ViLeArn: Virtuelles Situiertes Lernen und Lehren mit Avataren und Agenten im Sozialen Cyberspace

Das Projekt ViLeArn entwickelt und erforscht situierte virtuelle Lernumgebungen auf Basis von Präsenz und sozialer Interaktion. Ziel ist die Förderung von Kompetenzen und die Steigerung des Lernerfolgs unter besonderer Berücksichtigung von Verfügbarkeit, Teilhabe und Inklusion. Das Projekt verbindet dabei innovative mediendidaktische Prinzipien der Präsenzlehre und des Lernens als interaktiver und gemeinschaftlicher Prozess unter Nutzung digitaler Medien mit aktuellen Techniken der Virtuellen und Erweiterten Realität.

Lehrende und Lernende interagieren live in hybriden Avatar-Agenten Lehr- Lernszenarien. Verkörpert durch virtuelle Avatare treten Teilnehmerinnen und Teilnehmer in eine soziale Interaktion während des Lehr-Lernprozesses und nutzen dadurch die ganze Bandbreite sozial wirksamer Signale, insbesondere zur Aufmerksamkeitssteuerung, zur positiven Verstärkung und zum Zugehörigkeitsgefühl. Agententechnologie unterstützt die Lehrenden und Lernenden im Bedarfsfall durch die Simulation positiver Verhaltensweisen virtueller Agenten.

Innerhalb der virtuellen Lernumgebungen werden dabei heute verfügbare digitale Medien (Bild, Ton, Video, Web) nahtlos eingebettet. So integriert ViLeArn digitale Medien als Fokus der Kompetenzförderung mit VR-Technologien als didaktischem Werkzeug und kombiniert die Vorteile verteilten Lernens mit den Vorteilen der Präsenzlehre.

Weitere Informationen finden Sie auf unserer Projekthomepage: www.vilearn.info.

Prof.in Dr. Silke Grafe

Institut für Pädagogik
Lehrstuhl für Schulpädagogik
Oswald-Külpe-Weg 82

97074 Würzburg

Building: 82

Room: 03.014

Phone: 0931 31-81535

Email: silke.grafe@uni-wuerzburg.de

Sprechzeiten: nach Vereinbarung

Tamara Baumann

Wissenschaftliche Mitarbeiterin

Institut für Pädagogik
Lehrstuhl für Schulpädagogik
Oswald-Külpe-Weg 82
97074 Würzburg

Building: 82

Room: 03.011

Phone: 0931 31-81001

Email: tamara.baumann@uni-wuerzburg.de

Sprechzeiten: nach Vereinbarung

Dr. Gabriela Ripka

Akademische Rätin

Institut für Pädagogik
Lehrstuhl für Schulpädagogik
Oswald-Külpe-Weg 82

97074 Würzburg

Building: 82

Room: 03.015

Email: schulpaedagogik-studienberatung@uni-wuerzburg.de

seit 04/2024 Mutterschutz und Elternzeit

Kontakt und Anmeldung Vertretung Studienberatung Schulpädagogik:

schulpaedagogik-studienberatung@uni-wuerzburg.de

Anliegen:

Anerkennung von Prüfungsleistungen
Anerkennung VHB Kurs "Schulpädagogik-Profi"
Studienberatung Schulpädagogik

Ripka, G., Grafe, S., & Latoschik, M. E. (2021). Peer group supervision in Zoom and social VR-Preparing preservice teachers for planning and designing digital media integrated classes. EdMedia+ Innovate Learning, 602-616. https://www.learntechlib.org/primary/p/219717/
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21-century challenges demand a change towards collaborative and constructive seminar designs in initial teacher education regarding preservice teachers acquiring meta-conceptual awareness (TPACK) about how to implement emerging technologies in their future profession. Against this background the paper addresses the following research questions: 1) How should a pedagogical concept for remote initial teacher education be designed to promote metacognitive learning processes of preservice teachers? 2) How do preservice teachers perceive these learning processes in video-based communication and social VR? Regarding the pedagogical concept, peer group supervision and an action-and development-oriented approach using Zoom and social VR were identified as relevant for an instructional design that provides collaborative and constructive learning processes for students. In this exploratory study, 17 students participated in two iterative cycles of peer group supervision performing design tasks in groups. A content analysis of reflective video statements and qualitative group interviews was carried out using a qualitative research design. Results indicate the successful implementation of peer group supervision. Regarding media's implementation, Zoom's screen-sharing option and breakout session benefitted the consultation process as well as social VR's "realistic" experience of creating a "sense of community".
Schröter, T., Tiede, J., Grafe, S., & Latoschik, M. E. (2021). Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. Results from an Exploratory Study. In T. Bastiaens (Hrsg.), Proceedings of Innovate Learning Summit 2021 (S. 160-170). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/220281
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This exploratory study presents the findings and implications of a three-hour further development workshop implemented with a convenience sample of six teacher educators from a German university. The workshop aimed at fostering the Teacher Educator Technology Competencies (TETCs)—with a special focus on virtual reality (VR)—while reverting to the didactic principle of action orientation. To test whether this didactic principle is suitable for fostering the media pedagogical competencies of the target group in and with VR and to identify further design principles, a mixed-methods approach was utilized. The data collection consisted of focus group interviews, which were analyzed via qualitative content analysis, and Teacher Educator Technology Surveys (TETS). The analysis revealed that action orientation is a valuable addition to established didactical models in higher education (HE). Also...
Ripka, G., Grafe, S., & Latoschik, M. E. (2021). Mapping pre-service teachers’ TPACK development using a social virtual reality and a video-conferencing system. In T. Bastiaens (Hrsg.), Proceedings of Innovate Learning Summit 2021 (S. 145-159). Association for the Advancement of Computing in Education (AACE). https://www.researchgate.net/publication/356412477_Mapping_pre-service_teachers%27_TPACK_development_using_a_social_virtual_reality_and_a_video-conferencing_system
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Social VR's characteristics, by offering authentic learning environments that enable interaction remotely and synchronously and permit learning experiences that affect learners in a multi-sensory way, offer great potential for teaching and learning processes. However, concerning its use to promote pre-service teachers' TPACK in initial teacher education, there remains a research desideratum. In this context, this exploratory study addressed the following research question: How did pre-service teachers' TPACK develop using a social VR learning environment prototype in comparison to a video conferencing platform throughout a semester? Following a design-based research approach, an action-oriented pedagogical concept for teaching and learning in social VR was designed and implemented for initial teacher education at a German university with a convenience sample of 14 participants. The lesson plans were collected and analyzed with the help of Epistemic Network Analysis (Shaffer...
Ripka, G., Grafe, S., & Latoschik, M. E. (2020). Preservice Teachers’ encounter with Social VR – Exploring Virtual Teaching and Learning Processes in Initial Teacher Education. In E. Langran (Hrsg.), SITE Interactive Conference (S. 549-562). Association for the Advancement of Computing in Education (AACE). https://downloads.hci.informatik.uni-wuerzburg.de/2020-site-preservice-teacher-svr.pdf
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With 21st century challenges ahead, higher education teaching and learning need new pedagogical concepts. Technologies like social VR enable student-centered, action-oriented, and situated learning. This paper presents findings of the pedagogical implementation of a distributed social VR prototype, a fully immersive VR learning environment, into an Initial Teacher Education program in Germany. The exploratory study addressed the following research questions: 1) How do preservice teachers perceive teaching and learning activities in fully immersive VR and 2) how should teaching and learning processes using social VR in Teacher Education be designed? It followed a design-based research approach. The pedagogical concept for teaching and learning in social VR was based on principles of action-orientation. A convenience sample of three groups of five students each took part in a 90-minute teaching and learning scenario using a fully immersive VR learning environment. During these seminar units, students engaged in qualitative group interviews and shared their perception of the action-oriented teaching and learning activities in VR. The results showed that preservice teachers had the feeling of being less distracted in social VR. Additionally, during group activities, missing social and behavioral cues made communication procedures more challenging for participants. However, some participants noticed a stronger sense of community while collaborating with others.
Ripka, G., Tiede, J., Grafe, S., & Latoschik, M. E. (2020). Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators. http://downloads.hci.informatik.uni-wuerzburg.de/2020-ripka-teaching-and-learning-processes-ivr-preprint.pdf
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The usage of VR in higher education is not uncommon anymore. However, concepts are mainly still focusing on technical rather than pedagogical aspects of VR in the classroom. The exploration of the expectations of teacher educators as well as of preservice teachers appears indispensable (1) to achieve a sound understanding of requirements, (2) to identify potential design spaces, and finally (3) to create and to derive suitable pedagogical approaches for VR in initial teacher education. This paper presents results of guideline-based qualitative interviews comparing the expectations of teacher educators and of preservice teachers regarding teaching and learning in immersive virtual learning environments. The results showed that preservice teachers and teacher educators expect VR to enrich classes through interactive engagement in situations that would otherwise be too costly or dangerous. Regarding the design, teacher educators put the emphasis on functionality. Student teachers emphasized that they do not want to miss social interactions with their peers. Furthermore, both groups stated preferred modes of collaboration and interaction taking into account the characteristics of a virtual learning surrounding such as being able to use diverse learning spaces for group work. Interviewees agreed on two vital factors for effective learning and teaching processes: flexibility and the possibility of customization considering technical properties that are to deal with. Apart from this, preservice teachers emphasized strongly their worries about data usage and the ethics regarding using avatars and agents for representation.
Schröter, T., & Grafe, S. (2020). Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks. In T. J. Bastiaens & G. H. Marks (Hrsg.), Proceedings of Innovate Learning Summit 2020 (S. 144-157). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/218795/
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Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence.

ViLeArn: Virtuelles Situiertes Lernen und Lehren mit Avataren und Agenten im Sozialen Cyberspace

Prof.in Dr. Silke Grafe

Tamara Baumann

Dr. Gabriela Ripka

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Data privacy protection

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