@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} } @article {, title = {Playing an Augmented Reality Escape Game Promotes Learning About Fake News}, journal = {Technology, Knowledge and Learning }, year = {2024}, abstract = {

The spread of fake news poses a global challenge to society, as this deliberately false information reduce trust in democracy, manipulate opinions, and negatively affect people\’s health. Educational research and practice must address this issue by developing and evaluating solutions to counter fake news. A promising approach in this regard is the use of game-based learning environments. In this study, we focus on\ Escape Fake, an augmented reality (AR) escape game developed for use in media literacy education. To date, there is limited research on the effectiveness of the game for learning about fake news. To overcome this gap, we conducted a field study using a pretest-posttest research design. A total of 28 students (14 girls,\ mean age\ =\ 14.71 years) participated. The results show that\ Escape Fake\ can address four learning objectives relevant in fake news detection with educationally desired effect sizes: Knowledge acquisition (d\ =\ 1.34), ability to discern information (d\ =\ 0.39), critical attitude toward trustworthiness of online information (d\ =\ 0.53), and confidence in recognizing fake news in the future (d\ =\ 0.41). Based on these results, the game can be recommended as an educational resource for media literacy education. Future research directions are also discussed.

}, keywords = {Augmented Reality}, doi = {https://doi.org/10.1007/s10758-024-09749-y}, url = {https://link.springer.com/article/10.1007/s10758-024-09749-y}, author = {Buchner, Josef} } @conference {, title = {Artenvielfalt im Unterricht - Ergebnisse qualitativer Befragungen von Sch{\"u}ler:innen zum Einsatz von XR}, booktitle = {DELFI}, volume = {DELFI 2023. Die 21. Fachtagung Bildungstechnologien der Gesellschaft f{\"u}r Informatik e.V. }, year = {2023}, pages = {89-98}, publisher = {Gesellschaft f{\"u}r Informatik}, organization = {Gesellschaft f{\"u}r Informatik}, address = {Aachen}, abstract = {

Im Fokus des Papiers steht die Untersuchung der von greenpeace entwickelten XR-Lernanwendung \“Der Artenvielfalt auf der Spur\” mit Fokus auf der Umgebung des Amazonas-Regenwaldes. Die Aussagen von acht Fokusgruppen mit Sch\üler:innen der siebten bis neunten Klasse deutscher Schulen wurden qualitativ ausgewertet. Die Ergebnisse zeigen, dass die Sch\üler:innen bedeutsam ihr Wissen zu Biodiversit\ät anreichern konnten. Ferner gaben die Sch\üler:innen an, sich im Nachgang mit assoziierten Inhalten (z.B. Arten- und Klimaschutz) auseinandergesetzt und eigene Verhaltensweisen reflektiert zu haben. In allen Fokusgruppen wurde deutlich, dass die Lernanwendung sowohl die Einstellungs- als auch die Verhaltensebene positiv beeinflussen konnte. Insgesamt wurde die Lernanwendung von den Sch\üler:innen positiv bewertet, was sie auf die erlebten Lernprozesse wie physische und soziale Pr\äsenz und der Verarbeitung von audio-visuellen Reizen zur\ückf\ührten.

}, keywords = {Artenvielfalt, Augmented Reality, Biodiversit{\"a}t, Extended Reality, Fokusgruppe, nachhaltige Entwicklung, virtual reality, XR}, doi = {10.18420/wsdelfi2023-24}, author = {delsa and Kristian H. Tr{\"a}g and Lara Kirner} } @article {, title = {Confounding in Educational Research: A Critical Overview of Research Approaches Investigating Virtual and Augmented Reality}, journal = {Digital Psychology}, volume = {4}, year = {2023}, pages = {9-12}, abstract = {

Highlights

(1) Media comparison studies are often confounded because relevant factors of the learning scenario are not considered.

(2) Media comparison studies would be more meaningful if the conditions during investigations were standardized, and additional moderator and mediator variables were incorporated into the experimental design.

(3) Other research approaches, e.g., value added studies, may offer insights relevant to educational practice.

}, keywords = {Augmented Reality, Confounding, Media Comparison, Research Approaches, virtual reality}, doi = {https://doi.org/10.24989/dp.v4i1S.2227}, author = {delsa} } @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 = {delsa and Buchner, Josef and Andreas Dengel and Raphael Zender} } @article {, title = {Presence and Flow as Moderators in XR-based Sustainability Education}, journal = {Sustainability}, volume = {15}, year = {2023}, chapter = {16496}, abstract = {

Virtual reality (VR) and augmented reality (AR) are emerging technologies with a variety of potential benefits for sustainability education. Here, learning processes such as flow and presence seem to determine the learning experience. Therefore, this paper presents the results of a mixedmethods study investigating a VR- and AR-based learning application on biodiversity developed by greenpeace. A total of 156 students tested the application addressing the Amazon rainforest and rated its efficacy in terms of effects on knowledge, interest, and attitude. Pre- and post-questionnaires as well as focus groups were used to uncover within-subject effects. The study results revealed that flow and presence had a moderating effect on knowledge and that this effect is strongest in learners with little prior knowledge. Presence also showed a moderating effect on one of three attitude measures. In general, the learning application was able to increase knowledge and improve attitude in this sample. The focus groups also revealed that the students engaged with environmental topics even after the experience. They also formed ideas for more environmentally friendly behavioral change. Moreover, the students described the application as impressive, captivating, and realistic. It can be concluded that presence and flow are crucial processes for learning with VR and AR technologies.

}, keywords = {Augmented Reality, biodiversity, flow, presence, sustainability education, sustainable development, virtual reality, xReality}, doi = {https://doi.org/10.3390/su152316496}, url = {https://www.mdpi.com/2071-1050/15/23/16496}, author = {delsa and Kristian H. Tr{\"a}g} } @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 delsa and Johanna Pirker} } @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.} }