@article {, title = {Go green: Evaluating a VR application on biodiversity in German secondary school classrooms}, journal = {Instructional Science}, year = {2025}, abstract = {

One discussion in the context of education for sustainable development centers around the importance of suitable teaching materials for promoting pro-environmental attitudes. Especially applications that let learners travel to otherwise difficult to reach places seem promising for digital sustainability education that is both accessible and socially just. Applications for German-speaking learners are however rare, and it has often not been checked whether those that exist are fit for classroom use. Therefore, this paper focuses on an investigation of the Virtual Reality (VR) learning application \"On Biodiversity\’s Tracks\", developed by greenpeace, with a focus on the environment of the Amazon rainforest. In an experimental study, (1) VR-based and (2) traditional lesson conditions were compared in terms of their effects on self-appraisal of knowledge, interest, and attitude. Pre- and post-questionnaires were used to uncover between-subject and within-subject effects. 172 students at eight secondary schools in Germany were recruited. The results revealed that both experimental conditions were effective regarding increase of self-appraised knowledge. An increase in interest was barely found in either condition. Changes at the attitudinal level could mostly not be discovered. Further analyses highlighted that, unlike the experimental conditions, there were significant differences in self-rated learning outcomes between the types of schools. In general, our results indicate that VR learning applications can contribute to the teaching of topics such as sustainability and biodiversity in a target group-oriented and meaningful way. However, further research is needed to adequately assess VR learning effectiveness, especially regarding affective learning outcomes, due to their importance for sustainable behaviors of subsequent generations.

}, keywords = {biodiversity, media pedagogy, sustainable development goals, virtual reality}, doi = {https://doi.org/10.1007/s11251-024-09697-1}, author = {delsa and Kristian H. Tr{\"a}g and Lara Kirner} } @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 = {delsa and Kristian H. Tr{\"a}g and Lilly Kaninski and Lara Rahner} } @conference {, title = {What the Amazon Can{\textquoteright}t Deliver: Lessons Learned from Virtual Reality-Based Sustainability Education}, booktitle = {iLRN 2024}, volume = {2272}, year = {2025}, pages = {68-80}, publisher = {Immersive Learning Network}, organization = {Immersive Learning Network}, address = {Glasgow }, abstract = {

With Virtual Reality technology becoming an increasingly popular method to convey knowledge, sound pedagogical principles are needed to imple ment Virtual Reality effectively in classrooms. This paper proposes a pedagogical model that provides guidelines for educational practitioners before, during, and after Virtual Reality instruction. For elucidation, concrete examples as well as generative learning tasks are provided. These are based on a Virtual Reality learn ing experience developed by greenpeace and its evaluation studies. Finally, some general strengths and weaknesses of the proposed model are discussed.

}, keywords = {Instructional Guidelines, Pedagogy, virtual reality}, isbn = {978-3-031-80472-4}, doi = {https://doi.org/10.1007/978-3-031-80472-4_5}, url = {https://link.springer.com/chapter/10.1007/978-3-031-80472-4_5$\#$citeas}, author = {Kristian H. Tr{\"a}g and delsa} } @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} } @conference {, title = {Learning about Anne Frank in Virtual Reality: Investigating the Role of Cognitive Load}, booktitle = {EdMedia + Innovate Learning 2023 Vienna}, year = {2023}, publisher = {AACE}, organization = {AACE}, address = {Wien}, abstract = {Learning in VR has become important. Previous research has often focused on relationships that examine the direct effects of different technologies on learning. Little research has been conducted on more complex constellations of learning-related variables. Therefore, this study aims to consider - next to the direct effects of VR technologies - the mediating effects of learning processes (here: cognitive load). 132 students were assigned to different VR technologies (HMD vs. laptop). The VR content dealt with the exploration of the hiding place of Anne Frank. Questionnaires were used to collect data including knowledge gain, evaluation, and cognitive load. A significant main effect of VR technology was uncovered. The results differ depending on the learning indicator. Mediating effects through cognitive load were also discovered. Thus, cognitive load can explain the relationships between VR technology and learning.}, keywords = {Anne Frank, Cognitive Load, virtual reality}, author = {delsa} } @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} } @conference {, title = {Experiencing Flow in Virtual Reality: An investigation of complex interaction structures of learning-related variables}, booktitle = {CELDA - 19 th international conference on cognition and exploratory learning in the digital age }, year = {2022}, pages = {177-184}, address = {Lisbon}, abstract = {

Theoretical background: Learning in virtual realities (VR) has become increasingly important. In this context, VR appears to be particularly conducive to affective learning objectives, such as perspective-taking in VR actors. Previous research has often focused on investigating cause-effect relationships that focus on the direct effects of different VR visualization technologies on learning outcomes. Little research has been conducted on more complex constellations of learning-related variables. Therefore, the present study aims at elaborating a research design that can be used to investigate both the direct effects of VR visualization technologies as well as the mediating effects of learning process variables latent in VR. For this purpose, the research design will be experimentally tested by comparing head-mounted display (HMD)-based VR with laptop-based VR with respect to the intended learning objectives, and controlling for influences by underlying learning processes (here: the experience of flow within VR). Methods: 132 students of grades eight and nine were recruited. The subjects were assigned to experimental conditions (HMD vs. laptop). The VR content dealt with the exploration of the hiding place of Anne Frank at the time of World War II in Amsterdam. Questionnaires were used to collect several data including sociodemographic characteristics, knowledge gain, perspective-taking, subjective evaluation, and the learning process variable flow. Results: A significant main effect for the variable VR visualization technology was uncovered averaged across all learning indicators. However, a superiority of HMD-based VR was found for the two evaluative indicators and also for the affective learning indicator. For the cognitive learning indicator, the effect was reverse. More relevant than unidirectional relationships are the mediating effects. 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 visualization technology and learning outcomes, even if, for the most part, only effects for evaluative indicators could be determined. Conclusion: The present study was able to exemplify that the investigation of complex interaction structures of VR visualization technologies and learning process variables can make a large contribution to the understanding of learning in VR environments. Advantages of HMD-based VR over laptop-based VR with respect to some learning indicators were uncovered. The significant findings of the mediation analyses point to the fact that the direct effects of VR visualization technologies on parameters of learning can be significantly explained by learning process variables such asflow experience and are systematically overestimated if such learning processes are not taken into account.

}, keywords = {Anne Frank VR House, Flow Experience, Learning Processes, Mediation Analysis, virtual reality}, isbn = {978-989-8704-43-6}, author = {delsa} } @conference {, title = {Kollaboratives Lernen mit Virtual Reality am Beispiel des Anne Frank VR House}, booktitle = {DELFI}, number = {27-35}, year = {2022}, publisher = {M. Mandausch; P.A. Henning}, organization = {M. Mandausch; P.A. Henning}, address = {Bonn}, abstract = {

Im November 2021 wurde ein Unterrichtskonzept zum kollaborativen Lernen mit Virtual Reality (VR) mit Sch\üler*innen der neunten Klasse eines Gymnasiums erprobt. Dazu bearbeiteten Kleingruppen Lernauftr\äge, bei denen eine Person aktiv in der VR agierte und die Anderen diese Person aktiv begleiteten. Dieser Beitrag beschreibt die Erarbeitung und Durchf\ührung von kollaborativen Lernaktivit\äten in und mit VR. Die Ergebnisse der Evaluierung deuten darauf hin, dass kollaborative Unterrichtsszenarien, in denen wenige Sch\üler*innen sich innerhalb der VR befinden und weitere Sch\üler*innen von au\ßerhalb das Lerngeschehen beeinflussen, f\ür das Lernen f\örderlich sein k\önnen. Weiterhin werden im Beitrag St\ärken (z. B. simultanes Einbinden mehrerer Sch\üler*innen) und Schw\ächen (z. B. eingeschr\änktes Erleben der Person in VR) von VR f\ür kollaboratives Lernen in Kleingruppen diskutiert. Der Beitrag schlie\ßt ab mit einem Fazit und Implikationen f\ür Folgedesigns und Forschungsprojekte.

}, keywords = {Anne Frank VR House, didaktisches Design, kollaboratives Lernen, virtual reality}, doi = {https://doi.org/10.18420/delfi2022-ws-12}, author = {delsa} } @proceedings {, title = {An Academic Conference In Virtual Reality? {\textendash} Evaluation Of A SocialVR Conference}, year = {2021}, pages = {1-6}, address = {virtual}, abstract = {

One of the first academic conferences in head-mounted display (HMD)-based Social Virtual Reality (SocialVR) was realized. The conference aims to support knowledge acquisition and informal exchange regarding the technology SocialVR itself and the use of Virtual and Augmented Reality technologies (VR/AR) in vocational education. The paper presents results of an explorative study of 75 conference participants. Results indicate that SocialVR is generally suited to host an academic conference. In some areas, it seems inferior or equivalent to other digital formats or face-to-face events. In other areas, it offers added value. Further research is needed to take advantage of these positive effects.

Publication:

Economou, D., Pe\ña-Rios, A., Dengel, A., Doods, H., Mentzelopoulos, M., Klippel, A., Erenli, K., Lee, M. J. W. \& Richter, J. (Eds.) (2021). Proceedings of 2021 7th International Conference of the Immersive Learning Research Network (iLRN), Online, May 17 -June 10, 2021. Immersive Learning Research Network. ISBN 978-1-7348995-2-8/21

}, keywords = {academic conference, AltspaceVR, evaluation, social presence, SocialVR, virtual reality}, isbn = {978-1-73489-952-8}, url = {https://immersivelrn.org/ilrn2021/ilrn-2021-proceeedings/}, author = {delsa and Raphael Zender} } @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} } @conference {, title = {Institutionelle Rahmenbedingungen f{\"u}r den Einsatz von Virtual Reality als Lerntechnologie}, booktitle = {DELFI}, year = {2021}, address = {Dortmund}, abstract = {

Virtuelle Realit\ät in der beruflichen Aus- und Weiterbildung wird zunehmend h\äufiger und in vielf\ältigen Szenarien eingesetzt. Daher stellt sich die Frage nach den personellen, organisatorischen und infrastrukturellen Anforderungen f\ür den Einsatz dieser Technologie in den verschiedenen Bildungsinstitutionen. Diese Fragestellung wird im interdisziplin\ären Forschungsprojekt HandLeVR adressiert und untersucht. In diesem Paper wird das Vorgehen im Projekt beschrieben und erste Resultate hinsichtlich institutioneller Rahmenbedingungen werden vorgestellt und diskutiert. Die Ergebnisse zeigen positive Tendenzen bez\üglich der Technologieakzeptanz, jedoch sind insbesondere die Hardware- und Software-Ausstattung der Institutionen sowie die Vorerfahrungen innerhalb der Zielgruppen heterogen. Die \überbetriebliche Lehrlingsunterweisung erweist sich als geeignetes Szenario f\ür den Einsatz von VR in der beruflichen Aus- und Weiterbildung.

}, keywords = {Gelingensbedingungen, Institutionen der beruflichen Aus- und Weiterbildung, Rahmenbedingungen, virtual reality, virtuelle Lernanwendungen}, author = {Andrea Schmitz and delsa} } @conference {, title = {Investigating learners{\textquoteright} motivation towards a virtual reality learning environment: a pilot study}, booktitle = {3rd International Conference on Artificial Intelligence \& Virtual Reality}, year = {2020}, publisher = {IEEE Computer Society}, organization = {IEEE Computer Society}, address = {online}, abstract = {

Der Artikel Investigating learners\’ motivation towards a virtual reality learning environment: a pilot study in vehicle painting, der zwischen dem 14. und 18. Dezember 2020 \ auf der dritten internationalen Konferenz zu Artificial Intelligence \& Virtual Reality (IEEE AIVR 2020; https://aivr.science.uu.nl/aivr_authors.html) von der Projektmitarbeiterin Miriam Mulders vom Learning Lab (Universit\ät Duisburg-Essen) pr\äsentiert wird, behandelt die Ergebnisse einer Pilotstudie mit vierzehn Auszubildenden zum/zur Fahrzeuglackierer/in, welche zwei prototypische Aufgaben der VR-Lackierwerkstatt getestet und bewertet haben, u.a. in Bezug auf ihre Lernmotivation. Die Ergebnisse verdeutlichen, dass das Lernen \über VR-Anwendungen im Allgemeinen sehr motivierend ist und einige Aspekte (z. B. ein virtueller Trainer) besonders die Motivation der Auszubildenden f\ördern. Weitere Forschung ist erforderlich, damit Lernprozesse von denen durch das Medium VR hervorgerufenen motivationalen Effekten profitieren.\ 

}, keywords = {4C/ID model, instructional design, motivation, virtual reality}, isbn = {13: 978-1-7281-7463-1}, author = {delsa} }