@inbook {, title = {Probleml{\"o}sen in k{\"u}nstlich-intelligenten Lernwelten: Transformatorische Bildung mit und {\"u}ber KI}, booktitle = {Probleml{\"o}sen als Bildungsanlass. Transformatorische Bildungsprozesse in den Unterrichtsf{\"a}chern reflektieren}, year = {2026}, publisher = {Beltz}, organization = {Beltz}, abstract = {

Unsere Lebenswelt ist durch digitale Technik gepr\ägt. Dabei \ändert sich nicht nur die Lebenswelt, es \ändert sich vor allem das Verh\ältnis des Menschen zur Welt. Mit der zunehmenden Leistungsf\ähigkeit digitaler Technik beteiligen sich k\ünstlich-intelligente (KI) Systeme an gesellschaftlicher Kommunikation und ver\ändern das Verh\ältnis von Mensch und Technik im beruflichen Handeln und in Bildungskontexten. Es wird erforderlich, Kompetenz und Performanz in einer digital gepr\ägten Welt zu entwickeln, in der Probleml\ösef\ähigkeiten zunehmend im Zusammenwirken von Menschen und KI-basierten Systemen zustande kommen.

Wir wollen KI kompetent nutzen und verstehen, zugleich m\üssen wir uns dar\über verst\ändigen, was es bedeutet, dass sich das Digitale zusehends in gesellschaftliche Handlungsroutinen einschreibt. Dabei stellt sich die Frage, wie in einer Auseinandersetzung und Reflexion solcher Konstellationen transformatorische Bildung entstehen kann, mit der wir uns \über unsere Selbst- und Weltverh\ältnisse versichern und verst\ändigen k\önnen. Es geht also um die Fragen: Wie lassen sich Probleml\ösekompetenzen beim Lernen mit KI-basierten Systemen entwickeln? Was ver\ändert sich durch das Mitwirken der KI in Lern-\ und Bildungsprozessen und der gesellschaftlichen Kommunikation? Was bedeutet transformative Bildung in einer Welt, in der wir essenziell mit k\ünstlich-intelligenten Systemen interagieren?

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}, isbn = {978-3-7799-7701-8}, url = {https://www.beltz.de/fachmedien/erziehungswissenschaft/produkte/details/55095-problemloesen-als-bildungsanlass.html}, author = {Michael Kerres and Steven Beyer and Miriam Mulders}, editor = {Annette Sosna and Christian Becker} } @conference {, title = {Mapping Augmented Reality Tools for Digital Learning in STEM Education: A Scoping Review of English, Spanish, and German Products}, booktitle = {Engage, Adapt, Include. Proceedings of the Innovating Higher Education Conference 2025}, year = {2025}, pages = {226-245}, publisher = {Zenodo}, organization = {Zenodo}, address = {Hagen}, abstract = {

The integration of Augmented Reality (AR) into digital learning holds considerable significant promise for enhancing learner engagement, particularly in STEM disciplines (Science, Tech- nology, Engineering, and Mathematics). AR applications provide immersive and interactive learning experiences that can actively stimulate students\&$\#$39; curiosity and foster deeper un- derstanding, making them promising tools for rethinking engagement in higher education. However, effectively leveraging AR for remote learning environments remains challenging, especially across diverse linguistic and educational contexts. This scoping review system- atically identifies and maps available AR tools aimed at supporting digital learning in STEM fields, accessible in English, Spanish, or German, between 2019 and 2025. Following the PRISMA guidelines, a structured search was conducted across digital distribution platforms (Apple App Store, Google Play Store). Inclusion criteria targeted AR applications with a clear educational focus on STEM, available in at least one of the three specified languages, and compatible with mobile devices. The search strategy employed natural language search terms tailored to Spanish, English, and German, reflecting the absence of Boolean operators in mainstream mobile app distribution platforms. The app titles and descriptions were manually screened to ensure their relevance. Data extraction captured core attributes, including educational level, device compatibility, cost model, language availability, and the geographical origin of the developers. The scoping review is expected to provide insights into the current landscape of AR tools for STEM digital learning. By identifying strengths and gaps in existing offerings, the study will inform educators, developers, and policymakers on how to better harness AR technologies to
promote engagement, adapt teaching to diverse needs, and foster inclusive learning environments.
Particular attention will be given to the accessibility of AR tools across different educational levels and linguistic groups, supporting the broader goal of rethinking higher education through engagement, adaptation, and inclusion.

}, keywords = {Augmented Reality, Digital Learning, Educational Tech- nology, Higher education, Scoping Review, STEM Education}, doi = {https://doi.org/10.5281/zenodo.17813119}, author = {Delsa Cufuna and Miriam Mulders and Michael Kerres} }