@article {, title = {Bot or Not? Differences in Cognitive Load Between Human- and Chatbot-Led Post-Simulation Debriefings}, journal = {Education Sciences}, volume = {16}, year = {2026}, doi = {https://doi.org/10.3390/educsci16020255 }, author = {Dominik Evangelou and Miriam Mulders and Kristian H. Tr{\"a}g} } @article {, title = {Debriefing in Virtual Reality Simulations for the Development of Counseling Competences: Human-Led or AI-Guided?}, journal = {Technology, Knowledge and Learning }, year = {2026}, abstract = {

Simulation-based learning has established itself as a powerful instructional method in
higher education, especially in domains that require complex interpersonal competencies
such as counseling. Debriefing plays a pivotal role in transforming simulation experiences
into meaningful learning by fostering critical reflection and integration of knowledge.
While expert-facilitated debriefings are considered the gold standard, recent advancements
in generative Artificial Intelligence (AI) have made chatbot-guided self-debriefings a scalable
alternative. This study examines the effectiveness of moderated versus chatbot-supported
debriefing formats following a Virtual Reality (VR)-based counseling simulation.
A total of 45 undergraduate students in educational science participated in a controlled
experiment. All participants engaged in a VR counseling scenario and were subsequently
assigned to either a human-moderated or a chatbot-guided debriefing condition. The
study investigated changes in counseling competence, self-efficacy, and learner perceptions
across the two debriefing formats. Both self-efficacy and counseling competence
increased significantly over time. The largest gains, particularly in counseling competence,
were recorded after the debriefing, even though these gains were independent of the specific
debriefing method employed. These findings underscore the importance of debriefing
in educational contexts and indicate that a chatbot-based format could serve as a feasible
alternative to traditional, moderator-led debriefings.

}, doi = {https://doi.org/10.1007/s10758-025-09941-8}, author = {Dominik Evangelou and Miriam Mulders and Kristian H. Tr{\"a}g} } @article {, title = {Enhancing metacomprehension accuracy and regulation decisions in writing from multiple texts: The role of rubrics}, journal = {Learning and Individual Differences}, volume = {126}, year = {2026}, doi = {https://doi.org/10.1016/j.lindif.2025.102842}, author = {Corinna Schuster and Dominik Evangelou and Rebecca Krebs and Marcel Mierwald and Nicola Brauch and Marc Stadtler} } @conference {, title = {GenAI-Chatbots as Debriefers: Investigating the Role Conformity and Learner Interaction in Counseling Training}, booktitle = {DELFI 2025}, year = {2025}, pages = {41-55}, doi = {10.18420/delfi2025_05}, author = {Dominik Evangelou and Maria Klar and Kristian H. Tr{\"a}g and Miriam Mulders and Melina Marnitz and Lara Rahner} } @article {, title = {An Overview of Commercial Virtual Reality Providers in Education: Mapping the Current Market Landscape}, journal = {Appl. Sci }, volume = {15}, year = {2025}, abstract = {

In recent years, Virtual Reality (VR) has emerged as a pivotal technology in the field of education, offering immersive and interactive experiences that have the potential to significantly enhance teaching and learning processes. However, for educational designers, teachers, and lecturers who lack advanced information technology skills identifying and evaluating suitable VR applications can be a complex and labor-intensive endeavor. This article provides a non-technical, action-oriented overview of commercially available VR solutions designed for social skills training in education. To identify relevant providers, we conducted a four-phase snowball search from April to October 2024, combining academic literature reviews, expert interviews, web searches, and demo testings. This process led to the identification of ten VR providers suitable for social and communication skills development. The selected applications were analyzed across ten key criteria, including communication style, avatar design and customization, technological requirements, language support, and the availability of content libraries and authoring tools. The results reveal significant variation among providers in terms of pedagogical flexibility, technical accessibility, and degrees of user customization. By mapping these differences, the article offers a practical starting point for educational stakeholders seeking VR solutions that align with their instructional goals. Rather than offering an exhaustive review, the study presents a structured orientation to facilitate informed decision-making in selecting and implementing VR tools for social skills training.

}, doi = {https://doi.org/10.3390/app15073906}, author = {Dominik Evangelou and Miriam Mulders and B{\"u}nyamin Sekerci} } @article {, title = {Virtuell verbunden {\textendash} SocialVR-Plattformen im Vergleich }, year = {2025}, publisher = {e-teaching.org}, abstract = {

Mit SocialVR k\önnen mehrere Personen zeitgleich in einem virtuellen Raum kommunizieren und interagieren. Dadurch er\öffnen sich f\ür Hochschulen vielf\ältige neue Perspektiven zur Gestaltung von Lehr-/Lernszenarien. Zugleich stehen sie vor der Herausforderung, geeignete Plattformen auszuw\ählen, die sowohl didaktisch anschlussf\ähig als auch technisch handhabbar sind.

In ihrem Erfahrungsbericht vergleichen Dr. Miriam Mulders (Universit\ät Duisburg-Essen), Dominik Evangelou (Universit\ät Duisburg-Essen), Gunther Kreuzberger (Technische Universit\ät Ilmenau) und Kathrin Knutzen (Technische Universit\ät Ilmenau) acht SocialVR-Plattformen und bewerten diese anhand eines mehrdimensionalen Kriterienrasters. Zu den Kriterien geh\örten unter anderem Interaktionsm\öglichkeiten, Rollenverwaltung, Modifizierbarkeit und Datenschutz.

Die Ergebnisse werden zun\ächst in Form einer tabellarischen Analyse vorgestellt, die eine strukturierte Grundlage zur Orientierung im heterogenen Markt der SocialVR-Plattformen bietet. Im Anschluss werden zentrale Gestaltungsmerkmale diskutiert, etwa technische Zugangsh\ürden sowie offene Fragen zu Datenschutz und Barrierefreiheit.\ Ziel ist es, eine fundierte Entscheidungshilfe f\ür Lehrende und Bildungsforschende bereitzustellen, die VR-gest\ützte Lehrszenarien entwickeln m\öchten. Die vorgeschlagenen Kriterien bieten die M\öglichkeit f\ür einen fundierten Vergleich unterschiedlicher Plattformen (und k\önnen selbstverst\ändlich auch zur Analyse anderer Systeme genutzt werden).

}, author = {Miriam Mulders and Kathrin Knutzen and Dominik Evangelou and Gunther Kreuzberger} } @conference {, title = {Walking In Virtual Shoes: Can Creating Avatars In Social Virtual Reality Enhance Counseling Competence, Presence, Perspective Taking, Embodiment And Engagement?}, booktitle = {CELDA 2025}, year = {2025}, abstract = {

Theoretical background: Research in social virtual reality (VR) suggests that avatar customization may enhance user engagement, embodiment, and perspective-taking through increased identification and presence. These processes are considered crucial for experiential learning and the development of interpersonal competencies in simulated environments. Methods: The study utilized a 2 (avatar condition: customizable vs. generic) x 2 (debriefing condition: moderated vs. self-guided) factorial design with repeated measures across three time points. 45 undergraduate students of educational science from a German university participated and were randomly assigned to one of four groups. Participants completed a 20-minute VR counseling session in a university laboratory using the Meta Quest 3 system and the Engage VR platform. Individuals in the customizable avatar condition created their own avatar prior to the VR session, while those in the generic avatar condition proceeded directly to the scenario. The present analysis focuses on the impact of avatar customization. Results: No significant effects of avatar customization were found on self-efficacy, counseling competence, embodiment, perspective-taking, presence or engagement. However, significant improvements in self-efficacy and counseling competence were observed across the three measurement time points, irrespective of avatar condition. Thus, hypotheses
regarding the superiority of customized avatars over generic avatars could not be supported.
Conclusion: The findings suggest that while avatar customization alone does not significantly impact the measured outcomes, VR scenarios can still effectively improve counseling competence and self-efficacy. This highlights the potential of VR for competence development but also points to the need for further research into the specific mechanisms such as presence or identification that mediate learning effects in virtual environments.

}, author = {Dominik Evangelou and Miriam Mulders and Kristian H. Tr{\"a}g} } @conference {, title = {Mediendidaktische Einordnung von Virtual Reality - Potenziale von Virtual Reality bei der Entwicklung von Lehr- und Lernangeboten}, booktitle = {Workshops der 22. Fachtagung Bildungstechnologien (DELFI)}, year = {2024}, publisher = {DELFI}, organization = {DELFI}, address = {Fulda}, abstract = {

Der folgende Beitrag soll Forschenden und Lehrenden ein Modell als Bewertungsmittel an die Hand geben, unter welchen Bedingungen Virtual Reality (VR) in Lehr- und Lernangeboten eingesetzt werden kann. In diesem Modell werden die vier Determinanten f\ür Leistungshandeln [Ke18] - Motivationsdefizit, Personalauswahl, Umgebungsfaktoren und Bildungsproblem - modifiziert und um die Kompetenzfaktoren Wissen und Fertigkeiten erweitert. Grundlage f\ür die Bewertung des VR-Einsatzes soll dabei die Beantwortung der Frage sein, ob digital angereicherte Bildungsangebote entweder ein Bildungsproblem l\ösen oder aber - anders wie in der bisherigen Literatur geschildert - auch (st\örende) Umgebungsfaktoren modifizieren k\önnen.

}, doi = {10.18420/delfi2024-ws-03}, author = {Dominik Evangelou and Sophia Donat and Tatjana Steinhaus and Miriam Mulders} } @conference {, title = {The Virtual Painting Shop: Investigating the Effects of Interaction Techniques in Virtual Reality}, booktitle = {2024 IEEE International Conference on Advanced Learning Technologies (ICALT), Nicosia, North Cyprus}, year = {2024}, pages = {213-215}, publisher = {IEEE Computer Society Conference Publishing Services}, organization = {IEEE Computer Society Conference Publishing Services}, abstract = {

The article introduces various interaction techniques in Virtual Reality (VR) using a virtual painting shop as an example. Apprentices in vehicle painting evaluate the suitability of these interactions. The article concludes with a discussion and considerations for future studies.

}, doi = {10.1109/ICALT61570.2024.00068}, author = {Miriam Mulders and Dominik Evangelou} } @conference {, title = {Too Positive to Be True? Sentiment Analysis of AI-Guided vs. Human-Led Debriefings in Virtual Reality Counseling Training}, booktitle = {2026 IEEE International Conference on Artificial Intelligence and eXtended and Virtual Reality (AIxVR)}, pages = {157-162}, publisher = {IEEE}, organization = {IEEE}, abstract = {

Debriefings are a crucial component of simulation-based learning, as they allow participants to critically reflect on their performance and translate experiences into knowledge. With the rise of artificial intelligence (AI), large language models (LLMs) are increasingly being explored as conversational agents in debriefings. However, concerns have been raised that AI debriefers may display sycophantic tendencies, characterized by overly positive sentiment and a lack of critical feedback. Such tendencies could affect learners\’ self-evaluations and limit the educational value of AI-supported debriefings. In this study, 45 university students participated in a virtual reality (VR) counseling simulation, followed by either an AI-guided or a human-led debriefing. Sentiment analysis of 958 debriefing statements (350 AI, 608 human) was conducted using a German sentiment classification model based on Google\’s BERT. Results show that AI debriefers expressed significantly more positive sentiment and substantially fewer negative statements compared to human debriefers, corroborating the assumption of a sycophancy effect. However, sentiment was not found to predict self-rated counseling competence, or self-efficacy. These findings highlight both the promise and the limitations of AI-supported debriefings in counseling education. While AI debriefers provide consistent encouragement, their lack of critical feedback raises questions about their long-term effectiveness for professional skill development. Future research should explore hybrid approaches that combine AI scalability with human expertise in constructive reflection.

}, keywords = {counseling, debriefing, Higher education, sentiment analysis, virtual reality}, doi = {10.1109/AIxVR67263.2026.00026}, author = {Kristian H. Tr{\"a}g and Miriam Mulders and Dominik Evangelou} }