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Studienreferendar:innen lernen Augmented und Virtual Reality im MEET@JMU kennen

Am 11. Oktober 2024 besuchten Studienreferendar:innen des Seminars für Informationstechnologie der Wilhelm-Sattler-Realschule Schweinfurt und der Wolffskeel-Realschule Würzburg mit dem Seminarlehrer Wolfgang Rücker das Media Education and Educational Technology Lab (MEET@JMU).

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Hochschuldidaktische Weiterbildung „Diversitätssensible Lehre in Social Augmented Reality“

Im Rahmen des WueDive Pilotprojekts „Virtuelle Lernräume“ und des hochschulübergreifenden Projekts „ViLeArn_more“ führte Melanie Hartmann am 20. und 27. September 2024 im Media Education and Educational Technology Lab (MEET@JMU) eine Weiterbildung für Dozierende zur Nutzung von Social Augmented Reality unter Berücksichtigung von Bedürfnissen diverser Lernender durch.

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Kompetenzworkshop „Classroom Management“ für die Lehr:werkstatt 2024/2025

Im Rahmen des Kompetenzworkshops „Classroom Management“ beschäftigten sich Lehrpersonen und Studierende am 25. September 2024 mit der Thematik der Klassenführung und tauschten sich über Szenarien sowie Handlungsoptionen im schulischen Kontext aus. Die Veranstaltung bildete für die Teilnehmenden den Auftakt am Lehr:werkstatt-Jahrgang 2024/25.

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Aktuelle Publikationen

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. Research Highlights in Technology and Teacher Education, 1, 68-85.
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Digitalization and globalization brought significant challenges to initial teacher education. Against this background, this article targeted implications for the development and implementation of a pedagogical concept to foster pre-service teachers’ media pedagogical competence. A sample comprising 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 on it were shared in focus group discussions and, thereafter, qualitatively analyzed. Results revealed 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.
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 J. Cohen & G. Solano (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference 2024 (S. 136-145). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224123/
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Digitalization and globalization brought significant challenges to initial teacher education. Against this background, this article targeted implications for the development and implementation of a pedagogical concept to foster pre-service teachers’ media pedagogical competence. A sample comprising 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 on it were shared in focus group discussions and, thereafter, qualitatively analyzed. Results revealed 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 2024 (S. 146-155). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224132/.
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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). Learning Loss Among Students in Turkey: Aftermath of the February 2023 Earthquakes. 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.

2023[ to top ]

ARETE. (2023). Report on Evaluations for Pilot 4. Zenodo. https://doi.org/10.5281/zenodo.7704282
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ARETE. (2023). D6.5 Pilots Performance Analysis. Zenodo. https://doi.org/10.5281/zenodo.7940994
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Förster, K., & Grafe, S. (2023). Fostering Teacher Educators’ Media-Related Intercultural Competencies Using a Social VR Environment. Proceedings of SITE 2023 Conference, 2547-2557. https://www.learntechlib.org/p/221901/
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This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ media related intercultural competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-posttest and a focus group was interpreted through qualitative content analysis. Findings validated the pedagogical concept and showed intercultural competence development in several domains as well as increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.
Förster, K., Grafe, S., Hicks, T., Cakmak, E., Hahn, J., & Hobbs, R. (2023). Designing a Transnational Professional Development Program for Educators as a Virtual Community of Practice. Proceedings of AERA Annual Meeting, 1-11. https://doi.org/https://doi.org/10.3102/2012169
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The global pandemic created new opportunities for the professionalization of educators. In this exploratory case study, we report on a transnational professional development program, focused in Germany and the United States (yet welcoming educators around the world) as a virtual Community of Practice. Using a design-based research process, the program aimed to create opportunities for dialogue about media literacy education and contemporary propaganda. Using mixed methods data collected through surveys and observations, research results show that participants were motivated primarily by the perceived value and usefulness of the program. Many participants were able to collaborate effectively with a peer, developing an original project focused on media literacy education in their own teaching contexts.
Grafe, S., Trefzger, T., Eisenmann, M., Siller, H.-S., Dreßler, J., Hennecke, M., Heurich, T., Nord, I., Pohlmann-Rother, S., Ratz, C., & Richter, T. (2023). DigiLLab@JMU an der Professional School of Education der Julius-Maximilians-Universität Würzburg. In M. Meiner, G. Greefrath, M. Hammann, R. Wodzinski, & K. Ziepprecht (Hrsg.), Lehr-Lern-Labore und Digitalisierung, Edition Fachdidaktiken (S. 155-159). https://doi.org/https://doi.org/10.1007/978-3-658-40109-2_13
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In den DigiLLabs@JMU werden digitalisierungsbezogene Kompetenzen von Lehramtsstudierenden gefördert und eine begleitende fachbezogene und interdisziplinäre medienbezogene Professionalisierungs- und Unterrichtsforschung durchgeführt. Durch die Zusammenarbeit von fünf fachgruppenbezogenen Netzwerken, welche die an der Lehrerinnen- und Lehrerbildung beteiligten Fächer und Schulformen vollständig abdecken, wird eine große Reichweite erzielt.
Oberdörfer, S., Elsässer, A., Grafe, S., & Latoschik, M. E. (2023). Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment. In M.-L. Bourguet, J. M. Krüger, D. Pedrosa, A. Dengel, A. Peña-Rios, & J. Richter (Hrsg.), 2023 9th International Conference of the Immersive Learning Research Network (iLRN). https://doi.org/http://dx.doi.org/10.1007/978-3-031-47328-9_26
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The widespread availability of smartphones facilitates the integration of digital, augmented reality (AR), and tangible augmented reality (TAR) learning environments into the classroom. A haptic aspect can enhance the user’s overall experience during a learning process. To investigate further benefits of using TAR for educational purposes, we compare a TAR and a smartphone learning environment with a traditional worksheet counterpart in terms of learning effectiveness, emotions, motivation, and cognitive load. 64 sixth-grade students from a German high school used one of the three conditions to learn about frog anatomy. We found no significant differences in learning effectiveness and cognitive load. The TAR condition elicited significantly higher positive emotions than the worksheet, but not the smartphone condition. Both digital learning environments elicited significantly higher motivation, in contrast to the worksheet. Thus, our results suggest that smartphone and TAR learning environments are equally beneficial for enhancing learning.
Seyferth-Zapf, M., & Grafe, S. (2023). Stop-Motion-Videos zur Reflexion interkultureller Missverständnisse und Konflikte in der Sekundarstufe I. Qualitative Inhaltsanalyse medialer Beiträge aus interkulturell-kommunikativer und medienbezogener Perspektive. In MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung (Occasional Papers) (S. 73-117). https://doi.org/https://doi.org/10.21240/mpaed/00/2023.04.08.X
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Angesichts einer migrationsbedingt vielfältiger werdenden Gesellschaft sind Heranwachsende nicht selten von Vorbehalten gegenüber Geflüchteten betroffen, wobei auch von der Medienberichterstattung Einflüsse ausgehen. Der Abbau von Vorurteilen, als wesentlicher Aspekt interkultureller Kompetenzentwicklung, kann durch die Gestaltung medialer Beiträge in Form sogenannter Critical Incidents unterstützt werden. Diese adressiert nicht nur die Auseinandersetzung mit vorurteilsgeprägten Sichtweisen, sondern auch die aus medienpädagogischer Perspektive geforderte Partizipation am Diskurs zu Flucht und Migration. Im Mittelpunkt dieses Beitrags steht deshalb eine qualitative Untersuchung von Stop-Motion-Videos, die in interkultureller Zusammenarbeit von Jugendlichen auf der Basis von Critical Incidents als Missverständnisse und Konflikte zwischen Deutschen und Geflüchteten produziert wurden. Ausgehend von interkulturell-kommunikativen und medienpädagogischen Grundlagen wird anschliessend die Gestaltung medialer Beiträge mit der inhaltlichen Ausrichtung auf Critical Incidents fokussiert. Auf der Basis eines qualitativen Untersuchungsdesigns werden die Stop-Motion-Videos hinsichtlich wesentlicher Aspekte der Kommunikationssituation, formaler Medienmerkmale sowie inszenierter verhaltensbezogener Aspekte interkultureller Kompetenz ausgewertet. Während die Ergebnisse zu Aspekten der Kommunikationssituation darauf verweisen, dass die dargestellten Begegnungssituationen sehr komplex und vielschichtig sind, zeigt die Untersuchung der Medienmerkmale u. a., dass die Kommunikation zwischen den Beteiligten hauptsächlich visuell in Form schriftlicher Texte umgesetzt wurde. Aus den Ergebnissen zur Inszenierung der behavioralen Dimension interkultureller Kompetenz geht beispielsweise hervor, dass in allen Videos offene Selbstauskunft als Möglichkeit gewählt wird, interkulturelle Missverständnisse aufzulösen. Abschliessend wird auf die Bedeutsamkeit verwiesen, im Rahmen einer gestaltungsorientierten Bildungsforschung weitere Studien unter Berücksichtigung interkulturell-kommunikativer und medienpädagogischer Perspektiven zu realisieren.
Tiede, J., Förster, K., Grafe, S., & Mangina, E. (2023). Augmented Reality in Primary Education: Teachers’ Perspectives on Potential and Barriers. Proceedings of 17th International Technology, Education and Development Conference (INTED 2023), 1283-1292. https://doi.org/10.21125/inted.2023.0369
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Research findings suggest that Augmented Reality (AR) can be a beneficial tool for teaching and learning practices but brings about certain challenges at the same time. Teachers are central stakeholders in the educational use of AR; given their daily classroom practice, they are also experts in the evaluation of the advantages and disadvantages of respective innovative educational technologies. Yet, few studies systematically analysed teachers’ opinions and experiences about the advantages and problems in the educational use of AR technologies so far. In response to this desideratum, the following paper presents results from a systematic and category-based qualitative content analysis based on an interview study. The input was collected from a heterogeneous and international convenience sample of n=11 teachers after they had piloted one out of three AR-enhanced learning apps in their daily classroom practice. The results confirm that increased student motivation and classroom engagement and advanced learning achievements are considered the predominant advantages and that issues with software and technology were perceived as the biggest problems in the pilot study. Furthermore, dimensions of motivation and classroom engagement are considered in detail to achieve an in-depth analysis and to bring forward important recommendations for further developments and for teachers’ future educational use of AR technologies.
Tiede, J., Grafe, S., & Mangina, E. (2023). Student Motivation in Augmented Reality-Enhanced Gamified STEM Learning Settings. 2023 IEEE Games, Entertainment, Media Conference (GEM), 1-6. https://doi.org/10.1109/GEM59776.2023.10390444
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Against the background of the research-based assumption that student motivation is a key factor for successful teaching and learning processes, the following paper presents results from a study evaluating the role of student motivation in Augmented Reality (AR)-enhanced gamified STEM learning settings. In the study, an international sample of 1988 primary school students and 91 teachers used an AR-enhanced gamified STEM learning app (intervention group) or traditional teaching and learning approaches (control group). Student motivation and performance were assessed in a pre and post test design and teachers’ opinions were recorded using online surveys. The results indicate that students and teachers in the intervention group considered the motivational impact of the AR-enhanced gamified app significantly higher, compared to the ratings for alternative media in the control group. The product-moment correlation between motivation and further variables, such as student attitudes and self-efficacy, showed significant, medium strong results which are comparably high in intervention and control group. Only in the intervention group, motivation and learning achievement were correlated. Students and teachers in the intervention group tended to agree on the motivational impact of the study phase while a correlation between the opinions of teachers and students in the control group could not be confirmed. Overall, the study provides evidence of the pedagogical usefulness of AR-enhanced gamified STEM learning applications in terms of supporting student motivation, based on findings from a large international sample.

2022[ to top ]

Tiede, J., Treacy, R., Grafe, S., & Mangina, E. (2022). Fostering Learning Motivation of Students with Reading and Spelling Difficulties by an AR-Enhanced Gamified Educational App for Literacy Learning. Proceedings of IEEE GEM Conference 2022, 1-6. https://doi.org/10.1109/GEM56474.2022.10017825
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Students with special educational needs benefit from carefully designed learning approaches that consider both their individual learning requirements and the advances in teaching and learning methods and tools. This paper presents the initial exploratory results from a pilot study on the advancement of literacy skills through an innovative Augmented Reality (AR)-enhanced gamified educational app for students diagnosed with reading / spelling difficulties or dyslexia. A sample of 5 teachers and 23 students worked with the AR app for the duration of a school term and filled in standardized scales on student motivation upon completion of the pilot study. The analysis of the results indicates that both groups of teachers and students found the AR app motivating to a certain degree. However, there were challenges within the pilot implementation that impeded the successful app use and potentially delimited the perceived motivational effects. Conclusions and outlooks of research perspectives for further development highlight the necessity for further research in this important field
Tiede, J., Grafe, S., & Mangina, E. (2022). Teachers’ Attitudes and Technology Acceptance towards AR Apps for Teaching and Learning. Proceedings of the 8th International Conference of the Immersive Learning Research Network (iLRN), 1-8. https://doi.org/10.23919/iLRN55037.2022.9815918

URL Video Presentation: https://www.youtube.com/watch?v=N3MRxKHo7qw&ab_channel=ImmersiveLearningResearchNetwork
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Teacher attitudes and technology acceptance towards Augmented Reality (AR) are important constructs because their development has an impact on the teachers’ use of AR applications in classroom practice. The present study focusses on these two constructs and analyses them from a theoretical and empirical perspective. In this context, results from a pre-test from the European H2020 project ARETE are introduced. In this study, n=129 teachers from 13 countries responded to an online survey which included questions on demographic data as well as two scales to measure teacher attitudes towards AR and teacher technology acceptance towards AR. The results show a mostly highly motivated sample and very positive attitudes towards AR among the participating teachers. An analysis of correlations and predictors was performed by calculating the Pearson Correlation coefficient and a regression analysis, which indicated that teacher attitudes and technology acceptance towards AR are highly correlated. Additionally, the teachers’ previous experience with AR and, in case of technology acceptance, the self-assessed expertise in using digital media for teaching and learning are significant predictors for the two constructs in question.
Seyferth-Zapf, M., & Grafe, S. (2022). Gemeinsame Gestaltung medialer Beiträge als Ziel interkultureller Begegnung. Ergebnisse einer qualitativen Studie zur interkulturellen Sensibilität von Schülerinnen und Schülern der Sekundarstufe I. Intercultural Journal, 21(35), 87-108. https://zs.thulb.uni-jena.de/receive/jportal_jparticle_01295945
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Migration and pluralization processes are great challenges for German society. Especially schools are asked to raise awareness among young people to issues of cultural diversity. At the same time, digital media has become more important for teaching and learning. Therefore, this article examines the question of how students assess the joint creation of media products as part of intercultural collaboration and cooperation in the light of intercultural sensitivity. Migrations- und Pluralisierungsprozesse stellen die deutsche Gesellschaft aktuell vor große Herausforderungen. Der Institution Schule kommt die Aufgabe zu, Jugendliche für ein Leben in kultureller Vielfalt zu sensibilisieren. Gleichzeitig werden digitale Medien als unterrichtliche Lehr- und Lernangebote immer wichtiger. Vor diesem Hintergrund geht der vorliegende Beitrag der Frage nach, welche Sichtweisen Schülerinnen und Schüler auf die gemeinsame Gestaltung medialer Beiträge in interkultureller Begegnung unter besonderer Berücksichtigung interkultureller Sensibilität haben. Basierend auf einer gestaltungsorientierten Bildungsforschung wird zunächst ein theoretischer Bezugsrahmen für ein Unterrichtskonzept zur Förderung interkultureller Kompetenz unter Verwendung und Gestaltung digitaler Medienangebote bzw. -beiträge in interkultureller Begegnung mit besonderer Berücksichtigung interkultureller Sensibilität weiterentwickelt. Daraus werden bedeutsame Bestandteile des Konzepts abgeleitet: zum einen die von Schülerinnen und Schülern mit und ohne Migrations- bzw. Fluchtgeschichte gemeinsame Gestaltung von Stop-Motion-Videos, zum anderen ein handlungs- und entwicklungsorientierter Ansatz. Anschließend werden unterrichtliche Vorgehensweisen für eine interkulturelle Begegnung für eine achte Jahrgangsstufe eines Gymnasiums differenziert beschrieben. Im Rahmen einer qualitativen Studie werden die Sichtweisen der Schülerinnen und Schüler des Gymnasiums auf die gemeinsame Videogestaltung in interkultureller Begegnung untersucht. Die Ergebnisse zeigen, dass im Rahmen der Mediengestaltung in interkultureller Begegnung verschiedene Komponenten interkultureller Sensibilität zum Tragen kamen. Abschließend werden Schlussfolgerungen für Forschung und Praxis abgeleitet.
Seyferth-Zap, M., & Grafe, S. (2022). Individuell fördern im Rahmen medienpädagogischer Lehr- und Lernprozesse unter besonderer Berücksichtigung der kulturellen Dimension. In K. Kramer & B. Hoyer (Hrsg.), INDIVIDUELL FÖRDERN - wissenschaftlicher Hintergrund sowie Ansatzpunkte aus und für die Praxis (Bde. 8, S. 69-84). FAU University Press. https://doi.org/https://doi.org/10.25593/978-3-96147-602-2
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Die zunehmende Diversität von Kindern und Jugendlichen in den Klassenzimmern fordert Schule heraus, didaktische Konzepte zu entwickeln, die dieser Realität gerecht werden können. Wissenschaftliche Arbeiten sowie Ansatzpunkte aus der Praxis zur individuellen Förderung von Schülerinnen und Schülern, die in diesem Buch vorgestellt werden, unterstützen diesen Prozess und fördern den Aufbau von Diversitykompetenz für die schulische Praxis.
Seufert, C., Oberdörfer, S., Roth, A., Grafe, S., Lugrin, J.-L., & Latoschik, M. E. (2022). Classroom management competency enhancement for student teachers using a fully immersive virtual classroom. Computers & Education, 179, 104410. https://doi.org/10.1016/j.compedu.2021.104410
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The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course. Participants were pre-service teachers (n = 55) of the University of Würzburg who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used the virtual classroom Breaking Bad Behaviors (BBB) during the term (n = 39), and the comparison group’s learning was video-assisted (n = 16). The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen’s d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen’s d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen’s d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers’ CM competencies.
Oberdörfer, S., Krop, P., Straka, S., Grafe, S., & Latoschik, M. E. (2022). Fly My Little Dragon: Using AR to Learn Geometry. Proceedings of the IEEE Conference on Games (CoG ’22), 528-531. https://doi.org/http://dx.doi.org/10.1109/CoG51982.2022.9893601
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We present the gamified AR learning environment ARES. During the gameplay, learners guide the little dragon called “Ares” through dungeons. Using AR, ARES three-dimensionally integrates the dungeons in the real-world. Each dungeon represents a coordinate system with obstacles that ultimately create mathematical exercises, e.g. rotating a door to let the dragon fly through it. Overcoming such a challenge requires a learner to spatially analyze the exercise and apply the fundamental mathematical principles. ARES displays a debriefing screen at the end of a dungeon to further support the learning process. In a preliminary qualitative user study, pre-service and in-service teachers saw great potential in ARES for providing further practical and motivating exercises to deepen the knowledge in the classroom and at home.
Dengel, A., Iqbal, M. Z., Grafe, S., & Mangina, E. (2022). A Review on Augmented Reality Authoring Toolkits for Education. Frontiers in Virtual Reality, 3. https://doi.org/https://doi.org/10.3389/frvir.2022.798032
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Creating pedagogically sound, interactive Augmented Reality (AR) experiences supporting situated and experiential learning remains a challenge to teachers without programming skills. To integrate AR in the everyday classroom, teachers need to be capable of designing their own immersive experiences for their students, which is why an analysis of existing authoring toolkits is necessary to identify suitable tools for educational application development and future research directions in terms of educational AR. We identified “easy access”, “GUI-based design”, and “interactive contents” as needs of teachers for designing AR content for the classroom. Based on these needs, we conducted a literature review of 835 documents. Of 80 relevant articles, we included 43 peer-reviewed articles from ACM Digital Library, DBLP, IEEExplore, Scopus, Web of Science, Google Scholar, and miscellaneous other sources in our analysis. We identified 69 different AR authoring toolkits and classified these with regard to their accessibility, their degree of required programming knowledge, and their interactivity. The results show a divergent research landscape with a lack of empirical evaluation. Of 26 openly accessible toolkits, we identified five toolkits addressing the defined needs of teachers for designing interactive AR experiences for the classroom without requiring extensive programming knowledge. We conclude that there are only few tools for the straightforward design of educational AR experiences addressing the needs of teachers and suggest using research-informed and evidence-based criteria for developing AR authoring toolkits for education.
Breitschwerdt, L., Beu, V., Egetenmeyer, R., & Grafe, S. (2022). Digital Media in Adult and Continuing Education in Germany. Excellence and Innovation in Learning and Teaching - Open Access, 7(2), Article 2. https://doi.org/https://doi.org/10.3280/exioa2-2022oa15075
- [ Abstract ]
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Digital media are important elements in the didactic planning and design of provisions and programmes in adult and continuing education. Based on questionnaire and interview data from organizations and umbrella organizations active in adult and continuing education in Germany, the article examines how adult educators use digital media and what reasons they give for using them. The article distinguishes between types of digital media, digital tools, and didactically structured digital media offerings. The analysis shows that educators use digital media in settings combining micro- and macrodidactics. Overall, didactic considerations are shifting more to the macrodidactic planning level, emphasizing the role of organizations and umbrella organizations. This is accompanied by changing demands on cooperation between planning staff and instructors. Moreover, the roles of staff expand and diversify with the use of digital media.

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