. Finally, implications for future higher education pedagogy practices and research are discussed.
Tiede, J. (2024). Die Komplexität sozialverantwortlicher Handlungsentscheidungen: Rezension zu ‹Individuelles Handeln und Gemeinwohl›. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, Reviews - Rezensionen. https://doi.org/10.21240/mpaed/99/2024.03.13.X
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Tiede, J., Cakmak, E., Grafe, S., & Hobbs, R. (2024). The Advancement of Media Literacy Education in Initial Teacher Education in Germany, Turkey, and the USA. https://eera-ecer.de/ecer-programmes/conference/28/contribution/55743
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In a world highly influenced by digital media, media literacy education is becoming an increasingly important issue (author; author). It is relevant not only for children and youths (author), but also for researchers and teachers who are responsible for the media literacy education of their students (Meehan et al., 2015; author). Consequently, pre-service teachers must acquire the necessary competencies, skills and abilities to implement media literacy education in their practice (Meehan et al., 2015). However, there are rather no binding regulations to integrate media literacy into initial teacher education (ITE) (European Commission, 2022). Research studies about media literacy education in ITE most often focus the national level (e.g. Klaß, 2020; Christ, 2004; Meehan et al., 2015; author) because different countries have their own media education systems, approaches, curricula, and instructional practices (author). There are only few studies about media literacy education in ITE which take explicitly a comparative point of view (e.g. author). Against this background, the purpose of this study is to identify practices in Initial Teacher Education in Germany, Turkey, and the USA for advancing necessary competencies, skills and abilities of student teachers to implement media literacy education in their practice from a comparative perspective. Accordingly, the following research question will be answered: What are common characteristics and differences between practices of advancing student teachers competencies, skills and abilities to implement media literacy education in their practice in initial teacher education in Germany, Turkey, and the USA? Building on previous research of comparing media literacy education and media-related competencies in initial teacher education in Germany and the USA (author; author), Turkey is included as a third country in this comparative research on media literacy education in ITE. Turkey was chosen because it offers different contrastive perspectives for media literacy education in ITE (Karakaşoǧlu & Tonbul, 2015). There are different terminologies, theories, models, frameworks and curricula for competencies, skills and abilities regarding media literacy of student teachers in ITE in Germany, the US and Turkey (e.g. Tulodziecki, 2012; Weinert, 2001; NAMLE, 2007; author). From a methodological viewpoint, it is necessary to establish a tertium comparationis as a common denominator for the comparison (cf. Hilker, 1962; Suter et al., 2019). We will present the results of a literature review and an expert interview study that take this perspective into account.

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Präsentation von Forschungsergebnissen auf der EdMedia Innovate Learning Konferenz 2025

Medienbildung in internationaler Perspektive

Präsentation von Ergebnissen des interdisziplinären WueDive-Pilotprojekts „Virtuelle Lernräume“ am Bayrischen Tag für gute Lehre 2025

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