@conference {, title = {Lernen in Virtual Reality: Eine Analyse der kognitiven Belastung unter Ber{\"u}cksichtigung der Redundanzhypothese}, booktitle = {DELFI}, year = {2026}, pages = {69-76}, abstract = {

Virtual Reality (VR) er\öffnet neue didaktische M\öglichkeiten, die \über den traditionellen Unterricht hinausgehen. Damit das Potenzial dieser Technologie jedoch lernwirksam ausgesch\öpft werden kann, ist eine fundierte empirische Grundlage zur Verarbeitung virtueller Lerninhalte erforderlich. Besonders die Forschung zur kognitiven Belastung im Sinne der Cognitive Load Theory sowie zur Cognitive Theory of Multimedia Learning liefert zentrale Anhaltspunkte f\ür eine lernf\örderliche Gestaltung immersiver Lernumgebungen. Vor diesem Hintergrund untersucht die vorliegende Studie den Einfluss der Redundanzhypothese auf den Lernerfolg und die kognitive Belastung in einer VR-Umgebung. 48 Sch\üler:innen der Mittelstufe erkundeten in einem experimentellen Design virtuell das Versteck von Anne Frank und zwar entweder in einer rein auditiven oder in einer auditiv-visuellen Bedingung. Die Ergebnisse zeigen, entgegen der theoretischen Annahme, dass redundante Informationsdarstellung in VR lernf\örderlich wirken. Weitere Forschung ist n\ötig, um diesen Befund zu veri- oder falsifizieren.

}, doi = {https://doi.org/10.18420/delfiws2025_08}, url = {https://dl.gi.de/items/1da24475-1db3-4737-957c-bf7eee697a87}, author = {Lilly Kaninski and Miriam Mulders and Lara Rahner and Wiesche, David} } @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 = {Past lives, present learners: Future directions for history education in virtual reality}, journal = {Computers \& Education: X Reality}, volume = {7}, year = {2025}, chapter = {100114}, abstract = {

This study investigates the relationship between presence and learning outcomes in Virtual Reality (VR) environments, with a focus on both cognitive and affective learning. Using the\ Anne Frank VR House, a virtual replica of a hiding place for a group of Jewish people during World War II, 74 university students explored how the feeling of presence affects knowledge acquisition and perspective-taking. The results showed a significant positive correlation between presence and perspective-taking, but no effect on knowledge acquisition, meaning that a higher sense of presence predicted higher perspective-taking, while knowledge scores did not. These findings highlight VR\&$\#$39;s potential to create a sense of presence and thus foster emotional engagement in history education, suggesting that empathy-driven learning may be an effective way to engage students with complex socio-political issues beyond factual knowledge.

}, keywords = {Anne Frank, head-mounted displays, Learning, presence, virtual reality}, doi = {https://doi.org/10.1016/j.cexr.2025.100114}, author = {Miriam Mulders and Kristian H. Tr{\"a}g and Lilly Kaninski and Lara Rahner} }