@article {, title = {Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment}, journal = {Open Education Studies}, volume = {6}, year = {2024}, abstract = {

Metacognitive activities are reported to improve learning but prompts to support metacognition have only been investigated with mixed results. In the present study, metacognitive prompts for confidence judgments were implemented in a learning platform to provide more insights into their effectiveness and their limits. Comparing the prompted group (n\ = 51) with the control (n\ = 150), no benefits of the prompts are seen: Performance is not better with prompts, and there is no improvement in metacognitive accuracy over time within the prompted group. Notably, half of the prompted group did not use the metacognitive prompts as intended. Alternative ways to integrate such prompts are discussed.

}, keywords = {confidence prompts, K-12, metacognitive accuracy, metacognitive prompts, Self-Regulated Learning}, doi = {https://doi.org/10.1515/edu-2022-0209}, author = {Maria Klar and Buchner, Josef and Michael Kerres} } @inbook {, title = {Augmented und Virtual Reality}, booktitle = {Digitale Medienbildung: P{\"a}dagogik - Didaktik - Fachdidaktik}, year = {2023}, pages = {214-230}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster }, abstract = {

Trotz der technologischen Reife von Augmented Reality (AR) und Virtual Reality (VR) und der breiten Verf\ügbarkeit von AR/VR-Anwendungen ist deren Verwendung im Schulunterricht noch eher die Ausnahme. Dieses Buchkapitel zeigt Potenziale f\ür den Einsatz von AR/VR im Unterricht auf, um die Nutzung dieser Technologien im Unterricht zu inspirieren und Hemmschwellen abzubauen. Die erarbeitete Umsetzungshilfe f\ür AR/VR im Unterricht basiert dabei auf den M\öglichkeiten aktueller Technologien bzw. dem Stand der aktuellen didaktischen Forschung. Statt bestehende Unterrichtsmethoden zu ersetzen, hat die Umsetzungshilfe das Ziel, AR/VR als Erg\änzung und Unterst\ützung von bestehenden Lerninhalten in den Unterricht zu integrieren.

}, isbn = {9783830996705}, url = {https://books.google.de/books?hl=de\&lr=\&id=nC3cEAAAQBAJ\&oi=fnd\&pg=PA213\&dq=7.+Augmented+und+Virtual+Reality+buchner+tatzgern\&ots=Imq8LqgFtq\&sig=KvRvxaXjzWBKOdkCN1u6nfdY8UY\&redir_esc=y$\#$v=onepage\&q\&f=false}, author = {Buchner, Josef and Tatzgern, Markus and Deibl, Ines and Miriam Mulders}, editor = {Zumbach, J{\"o}rg and von Kotzebue, Lena and Tr{\"u}ltzsch-Wijnen, Christine and Deibl, Ines} } @article {, title = {Editorial: Immersives Lehren und Lernen mit Augmented und Virtual Reality {\textendash} Teil 2 Empirische Untersuchungen}, journal = {MedienP{\"a}dagogik: Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, volume = {51}, year = {2023}, pages = {i-x}, keywords = {Augmented Reality, virtual reality}, doi = {https://doi.org/10.21240/mpaed/51/2023.01.28.X}, url = {https://www.medienpaed.com/article/view/1749}, author = {Miriam Mulders and Buchner, Josef and Andreas Dengel and Raphael Zender} } @article {, title = {Effekte eines Augmented Reality Escape Games auf das Lernen {\"u}ber Fake News}, journal = {MedienP{\"a}dagogik: Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, year = {2023}, doi = {https://doi.org/10.21240/mpaed/51/2023.01.12.X}, url = {https://www.medienpaed.com/article/view/1589}, author = {Buchner, Josef} } @inbook {, title = {Lernpfade in adaptiven und k{\"u}nstlich-intelligenten Lernprogrammen: Eine kritische Analyse aus mediendidaktischer Sicht}, booktitle = {K{\"u}nstliche Intelligenz in der Bildung}, year = {2023}, publisher = {Springer VS}, organization = {Springer VS}, chapter = {109-131}, address = {Wiesbaden}, abstract = {

Der Beitrag kontrastiert interaktive, adaptive sowie k\ünstlich-intelligente Lernprogramme. Adaptive und KI-basierte Anwendungen erweisen sich in der Entwicklung als aufw\ändiger und haben sich bislang nicht durchsetzen k\önnen. Um die Chancen dieser Technologien abzusch\ätzen, werden ihre M\öglichkeiten verglichen. Adaptive Lernprogramme eignen sich vor allem f\ür den Erwerb von Fertigkeiten, KI-basierte L\ösungen, wenn sich ein Expertisemodell nicht explizieren l\ässt. Benannt werden didaktische und p\ädagogische Herausforderungen, denen sich KI-basierte Lernanwendungen k\ünftig stellen m\üssen.

}, doi = {10.1007/978-3-658-40079-8}, url = {https://link.springer.com/book/10.1007/978-3-658-40079-8}, author = {Michael Kerres and Buntins, Katja and Buchner, Josef and Drachsler, Hendrik and Zawacki-Richter, Olaf}, editor = {de Witt, Claudia and Gloerfeld, Christina and Wrede, Silke E.} } @inbook {, title = {Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom}, booktitle = {Immersive Education: Designing for Learning}, year = {2023}, pages = {107-122}, publisher = {Springer Cham}, organization = {Springer Cham}, abstract = {

This chapter discusses theoretical models for immersive learning and immersive teaching. The subjective and objective factors used in these models are distinguished by levels: micro, meso, and macro. We discuss the terms immersive teaching and immersive learning and possible strategies for implementing learning experiences in the everyday classroom.

}, doi = {https://doi.org/10.1007/978-3-031-18138-2_7}, url = {https://link.springer.com/chapter/10.1007/978-3-031-18138-2_7}, author = {Andreas Dengel and Buchner, Josef and Miriam Mulders and Johanna Pirker}, editor = {Paula MacDowell and Jennifer Lock} } @article {, title = {Media comparison studies dominate comparative research on augmented reality in education}, journal = {Computers \& Education }, volume = {195}, year = {2023}, abstract = {

Research on the use of augmented reality (AR) in education has received a lot of attention in recent years. Based on many systematic reviews and meta-analyses, it has been concluded that AR is effective. Recently, however, researchers have criticized the fact that the empirical basis for this conclusion is based on results from methodologically problematic media comparison studies. However, an analysis of the literature and quantitative evidence for this claim are lacking. In this research project, this research gap was addressed using the Systematic Review method. A total of 92 primary studies from the top 12 Educational Technology journals were coded and analyzed. The results show that research on AR in education is based on media comparison studies: 80\% of the studies compare AR to another medium or technology. Few studies examine how and when learning with AR is effective. In addition, results show that over the years, since 2009, more\ media comparison studies have been published than other research types. We summarize why media comparison studies are problematic and discuss directions for future research on AR in education. This research shifts from the question if AR can be used in instruction to the more important questions of how and when learning and teaching with AR works.

}, url = {https://www.sciencedirect.com/science/article/pii/S0360131522002822}, author = {Buchner, Josef and Michael Kerres} } @article {, title = {Editorial: Immersives Lehren und Lernen mit Augmented und Virtual Reality {\textendash} Teil 1 Didaktische Designs, Konzepte und theoretische Positionen}, journal = {MedienP{\"a}dagogik: Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, volume = {47}, year = {2022}, doi = {https://doi.org/10.21240/mpaed/47/2022.11.28.X}, url = {https://www.medienpaed.com/article/view/1692}, author = {Buchner, Josef and Miriam Mulders and Andreas Dengel and Raphael Zender} } @article {, title = {Education after the pandemic: What we have (not) learned about learning}, journal = {Education Sciences}, volume = {12}, year = {2022}, pages = {315}, abstract = {

During the pandemic, educational technologies have become an essential tool to provide education at a distance. The paper outlines basic assumptions of research on the effects of the pandemic on education and points out to methodological flaws, when these effects are directly related to the pandemic or to effects of educational technology on learning. Studies cannot be easily aggregated and must consider the institutional, national, and cultural conditions how the educational system reacted to the pandemic. The article discusses how the experiences during the pandemic will shape the future discussion of education after the pandemic. With regard to the use of digital technology the future seems widely open and will largely depend on the interpretation and re-construction of these experiences during the pandemic by the actors in the field. Two contradictory visions for the role of educational technology in education after the pandemic seem possible: a pre- vs. post-digital view that imply fundamentally different perspectives for the future of education. A pre-digital re-construction implies a return \“back to normal\” whereas a post-digital view tries to utilize the experiences of the pandemic to a reform of education more consequential.

}, url = {https://www.mdpi.com/2227-7102/12/5/315}, author = {Michael Kerres and Buchner, Josef} } @article {, title = {Effekte eines Augmented Reality Escape Games zur Bek{\"a}mpfung von Fake News}, year = {2022}, publisher = {OEFEB Kongress}, address = {Graz }, abstract = {

Eine der gr\ö\ßten Herausforderungen im 21. Jahrhundert ist das Erkennen von online verbreiteten Falschinformationen: Fake News. Bildungsinstitutionen m\üssen auf diese Herausforderung reagieren und Lernangebote zur Bek\ämpfung von Fake News bereitstellen. In der Literatur werden verschiedene M\öglichkeiten diskutiert, wie solche Lernangebote aussehen k\önnen. Ein gro\ßes Potential wird spielerischen und problembasierten Ans\ätzen zugesprochen (z.B. (Scheibenzuber et al., 2021). (Paraschivoiu et al., 2021) entwickelten ein AR Escape Game, Escape Fake, das zur F\örderung von Informationskompetenz beitragen soll. Ob dies zutrifft, wird in diesem Beitrag untersucht. Durchgef\ührt wurde ein Vor-Nachtest-Design mit 34 Lehramtsstudierenden (4 M\änner; MAlter = 21,97 Jahre), die Escape Fake in zwei fachdidaktischen Lehrveranstaltungen spielten. Die Ergebnisse aus einem verbundenen t-Test zeigen, dass die Studierenden durch das Spielen von Escape Fake ihr Wissen zu Fake News erweitern konnten (t(33) = -8,14, p \< 0,01, d = -1,40) und die Vertraulichkeit von Online-Informationen kritischer sehen als vor der Intervention (t(33) = -3,61, p \< 0,01, d = -0,62). Keine Effekte zeigten sich f\ür eine Anwendungsaufgabe, in der die Teilnehmenden simulierte Postings als echte oder falsche Nachricht einsch\ätzen mussten (t(33) = 0,14, p \> 0,05). Die Ergebnisse werden unter Einbezug der Literatur diskutiert und Empfehlungen f\ür den praktischen Einsatz von Escape Fake werden vorgestellt.

}, doi = {http://dx.doi.org/10.13140/RG.2.2.26042.88006}, url = {https://oefeb-graz-2022.at/index.php/keynotes-und-diskussionen/}, author = {Buchner, Josef and H{\"o}fler, Elke} } @article {, title = {Entlasten oder anregen? Effekte von Augmented Reality auf die kognitive Belastung}, year = {2022}, abstract = {

Ein in der Literatur h\äufig beschriebenes Potential beim (naturwissenschaftlichen) Lernen mit Augmented Reality (AR) ist die Reduktion der kognitiven Belastung \– Cognitive Load. So wird etwa angenommen, dass das Einblenden digitaler Informationen w\ährend der Durchf\ührung eines Experiments Kapazit\äten des Arbeitsged\ächtnisses freisetzt, sodass in der Folge mehr und effektiver gelernt wird. Die Studienlage zu dieser Annahme ist jedoch widerspr\üchlich, da, zum Beispiel, AR-angereicherte Lernumgebungen von Lernenden als kognitiv \überfordernd wahrgenommen wurden. Basierend auf den Ergebnissen einer Systematic Review werden in diesem Beitrag Ursachen f\ür diese gegens\ätzlichen Befunde benannt und Designkriterien f\ür die Gestaltung von AR-Lernumgebungen vorgestellt. Zudem wird demonstriert, dass die bisherige Forschung zu AR und Cognitive Load auf das Potential Entlastung fokussierte. Dem Potential von AR, Lernprozesse zu verst\ärken, im Sinne einer Anregung, wurde bislang noch wenig Aufmerksamkeit zuteil. Wie Forschung zu dieser Thematik aussehen kann und welche forschungsmethodischen Aspekte in zuk\ünftigen Forschungsprojekten zum Lernen mit AR ber\ücksichtigt werden sollten, wird diskutiert.

}, doi = {http://dx.doi.org/10.13140/RG.2.2.35270.34886}, url = {http://dx.doi.org/10.13140/RG.2.2.35270.34886}, author = {Buchner, Josef and Michael Kerres} } @inbook {, title = {Gestaltungsprinzipien f{\"u}r immersive Lernszenarien mit und {\"u}ber Virtual Reality}, booktitle = {Virtuelle Realit{\"a}t und Transzendenz. Theologische und p{\"a}dagogische Erkundungen}, year = {2022}, pages = {132-149}, publisher = {Herder}, organization = {Herder}, address = {Freiburg}, abstract = {

F\ür die Mediendidaktik besteht die grundlegende Herausforderung, Bedingungen zu identifizieren, die zum Lernerfolg von digitalen Medien beitragen und die Gestaltungsprinzipien herauszuarbeiten, die bei der didaktischen Konzeption eines Mediums zu ber\ücksichtigen sind.\  Der Umgang mit Virtual Reality (VR) geschieht oftmals in spielerischer Intention und \über trial-and-error . Doch auch hier stellt sich die Frage, wie ein Lernszenario gestaltet werden kann, dass Lernprozesse gezielt auf intendierte Lernziele ausrichtet: Welche Gestaltungsprinzipien ergeben sich f\ür das Lernen in der VR-Umgebung und f\ür das weitere Lernszenario, das auch die Lerninstruktion und die Reflexion umfasst? Um diese Prinzipien abzuleiten, ist - als ein zentrales Merkmal von VR - das Erleben von Immersion n\äher zu betrachten: ein Eintauchen in andere Welt, die die Aufmerksamkeit der Person fokussiert und den Menschen kognitiv und emotional umf\ängt.\ 

}, url = {https://www.herder.de/theologie-pastoral/shop/p2/74655-virtuelle-realitaet-und-transzendenz-gebundene-ausgabe/}, author = {Miriam Mulders and Buchner, Josef and Michael Kerres}, editor = {Viera Pirker and Klara Pi{\v s}oni{\'c}} } @article {, title = {Immersives Lernen? Didaktisches Design f{\"u}r Augmented/Virtual Reality und reaktive Objekte/Umwelten}, journal = {Grundlagen der Weiterbildung - Praxishilfen}, volume = {205}, year = {2022}, pages = {145-164}, type = {Loseblattsammlung. Neuwied: Luchterhand Verlag}, abstract = {

Der Bildschirm ist das typische Ausgabeger\ät f\ür die Interaktion mit dem Computer. Mit Augmented und Virtual Reality, mit reaktiven Objekten und Umwelten entstehen neue Techniken zur Visualisierung und Interaktion, die den Menschen noch mehr in das Geschehen einbinden. Doch ist eine solche \»immersive \« Darstellung tats\ächlich vorteilhaft f\ür das Lernen? Oder erschwert sie die kognitive Auseinandersetzung? Die bisherigen Befunde der empirischen Forschung verweisen auf Chancen, aber auch auf wesentliche Einschr\änkungen. Eine grunds\ätzliche \Überlegenheit der \»neuen\« Visualisierungstechnologien ist nicht gegeben.

Der Beitrag zeigt auf, dass es auf das didaktische Design ankommt, ob und wie die Chancen dieser Technologien eingel\öst werden k\önnen. Grundlegende Mechanismen der kognitiven Informationsverarbeitung beim Umgang mit dreidimensionalen Informationen verweisen auf zentrale Anforderungen, die es zu ber\ücksichtigen gilt. Ausgehend von den intendierten Lernerfahrungen lassen sich geeignete Visualisierungstechnologien bestimmen und auf die Lehr- und Lernziele ausrichten.

-
lizensierter Nachdruck aus \"Handbuch E-Learning\"

}, isbn = {3-472-50520-6}, author = {Michael Kerres and Buchner, Josef and Miriam Mulders} } @article {, title = {The Impact of Augmented Reality on Cognitive Load and Performance: A Systematic Review}, journal = {Journal of Computer Assisted Learning}, volume = {38}, year = {2022}, doi = {https://doi.org/10.1111/jcal.12617}, url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12617}, author = {Buchner, Josef and Buntins, Katja and Michael Kerres} } @book {, title = {Inverted Classroom and beyond 2021. 10 Jahre $\#$icmbeyond}, year = {2022}, publisher = {Books on Demand}, organization = {Books on Demand}, address = {Graz}, isbn = {978-3-7557-4916-5}, url = {https://fnma.at/content/download/2459/14175}, author = {Buchner, Josef and Freisleben-Teutscher, Christian and Neiske, Iris and Morisse, Karsten} } @inbook {, title = {Learning how to use a digital workbench: guided or explorative?}, booktitle = {Orchestration of Learning Environments in the Digital World}, volume = {Part of the Cognition and Exploratory Learning in the Digital Age book series (CELDA)}, year = {2022}, pages = {21-34}, publisher = {Springer}, organization = {Springer}, address = {Berlin}, abstract = {

In this study, vocational education teachers and research assistants learned how to use a new digital workbench through a guided or an unguided instructional approach. We investigated the influence of the two instructional approaches on different learning objectives. Results show that guided instruction led to significantly better performance on a structured learning objective (quantity of tasks fulfilled), better performance on a second structured learning objective (quality of the fulfilled tasks), and similar results to a more unstructured learning objective (explore the functionalities of the workbench). Furthermore, we found that participants in the guided condition reported less temporal stress and higher self-confidence to perform well on the given tasks. With regard to the attitudes toward the use of the workbench, the participants in the unguided group showed slightly more positive values, although the differences were not statistically significant. In conclusion, we found advantages for the guided instructional approach with worked-out examples when participants have to learn how to use a totally new digital workbench.

}, isbn = {978-3-030-90943-7}, issn = {2662-5636}, doi = {10.1007/978-3-030-90944-4}, url = {https://link.springer.com/book/9783030909437}, author = {Buchner, Josef and Vonarx, Anne and Pf{\"a}nder, Peter and Michael Kerres}, editor = {Iffenthaler, Dirk and Pedro Isa{\'\i}as and Demetrios G. Sampson} } @article {, title = {Learning with a digital escape room game: before or after instruction?}, journal = {Research and Practice in Technology Enhanced Learning}, volume = {17}, year = {2022}, abstract = {

Open Access via Link bzw. DOI

}, doi = {10.1186/s41039-022-00187-x}, url = {https://telrp.springeropen.com/articles/10.1186/s41039-022-00187-x}, author = {Buchner, Josef and R{\"u}ter, Martina and Michael Kerres} } @inbook {, title = {Lernaktivierung in digitalen Lernangeboten mit myScripting designen}, booktitle = {Inverted Classroom and beyond 2021. 10 Jahre $\#$icmbeyond}, year = {2022}, pages = {21-35}, publisher = {Books on Demand}, organization = {Books on Demand}, address = {Graz}, isbn = {978-3-7557-4916-5}, url = {https://fnma.at/content/download/2459/14175}, author = {M{\"u}ller, Claude and Buchner, Josef and Erlemann, Jennifer and Sp{\"o}rri, Sandra} } @article {, title = {The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality}, journal = {International Journal of Educational Technology in Higher Education}, volume = {19}, year = {2022}, abstract = {

The purpose of this study was to investigate whether a learning design based entirely on the micro level strategies of the Synthesis of Qualitative Data (SQD) model is better suited to promote teachers augmented and virtual reality-related Will, Skill, and Tool (WST) compared to a learning design based less on the SQD model. To this end, we first developed two learning designs that were randomly distributed across two teacher professional development courses. In one course (n = 23), teachers learned according to our developed and fully SQD-based Tell\–Show\–Enact\–Do (TSED) learning design; in the other course, teachers (n = 22) followed a Tell\–Show\–Enact (TSE) learning design that was less SQD-based. The results of the quasi-experimental field study show that the developed fully SQD-based TSED learning design is better able to promote the elements WST in teachers regarding the integration of augmented and virtual reality in the classroom. The results of the study have implications for theory and practice. For example, the developed TSED learning design can serve as a blueprint for other teacher educators, and the empirical findings support the micro level strategies recommended in the SQD model. Additional findings are discussed.

}, doi = {10.1186/s41239-022-00329-7}, url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00329-7}, author = {Buchner, Josef and Hofmann, Martin} } @inbook {, title = {Moving volleyball coaches{\textquoteright} education online: a case study}, booktitle = {Global Perspectives on Educational Innovations for Emergency Situations}, year = {2022}, pages = {231-240}, publisher = {Springer}, organization = {Springer}, abstract = {

Traditionally, volleyball coaches\’ education has been conducted physically in the gym and classroom, but due to Covid-19 and the actions needed to contain the pandemic, that was no longer possible in the spring of 2020. Instead of canceling the already planned course we decided to move the course online. The development process was guided by the question if we can teach volleyball-specific skills online. As a result, we designed a fully online blended learning course with a problem-centered approach and authentic video-based tasks. A total of 23 prospective coaches took part in the course. Skills acquisition was measured using a pretest-posttest design revealing a large effect of our design on skills acquisition. Additionally, we surveyed participants attitudes towards the learning design. The results show that prospective coaches were satisfied with the design and perceived the online learning course as useful for volleyball coaches\’ education. Based on the results, we can recommend the combination of videos and interactive content to provide authentic problem-centered tasks to facilitate skills online in volleyball coaches\’ education.

}, doi = {10.1007/978-3-030-99634-5_23}, url = {https://link.springer.com/chapter/10.1007/978-3-030-99634-5_23}, author = {Buchner, Josef and Plessl, Martin}, editor = {Dennen, Vanessa and Dickson-Deane, Camille and Ge, Xun and Iffenthaler, Dirk and Murthy, Sahana and Richardson, Jennifer C.} } @conference {, title = {Teachers{\textquoteright} use of augmented reality in the classroom: reasons, practices, and needs}, booktitle = {16th International Conference of the Learning Sciences}, year = {2022}, pages = {1133-1136}, publisher = {International Society of the Learning Sciences}, organization = {International Society of the Learning Sciences}, address = {Hiroshima, Japan}, abstract = {

Research on augmented reality (AR) in education shows various advantages and challenges for learners while research on teachers is scarce. In practice, teachers drive the implementation of AR in classes, and it is important to examine current practices and requirements to be able to effectively support their efforts. N = 16 teachers who had used AR in their classes took part in a survey with open-ended questions focusing on reasons for, current practice of, and needs when using AR in education. The answers were classified into different (sub-)categories. As reasons for usage, different instructional and non-instructional purposes are mentioned. In the current practices various technologies, design-platforms and educational materials are described, and needs include content availability, pedagogical integration, and technical infrastructure. The results are discussed with a focus on unexpected outcomes and the potentials of collaboration between researchers, practitioners, and other stakeholders to support teachers AR classroom integration.

}, isbn = {978-1-7373306-5-3}, url = {https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022\%20Proceedings.pdf?dl=0}, author = {Buchner, Josef and Kr{\"u}ger, Jule and Bodemer, Daniel and Michael Kerres}, editor = {Chinn, Clark and Tan, Edna and Chan, Carol and Kalo, Yeal} } @inbook {, title = {Technology-Enhanced Education of English in Ubiquitous Context: An Overview of the Past 60 Years}, booktitle = {Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education}, year = {2022}, pages = {244-274}, publisher = {Information Science Reference}, organization = {Information Science Reference}, address = {Hershey}, abstract = {

The overview proposed in this chapter deals with the evolution of research in English Language Education linked to applied technologies, under the ubiquitous paradigm, over the past 60 years (1960-2021). Descriptive (authors, articles, citations) and relational (co-words, co-citation, co-author) bibliometric indicators are used to trawl a database of 5219 documents from Scopus. Bibliometrix R package, biblioshiny and VOSviewer analysis are handled to draw the trends of this area around the world. The findings demonstrate that main topics passed from ESL to technology education to the technology integration for learning processes. The trending topics for the field include mobile-assisted language learning, WhatsApp (and other social media), gamification, virtual reality and online learning. Well developed topics include motivation, writing and teacher education. Future research directions are also discussed.

}, doi = {10.4018/978-1-7998-8852-9}, url = {https://www.igi-global.com/book/intercultural-communication-ubiquitous-learning-multimodal/273726}, author = {Meyran-Martinez, Celine and Bacca-Acosta, Jorge and Buchner, Josef}, editor = {Garc{\'\i}a-S{\'a}nchez, Soraya and Clouet, Richard} } @article {, title = {Virtual Reality f{\"u}r Sch{\"u}ler:innen. Ein {\guillemotleft}Beipackzettel{\guillemotright} f{\"u}r die Durchf{\"u}hrung immersiver Lernszenarien im schulischen Kontex}, journal = {MedienP{\"a}dagogik. Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, volume = {47}, year = {2022}, abstract = {

Immersive technologies such as virtual reality (VR) are currently considered to have a great potential as educational technologies and learning media over all areas of education, although many questions regarding learning effectiveness, pedagogical and didactic design, and medical as well as ethical risks of use cannot yet be answered sufficiently. However, they are of particular relevance for school teaching, since children are always also considered to be subjects of protection. In the metaphorical sense of an \«instructional leaflet\», this article provides an overview of the concerns and risks of VR use in schools from medical, pedagogical, didactical, technical, and ethical perspectives with the aim of enabling a sensitized and reflected use of this promising technology. Therefore, specific design recommendations for teachers, learners, parents, educational institutions, developers as well as political actors are further formulated. Furthermore, this article wants to provide a foundation for an interdisciplinary discourse in the area of the VR-usage as a learning medium in schools. It is therefore connected with a call for participation of all stakeholders involved in school education.

}, doi = {https://doi.org/10.21240/mpaed/47/2022.04.02.X}, url = {https://www.medienpaed.com/article/view/1399/1134}, author = {Raphael Zender and Buchner, Josef and Sch{\"a}fer, Caterina and Wiesche, David and Kelly, Kathrin and T{\"u}shaus, Ludger} } @article {, title = {Virtual Reality in Vocational Training: A Study demonstrating the Potential of a VR-based Vehicle Painting Simulator for Skills Acquisition in an Apprenticeship Training}, journal = {Technology, Knowledge and Learning }, year = {2022}, pages = {1-16}, abstract = {

Previous studies on Virtual Reality (VR)-enriched learning pointed out the advantages of immersive learning for the development of competencies. In the context of vocational education in vehicle painting, training opportunities are severely limited for many reasons. VR can be utilized to develop a comprehensive learning environment with authentic training tasks. Besides the need to train psychomotor skills, vehicle painting procedures are complex tasks requiring incremental training to develop knowledge, skills, and attitudes.

This study aims to evaluate a VR training application for vehicle painting, focusing on the development of professional competencies regarding skills, knowledge, and attitudes.

47 apprentices participated in the evaluation study. A VR-simulated painting booth was developed based on the 4\ C/ID model by van Merri\ënboer, where they dealt with typical painting jobs on 3D workpieces (e.g., car wings, engine hood).

Within the descriptive-inferential study, no significant differences between the types of competencies were revealed. The training application supports the acquisition of skills, knowledge, and attitudes equally. Further results regarding usability, cognitive load, etc., are promising.

The essential finding of this study is that the VR training application is generally suitable for supporting craftsmanship within the field of vehicle painting. Since training opportunities for apprentices in this context are often rare, VR offers a unique solution especially for skills training if it follows a proven instructional model for the development of competencies.

}, doi = {10.1007/s10758-022-09630-w}, author = {Miriam Mulders and Buchner, Josef and Michael Kerres} } @article {, title = {Virtuelle Realit{\"a}t: Immersion als Erlebnisdimension beim Lernen mit visuellen Informationen}, journal = {MedienPaedagogik. Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, volume = {47}, year = {2022}, abstract = {

Der Begriff der Immersion wird h\äufig als Merkmal von Technik verwendet. Doch Immersion wird nicht durch eine bestimmte Technologie (etwa eine VR- oder AR-Brille) erzeugt, sondern ist die Leistung des psychischen Systems und eine Dimension des Erlebens einer visuell dargebotenen Information. Eine solche Kl\ärung lenkt den Blick auf die Determinanten des Immersionserleben und wie die mediendidaktische Gestaltung von Lernanwendungen Immersion nutzen kann, um den Lernprozess zu f\ördern. Der Artikel setzt das Erleben von Immersion in Beziehung zu anderen Dimensionen der visuellen Wahrnehmung (Raum-, Realit\äts-, Bewegungs-, Pr\äsenzerleben), um die Besonderheiten des Immersionserlebens herauszuarbeiten. Vorgestellt wird ein Modell des Erlebens visueller Information beim Lernen, das Merkmale der Technik, des Erlebens, des Lernprozesses und des Lernergebnisses separiert und in ihrer Relation verdeutlicht. Das Modell zeigt auf, wie sich Forschungsfragen zu Implikationen des Immersionserlebens anlegen lassen. F\ür mediendidaktische Konzepte wird deutlich, dass Immersion nicht durch eine bestimmte Technologie eingel\öst wird und nicht automatisch zum Lernerfolg beitr\ägt. Die verschiedenen Dimensionen des Erlebens visueller Information sind im Hinblick auf den Lernprozess und die Lernergebnisse sehr genau zu pr\üfen und durch die Gestaltung von Lernumwelten und Lernaufgaben gezielt anzuregen.

}, doi = {doi.org/10.21240/mpaed/47/2022.04.15.X}, url = {https://www.medienpaed.com/article/view/1497}, author = {Michael Kerres and Miriam Mulders and Buchner, Josef} } @article {, title = {An Augmented Reality Learning Environment for Geoinformatics Education}, journal = {GI_Forum}, volume = {9}, year = {2021}, chapter = {3-17}, doi = {10.1553/giscience2021_02_s3}, url = {https://austriaca.at/0xc1aa5576_0x003d25dc.pdf}, author = {Buchner, Josef and Jeremias, Peter-Michael and Kobzare, Nikola and K{\"o}nig, Lelia and Oberreiter, Sebastian and Reiter, Stefan and Resch, Bernd} } @proceedings {, title = {Beyond the Horizon: Integrating Immersive Learning Environments in the Everyday Classroom}, year = {2021}, pages = {380-384}, publisher = {iLRN}, address = {online}, abstract = {

As Immersive Learning research gains traction, questions arise about how educational Virtual and Augmented Realities can be transferred from laboratory settings and pilot projects into everyday teaching. This paper analyzes existing pedagogical frameworks to identify influencing factors and challenges relevant to teaching and learning with immersive learning environments. We distinguish Immersive Learning as individual learning processes supported by immersive technology and Immersive Teaching as the process of teaching with immersive technology. We subsume learner-specific influences (micro-level), teacher- and classroom-specific influences (mesolevel) and institutional and governmental factors (macro-level) for Immersive Teaching and Learning. We conclude that, while investigating isolated variables is important for basic research, efforts integrating Virtual and Augmented Reality in everyday classrooms raise new challenges and questions for future\ research on the complex relationship between various factors.

}, keywords = {Augmented Reality, Educational Framework, Immersive Learning, Immersive Teaching, virtual reality}, isbn = {978-1-73489-952-8}, url = {https://immersivelrn.org/ilrn2021/ilrn-2021-proceeedings/}, author = {Andreas Dengel and Buchner, Josef and Miriam Mulders and Johanna Pirker} } @article {, title = {Collaborative and individual learning in an augmented reality escape room game}, year = {2021}, abstract = {

Augmented Reality technology provides immersive learning environments that support an intensive engagement of learners with instructional material. However, the role of immersion for students\’ learning is still under discussion as previous studies provide contradictory results. On the one hand, immersion can be related to higher learning outcomes and emotional engagement. On the other hand, immersion can be counterproductive to learning as it can distract and overwhelm learners. Several strategies to guide students\’ learning in highly immersive learning environments have been investigated in recent years, such as generative learning activities (e.g., summarizing). In this research, we argue that collaboration might serve as a helpful strategy to support students learning with immersive technologies like AR. In a randomized controlled field trial, students either played an AR escape room game on learning about fake news individually (n = 28) or collaboratively (n = 32). In the collaborative condition learners outperformed the individual learners significantly on a post knowledge test, but no differences were found on a transfer test. Collaborative learners reported significantly lower degrees of engrossment and total immersion, which are the higher levels of immersion used in this study. A linear regression model showed that the highest level of immersion (\“total immersion\”) negatively predicted knowledge acquisition. Results are discussed considering the immersion principle in multimedia learning.

}, doi = {http://dx.doi.org/10.13140/RG.2.2.33420.44169}, author = {Buchner, Josef and Michael Kerres} } @article {, title = {Erweitern, ersetzen, erg{\"a}nzen {\textendash} Lernen mit Augmented \& Virtual Reality}, year = {2021}, abstract = {

Pr\äsentation der Ringvorlesung \"Bildung \über die Lebenszeit\" vom 15.11.2021

}, author = {Buchner, Josef} } @conference {, title = {Escape the Fake: Development and Evaluation of an Augmented Reality Escape Room Game for Fighting Fake News}, booktitle = {CHI PLAY {\textquoteright}21: The Annual Symposium on Computer-Human Interaction in Play}, year = {2021}, month = {10/2021}, publisher = {ACM}, organization = {ACM}, abstract = {

Today\&$\#$39;s digital natives easily master new devices, but there is a greater need to provide them with a strong foundation of attitudes, skills and values to interpret the world around them. Moreover, in the context of remote schooling, providing students with opportunities to learn outside of the classroom and in an interactive manner is equally important. In this article, we address these issues by providing an account of Escape Fake, an augmented reality (AR) escape room game for educating young people about fake news. We show how such a game can be designed for playing at home, thereby providing interactive learning opportunities remotely. We discuss how to teach information literacy, by introducing the design process and gameplay of Escape Fake. In our evaluation with teenagers and young adults (n=49), we investigated the flow experience, attitude towards learning effectiveness and interest in learning with an AR escape game. Escape Fake was very well accepted by youth, who are willing to play the game in their free time. These results provide considerations for educators, researchers and designers who develop educational content by means of AR escape rooms.

}, doi = {https://doi.org/10.1145/3450337.3483454}, url = {https://dl.acm.org/doi/10.1145/3450337.3483454}, author = {Paraschivoiu, Irina and Buchner, Josef and Praxmarer, Robert and Layer-Wagner, Thomas} } @article {, title = {Generative learning strategies do not diminish primary students{\textquoteright} attitudes towards augmented reality}, journal = {Education and Information Technologies }, year = {2021}, doi = {https://doi.org/10.1007/s10639-021-10445-y}, url = {https://link.springer.com/article/10.1007/s10639-021-10445-y}, author = {Buchner, Josef} } @inbook {, title = {Immersives Lernen? Didaktisches Design f{\"u}r Augmented / Virtual Reality und reaktive Objekte / Umwelten}, booktitle = {Handbuch E-Learning}, year = {2021}, publisher = {dwd}, organization = {dwd}, address = {K{\"o}ln}, abstract = {

Der Bildschirm ist das typische Ausgabeger\ät f\ür die Interaktion mit dem Computer. Mit Augmented und Virtual Reality, mit reaktiven Objekten und Umwelten entstehen neue Techniken zur Visualisierung und Interaktion, die den Menschen noch mehr in das Geschehen einbinden. Doch ist eine solche \„immersive\“ Darstellung tats\ächlich vorteilhaft f\ür das Lernen? Oder erschwert sie die kognitive Auseinandersetzung? Die bisherigen Befunde der empirischen Forschung verweisen auf Chancen, aber auch auf wesentliche Einschr\änkungen. Eine grunds\ätzliche \Überlegenheit\  der \"neuen\" Visualisierungstechnologien\ ist nicht gegeben. Der Beitrag zeigt auf, dass es auf das didaktische Design ankommt, ob und wie die Chancen dieser Technologien eingel\öst werden k\önnen. Grundlegende Mechanismen der kognitiven Informationsverarbeitung beim Umgang mit dreidimensionalen Informationen verweisen auf zentrale Anforderungen, die es zu ber\ücksichtigen gilt. Ausgehend von den intendierten Lernerfahrungen lassen sich geeignete Visualisierungstechnologien bestimmen und auf die Lehr-Lernziele ausrichten.

}, isbn = {978-3-87156-298-3}, author = {Michael Kerres and Buchner, Josef and Miriam Mulders}, editor = {Karl Wilbers} } @article {, title = {Der In-Class Flip: Neue Chance f{\"u}r Unterrichtsgegenst{\"a}nde ohne Heimarbeitszeit}, journal = {Medienimpulse}, volume = {59}, year = {2021}, doi = {https://doi.org/10.21243/mi-02-21-14}, url = {https://journals.univie.ac.at/index.php/mp/article/view/5871}, author = {Liftenegger, Mario and Buchner, Josef} } @article {, title = {Lernen mit Escape Room Games (?!)}, year = {2021}, abstract = {

Pr\äsentation im Rahmen des Ed Tech Research Forum 2021.

}, author = {Buchner, Josef} } @inbook {, title = {Lernwerkstattarbeit in der digital vernetzten Welt. Die Perspektive der gestaltungsorientierten Mediendidaktik}, booktitle = {lern.medien.werk.statt. Hochschullernwerkst{\"a}tten in der Digitalit{\"a}t}, year = {2021}, pages = {137-146}, publisher = {Klinkhardt}, organization = {Klinkhardt}, address = {Bad Heilbrunn}, abstract = {

L\ängst leben wir in der digital vernetzten Welt, die uns alle vor neue Herausforderungen stellt. Zu fragen, ob in Lehr- und Lernprozesse digitale Medien eingesetzt werden sollen oder nicht er\übrigt sich, besonders, wenn die Perspektive der gestaltungsorientierten Mediendidaktik eingenommen wird. Diese r\ückt den Prozess der Konzeption und Entwicklung medial angereicherter Lernumgebungen in den Mittelpunkt. Die Lernwerkstatt als Ort, sowie die dort gelebte Lernwerkstattarbeit kann auf der Grundlage dieser Perspektive nicht nur ein anderes und effektives Lernen mit Medien realisieren, sondern auch dem gesellschaftlichen Bedarf nach einem Lernen \über Medien gerecht werden. Beispiele, wie dies gelingen kann, werden skizziert. Parallelen zu Ans\ätzen der Maker-Bewegung werden diskutiert.\ 

}, isbn = {doi.org/10.35468/5904}, doi = {10.13140/RG.2.2.35279.92324}, url = {https://www.pedocs.de/volltexte/2021/22809/pdf/Holub_et_al_2021_lern.medien.werk.statt.pdf$\#$page=139}, author = {Buchner, Josef and Michael Kerres} } @article {, title = {PCBuildAR: Die Entwicklung von Augmented Reality Karten f{\"u}r den Informatikunterricht als partizipativer Designprozess}, journal = {medienimpulse. Beitr{\"a}ge zur Medienp{\"a}dagogik (Themenheft: Openness und Augenh{\"o}he {\textendash} {\"U}ber partizipative Forschungs- und Entwicklungsans{\"a}tze und den Umgang mit Open Science in der Medienp{\"a}dagogik)}, volume = {59}, year = {2021}, abstract = {

In diesem Beitrag wird die Entwicklung von Augmented-Reality-(AR)-Karten f\ür den Informatikunterricht am Beispiel des PCBuildAR-Projekts beschrieben. Das Projekt zeichnet sich durch einen partizipativen Designprozess aus, in dem Personen aus Schule, Forschung und Wirtschaft kooperiert haben. Einen wesentlichen Beitrag zur Entwicklung der AR-Karten leisteten hierbei Sch\ülerinnen und Sch\üler, die auf vielf\ältige Weise in den Entwicklungsprozess eingebunden wurden. Die finalen PCBuildAR-Karten stehen heute als offene Bildungsressourcen unter pcbuild-ar.com zur Verf\ügung. Im Beitrag werden zwei didaktische Szenarien beschrieben, wie die Karten im Unterricht genutzt werden k\önnen. Abschlie\ßend werden einige lessons learned skizziert und Empfehlungen ausgesprochen, worauf bei der Planung und Durchf\ührung partizipativer Designprojekte zu achten ist.

}, doi = {https://doi.org/10.21243/mi-04-21-12}, url = {https://journals.univie.ac.at/index.php/mp/article/view/6485}, author = {Buchner, Josef and Otto, Daniel and Michael Kerres} } @article {, title = {Students as designers of augmented reality: Impact on learning and motivation in computer science}, journal = {Multimodal Technologies and Interaction}, volume = {5}, year = {2021}, doi = {https://doi.org/10.3390/mti5080041}, url = {https://www.mdpi.com/2414-4088/5/8/41}, author = {Buchner, Josef and Michael Kerres} } @article {, title = {A Systematic Map of Research Characteristics in Studies on Augmented Reality and Cognitive Load}, journal = {Computers and Education Open}, year = {2021}, doi = {https://doi.org/10.1016/j.caeo.2021.100036}, url = {https://www.sciencedirect.com/science/article/pii/S2666557321000070}, author = {Buchner, Josef and Buntins, Katja and Michael Kerres} } @article {, title = {Also sprach Zarathustra! Eine kritische Betrachtung von Mythen aus der Bildungsforschung}, year = {2020}, url = {https://www.forumbd.de/veranstaltungen/konfbd20/}, author = {Otto, Daniel and Buchner, Josef} } @proceedings {12915, title = {Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education}, volume = {LNCS, volume 12315}, year = {2020}, publisher = {Springer}, address = {Heidelberg}, abstract = {

In this article we describe Augmented Reality (AR) cards for computer science education that were created in the PCBuildAR project. From a technological point of view, we use marker-based AR for the cards so that students can learn and practice at any time with their smartphones. The instructional approach is based on the components content, construction and communication (3C model). The content ensures the acquisition of knowledge, which then is applied via problem-based learning activities (construction). Communication not only takes place between learners, but also with teachers.

}, keywords = {3C model, Augmented Reality, computer science education, instructional design}, isbn = {978-3-030-57717-9}, doi = {10.1007/978-3-030-57717-9_48}, url = {https://link.springer.com/chapter/10.1007\%2F978-3-030-57717-9_48}, author = {Buchner, Josef and Michael Kerres}, editor = {Alario-Hoyosm Carlos and Rodr{\'\i}guez-Triana, Mar{\'\i}a and Scheffel, Maren and Arnedillo-S{\'a}nchez, Inmaculada and Dennerlein, Sebastian M.} } @conference {12585, title = {Attitudes towards Augmented and Virtual Reality {\textendash} The role of age and gender}, booktitle = {Tagungsband zur Tagung Inverted Classroom and beyond 2020}, year = {2020}, publisher = {Books on Demand}, organization = {Books on Demand}, address = {Graz, Austria}, url = {https://www.icmbeyond.net/wp-content/uploads/2020/01/ICM2020_Web.pdf$\#$page=157}, author = {Buchner, Josef and Wei{\ss}enb{\"o}ck, Julia}, editor = {Gerhard Brandhofer and Buchner, Josef and Freisleben-Teutscher, Christian and Tengler, Karin} } @article {12805, title = {Augumented Reality in Teacher Education. A framework to support teachers {\textquoteright}Technological Pedagogical Content Knowledge{\textquoteright}}, journal = {Italian Journal of Educational Technology}, year = {2020}, abstract = {

In this article the use of Augmented Reality (AR) as an educational technology in classroom applications and teacher training is suggested. AR is a combination of real-world information with digital information overlaid. A review of the research literature on AR learning environments reveals that in most studies AR contributes to successful learning and increased motivation. An evaluation study reveals that teachers\’ ability of self-concept for implementing AR within their classrooms is closely related to educational technology and the technology itself in general. Here, teachers need orchestrated support for implementing AR in classrooms. Subsequently, a model for design and implementation of AR classroom application is suggested. These suggestions are illustrated by some exemplary AR classroom learning environments. This paper closes with recommendations for future research, in which more basic and controlled experimental research is needed in order to get a valid impression about the benefits of AR as classroom technology.

}, doi = {https://doi.org/10.17471/2499-4324/1151}, url = {https://ijet.itd.cnr.it/article/view/1151}, author = {Buchner, Josef and Zumbach, J{\"o}rg} } @inbook {12607, title = {Die Erweiterung der Realit{\"a}t als Bildungschance: Fallbeispiele f{\"u}r immersives Lernen in Schule und Hochschule}, booktitle = {Augmentierte und virtuelle Wirklichkeiten}, year = {2020}, pages = {175-188}, publisher = {innsbruck university press}, organization = {innsbruck university press}, edition = {Medien-Wissen-Bildung}, address = {Innsbruck}, author = {Buchner, Josef and Freisleben-Teutscher, Christian}, editor = {Beinsteiner, Andreas and Ingo Blees and Hug, Theo and Petra Missomelius and Rizzolli, Michaela} } @article {12587, title = {Der Flipped Classroom als Motor f{\"u}r Open Educational Resources?}, journal = {MedienP{\"a}dagogik: Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, volume = {34}, year = {2020}, pages = {67-88}, doi = {https://doi.org/10.21240/mpaed/34/2020.01.24.X}, author = {Buchner, Josef and H{\"o}fler, Elke} } @inbook {12889, title = {Die F{\"o}rderung von TPACK durch den Learning-Technology-by-Design-Ansatz}, booktitle = {Neue Impulse in der Naturwissenschaftsdidaktik}, number = {8}, year = {2020}, pages = {271-284}, publisher = {Waxmann}, organization = {Waxmann}, edition = {Salzburger Beitr{\"a}ge zur Lehrer/innen/bildung}, address = {M{\"u}nster}, isbn = {978-3-8309-4178-1}, author = {Buchner, Josef and Zumbach, J{\"o}rg}, editor = {Zumbach, J{\"o}rg and Maresch, G. and Fleischer, T. and Stahl, A.} } @article {, title = {A Framework for the Use of Immersive Virtual Reality in Learning Environments}, journal = {International Journal of Emerging Technologies in Learning iJET}, volume = {15}, year = {2020}, pages = {208-224}, abstract = {

Immersive Virtual Reality (iVR) technologies can enrich teaching and learning\ environments, but often their use is technology-driven and instructional concepts are missing. The design of\ iVR-technology-supported learning environments should base on both, an evidence-based educational model as well as on features specific to \  iVR. Therefore, the\ article provides a framework for the use of\ iVR\ in learning environments based on\ the Cognitive Theory of Multimedia Learning (CTML).\ It\  outlines how \ i VR\ learning environments can and should be designed\  based on current knowledge from research on Multimedia Learning.\ 

}, issn = {1863-0383}, doi = {https://doi.org/10.3991/ijet.v15i24.16615}, url = {https://online-journals.org/index.php/i-jet/article/view/16615}, author = {Miriam Mulders and Buchner, Josef and Michael Kerres} } @inbook {12691, title = {Hochschulbildung in der digitalen Welt: Ein Rahmenmodell f{\"u}r Strategieoptionen}, booktitle = {Bildung und Digitalisierung. Auf der Suche nach Kompetenzen und Performanzen}, volume = {Medienp{\"a}dagogik, 4}, year = {2020}, pages = {113-134}, publisher = {Nomos}, organization = {Nomos}, address = {Baden-Baden}, isbn = {978-3-8487-6538-6}, url = {https://www.nomos-shop.de/titel/bildung-und-digitalisierung-id-86619/}, author = {Michael Kerres and Getto, Barbara and Buchner, Josef}, editor = {Christine W. Tr{\"u}ltzsch-Wijnen and Gerhard Brandhofer} } @article {, title = {Immversive virtuelle Realit{\"a}t mit VR-Brillen im Geographieunterricht: Potentiale und Herausforderungen}, journal = {Progress in Science Education}, volume = {3}, year = {2020}, pages = {49-53}, abstract = {

Obwohl Lernumgebungen mit Virtueller Realit\ät (VR) in vielen Bereichen gewinnbringend eingesetzt werden, stehen entsprechende Anwendungen in der Schule noch in den Anf\ängen. Der Beitrag zeigt keine eigenen Forschungsergebnisse, sondern versteht sich als Grundlage und Anstoss f\ür den Einsatz von VR im Geographieunterricht. Er stellt die Frage, inwiefern Anwendungen mit VR-Brillen mit einem Mehrwert eingesetzt werden k\önnen. Wie bei allen analogen und digitalen Medien darf VR nicht zu einer Herabsetzung der Realbegegnung und des ausserschulischen Lernens f\ühren, sondern zu einer Erg\änzung und Bereicherung. Erste praktische Anwendungen zeigen, dass dies gelingen kann. Es bedarf aber noch grosser Anstrengungen, insbesondere in der didaktischen Aufbereitung und Umsetzung von VR-Anwendungen.

Special Issue: Proceedings of the 11th DiNat Forum 2020

}, issn = {2405-6057}, doi = {DOI.10.25321/prise.2020.1001}, url = {https://www.researchgate.net/publication/344283475_Immersive_Virtuelle_Realitat_mit_VR-Brillen_im_Geographieunterricht_Potentiale_und_Herausforderungen}, author = {B{\"u}rki, Rolf and Buchner, Josef} } @inbook {, title = {Learning and Teaching Music with the Inverted Classroom Model in Schools and Higher Education}, booktitle = {Make Music Matter - Music Education Meeting the Needs of Young Learners}, year = {2020}, pages = {259-274}, publisher = {Helbling }, organization = {Helbling }, author = {Wieland, Elisabeth and Bernhofer, Andreas and Buchner, Josef and Gruber, Hubert} } @proceedings {, title = {Learning to use a digital workbench to develop competence-based tests in vocational education: Guided or explorative?}, year = {2020}, abstract = {ausgezeichnet als "Best Paper" }, author = {Buchner, Josef and Vonarx, Anne and Pf{\"a}nder, Peter and Michael Kerres} } @article {12899, title = {Lernen in immersiven virtuellen Welten aus der Perspektive der Mediendidaktik}, journal = {Medienimpulse}, volume = {58}, year = {2020}, doi = {doi: 10.21243/mi-02-20-22}, url = {https://journals.univie.ac.at/index.php/mp/article/view/3643/3522}, author = {Miriam Mulders and Buchner, Josef} } @article {12779, title = {Lernen mit immersiver Virtual Reality: Didaktisches Design und Lessons Learned}, journal = {MedienP{\"a}dagogik: Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, volume = {17}, year = {2020}, doi = {https://doi.org/10.21240/mpaed/jb17/2020.05.01.X}, author = {Buchner, Josef and Aretz, Diane} } @inbook {, title = {Make IT Real: Technologie-unterst{\"u}tzte Hochschullehre als koOpERativer Entwicklungs- und Lernprozess}, booktitle = {Vom E-Learning zur Digitalisierung. Mythen, Realit{\"a}ten, Perspektiven}, volume = {76}, number = {Medien in der Wissenschaft}, year = {2020}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster}, isbn = {978-3-8309-4109-5}, doi = {978-3-8309-4109-5}, url = {https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2\%5bbuchnr\%5d=4109\&tx_p2waxmann_pi2\%5baction\%5d=show}, author = {Handle-Pfeiffer, Daniel and Buchner, Josef}, editor = {Bauer, Rheinhard and Hafer, J{\"o}rg and Hofhues, Sandra and Schiefner, Mandy and Thillosoen, Anne and Volk, Benno and Wannemacher, Klaus} } @article {12813, title = {PCBuildAR Projektvorstellung im Rahmen der EduDays 2020}, year = {2020}, url = {https://medien.ph-noe.ac.at/engage/theodul/ui/core.html?id=29dbf688-9d86-40bf-9abb-02b9d5d4ea5a}, author = {Buchner, Josef} } @book {12583, title = {Tagungsband zur Tagung Inverted Classroom and beyond 2020}, year = {2020}, month = {24.01.2020}, publisher = {Books on Demand}, organization = {Books on Demand}, address = {Graz, Austria}, isbn = {9783750471238}, url = {https://t1p.de/icm20}, author = {Gerhard Brandhofer and Buchner, Josef and Freisleben-Teutscher, Christian and Tengler, Karin} } @article {, title = {Virtuelles Pubquiz: (k)ein Kahoot! mit Mehrwert}, journal = {Medienimpulse}, volume = {58}, year = {2020}, issn = {2307-3187}, doi = {10.21243/mi-03-20-22}, url = {https://journals.univie.ac.at/index.php/mp/article/view/3633/3862}, author = {H{\"o}fler, Elke and Strasser, Thomas and Buchner, Josef and Wei{\ss}enb{\"o}ck, Julia} } @proceedings {, title = {Work-in-Progress{\textendash}The ARI2VE Model for Augmented Reality Books}, year = {2020}, month = {2020}, pages = {287-290}, publisher = {IEEE}, address = {San Luis Obispo, CA, USA}, isbn = {978-1-73489-950-4}, doi = {10.23919/iLRN47897.2020.9155110}, url = {https://ieeexplore.ieee.org/document/9155110}, author = {Buchner, Josef and Jeghiazaryan, Arkadi} } @conference {12505, title = {Das E-Portfolio als Bachelorabschluss und Medienkompetenznachweis}, booktitle = {Hochschule digital.innovativ | $\#$digiPH2 Tagungsband zur 2. Online-Tagung}, year = {2019}, isbn = {9783750411432}, url = {https://www.fnma.at/content/download/1906/8864}, author = {Kugler, Ralph and Buchner, Josef}, editor = {Kieberl, Lene and Schallert, Stefanie} } @inbook {12555, title = {Geschichte erleben mit Augmented und Virtual Reality}, booktitle = {"Retten uns die Ph{\"a}nomene?". Lehren und Lernen im Zeitalter der Digitalisierung}, volume = {14}, year = {2019}, pages = {127-135}, publisher = {Logos Verlag}, organization = {Logos Verlag}, edition = {Ph{\"a}nomenologie in der Naturwissenschaft}, address = {Berlin}, author = {Buchner, Josef}, editor = {Sch{\"o}n, Lutz-Helmut and Lesk, Susanne} } @conference {12507, title = {Learn to code mit der "Rasenm{\"a}her-Challenge"}, booktitle = {Hochschule digital.innovativ | $\#$digiPH2 Tagungsband zur 2. Online-Tagung}, year = {2019}, pages = {79-89}, publisher = {Books on Demand}, organization = {Books on Demand}, address = {Norderstedt}, isbn = {978-3-7504-1143-2}, url = {https://www.fnma.at/content/download/1906/8864}, author = {Garzi, Manuel and Buchner, Josef}, editor = {Kieberl, Lene and Schallert, Stefanie} } @inbook {12371, title = {There Is Nothing to See. Or Is There? Visualizing Language Through Augmented Reality}, booktitle = {Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning}, year = {2019}, publisher = {IGI Global}, organization = {IGI Global}, chapter = {8}, address = {Hershey, PA}, author = {Buchner, Josef and Wei{\ss}enb{\"o}ck, Julia}, editor = {Andujar, Alberto} }