@inbook {, title = {Beyond Comparing Learning Technologies: Experiencing Flow in Virtual Reality}, booktitle = { Smart Learning Environments in the Post Pandemic Era }, year = {2024}, pages = { 39{\textendash}56}, publisher = {Springer}, organization = {Springer}, address = {Cham}, abstract = {

Learning in Virtual Reality (VR) has become increasingly important. In this context, VR appears to be particularly conducive to affective learning, such as perspective-taking in VR actors. Previous research has often solely investigated cause-effect relationships that focus on the direct effects of different VR technologies on learning outcomes. Little research has been conducted on the learning processes experienced while being in a VR environment. Therefore, the present study aims to explore the construct flow. One hundred thirty-two middle school students were recruited. The students were assigned to two experimental conditions (HMD vs. laptop VR). The VR content dealt with the exploration of the hiding place of Anne Frank. Questionnaires were used to collect several data including sociodemographic variables, knowledge gain, perspective-taking, evaluation, and the learning process flow. A significant main effect for the variable VR technology was uncovered averaged across all learning indicators. However, a superiority of HMD-based VR was found for the two evaluative indicators and for the affective learning indicator. For the cognitive learning indicator, the effect was reverse. Mediating effects through the experience of flow were discovered several times. Thus, the experience of flow within VR can significantly explain the cause-effect relationships between VR technology and learning outcomes, even if, for the most part, only effects for evaluative indicators could be determined. Hence, the present study indicates that the choice for or against a particular VR technology should consider the learning processes that take place in VR. Therefore, instead of simple media comparison studies, the investigation of complex interaction structures in VR is needed.

}, doi = {10.1007/978-3-031-54207-7_3}, url = {https://link.springer.com/chapter/10.1007/978-3-031-54207-7_3}, author = {delsa}, editor = {Sampson, D.G. and Iffenthaler, Dirk and Isa{\'\i}as, P.} } @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} } @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.} }