@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 = {<p>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\&nbsp;<em>Anne Frank VR House</em>, 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.</p>
},
	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}
}
@conference {,
	title = {How should we teach chatbot interaction to students? A pilot study on perceived affordances and chatbot interaction patterns in an authentic K-12 setting},
	booktitle = {Workshops der 22. Fachtagung Bildungstechnologien (DELFI)},
	year = {2024},
	publisher = {Gesellschaft f{\"u}r Informatik},
	organization = {Gesellschaft f{\"u}r Informatik},
	address = {Fulda},
	abstract = {Understanding how to use generative AI can greatly benefit the learning process. Despite available concepts for teaching {\textquotedblleft}how to prompt{\textquotedblright}, little empirical evidence exists on students{\textquoteright} current micro-level chatbot use that would justify a need for instruction on how to prompt. This pilot study investigates students{\textquoteright} chatbot use in an authentic setting. Findings reveal general interaction patterns, including a notable lack of conversational patterns, indicating an underutilization of this central chatbot capability. However, despite having no formal instruction, some students discovered specific chatbot affordances. While basic prompting skills are displayed or acquired during exploration, explicit training on effective chatbot interaction could enhance skillful chatbot use. This training should integrate cognitive and metacognitive strategies as well as technological knowledge, helping students leverage the technology{\textquoteright}s full potential.
},
	keywords = {Chatbot Affordances, Chatbots, Interaction Patterns, Learning, Prompting Instruction},
	doi = {10.18420/delfi2024-ws-22},
	author = {Maria Klar}
}
