Publications

2026[ to top ]

Pflieger, L. C. J., Baumann, T., Hartmann, M., Koch, L., Kern, F., Kullmann, P., Grafe, S., Latoschik, M. E., & Bannert, M. (2026). Exploring Scaffolding Mechanisms for Learning Regulation in Immersive Collaborative VR Environments. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-026-09959-6
- [ Abstract ]
- [ URL ]
- [ DOI ]
Immersive Virtual Reality (VR) environments offer promising opportunities for collaborative learning, yet they impose substantial sensory and cognitive demands that can challenge effective learning regulation. In collaborative contexts, these challenges are intensified by the need to coordinate individual and group-level processes, requiring heightened metacognitive awareness and shared regulation. This exploratory field study investigates the role of metacognitive scaffolding mechanisms in supporting regulation during collaborative tasks in VR. A Metacognitive Group Awareness Tool (VRMeta-REG tool) was introduced to externalize learners' perceptions of task understanding, goal setting, and planning, and to visualize group-level states intended to prompt shared reflection and regulation. A pre-post design was employed with Nthinspace=thinspace43 pre-service teachers working in dyads and triads within a VR environment. Learners used the tool prior to task engagement. Pre- and post-tests assessed learning gains and metacognitive self-perceptions, while Process Analysis (PA) and Temporal Network Analysis (TNA) were applied to visually explore regulatory dynamics during collaboration. High-performing groups demonstrated structured, cyclical regulation patterns, transitioning from early reflection to sustained cognitive engagement. In contrast, low-performing groups misjudged their metacognitive states and struggled to act on the tool's prompts, leading to fragmented regulation and distraction. These patterns suggest that although the tool facilitates regulation for some, others benefit only with additional, tailored scaffolding when learning in VR. The findings underscore the importance of adaptive scaffolding that activates early metacognitive processes and responds to learners' regulatory readiness. In sensory-rich, immersive environments, such scaffolds must be sensitive to group differences to ensure focused, sustainable collaboration.

2025[ to top ]

Hartmann, M., Tiede, J., Latoschik, M. E., & Grafe, S. (2025). Teaching and Learning with Social Mixed Reality: Fostering Teacher Educators’ Technology Competencies Focusing on Diversity. In R. J. Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1714-1723). Association for the Advancement of Computing in Education. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/43744/file/Hartmann_2025_TeachingAndLearningWithSocialMRFocusingOnDiversity_accepted_manuscript.pdf
- [ Abstract ]
- [ URL ]
In an increasingly diverse and digitalized society, educators require competencies in media education and diversity-sensitive teaching. In this design-based research study, we further developed an action-oriented pedagogical concept to foster Teacher Educator Technology Competencies (TETCs) focusing on media education, diverse learners’ needs, and social augmented reality (AR) technologies. Accordingly, a professional development workshop was implemented at a German university. In a qualitative empirical case study involving a convenience sample of four teacher educators, data were collected from participants’ lesson designs before and after the workshop, as well as from a focus group discussion. Findings indicate that participants reflected on various legal and ethical aspects, as well as on social responsibility when considering the integration of social AR technologies in education. Additionally, participants demonstrated increased awareness of diverse students’ needs in this context. Based on these findings, implications for future pedagogical practices and research in higher education are discussed.

2024[ to top ]

Hartmann, M., Tiede, J., Latoschik, M. E., & Grafe, S. (2024). Development and Exploratory Implementation of a Higher Education Pedagogy Concept for Teaching and Learning with Social VR Focusing on Diversity. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 146-155). Association for the Advancement of Computing in Education. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/43742/file/Hartmann_2024_TeachingAndLearningWithSocialVRFocusingOnDiversity_accepted_manuscript.pdf
- [ Abstract ]
- [ URL ]
In a society characterized by processes of change regarding diversity and digitalization, new tasks arise for teacher educators. This article presents a theory based design of a pedagogical concept to promote media pedagogical competence of teacher educators focusing on diversity and using social virtual reality (VR). The concept was implemented at a German University with a convenience sample of eight higher education lecturers. Participants discussed opportunities and challenges of teaching and learning in social VR in a focus group study. The qualitative content analysis highlights numerous opportunities, such as encouraging users’ self-efficacy and self-awareness, as well as potential challenges (e.g. getting used to working with new technologies or establishing interpersonal relationships). In terms of diversity, participants most frequently addressed mental and physical abilities as well as habitus and appearance. Finally, implications for future higher education pedagogy practices and research are discussed.

Conference Talks and Presentations

Diversitätssensible Lehre in und mit Social Mixed Reality: Pädagogische und technologische Perspektiven. Lightning Talk, Bayrischer Tag für gute Lehre 2025. Würzburg. 31.03.2025.

Teaching and Learning with Social Mixed Reality: Fostering Teacher Educators’ Technology Competencies Focusing on Diversity. Society for Information Technology & Teacher Education International Conference 2025, Association for the Advancement of Computing in Education (AACE). Orlando. 18.03.2025.

Diversitätssensible Lehre. Vortrag, Diversität³. Im Auftrag des Büros der Universitätsfrauenbeauftragten der Julius-Maximilians-Universität. Würzburg. 24.10.2024.

Diversitätssensible Lehre in und mit Social Mixed Reality – Ein Weiterbildungsangebot für Dozierende. Spotlight Talk, Symposium der Projekte WueDive und QUADIS 2024. Würzburg. 23.05.2024.

Development and Exploratory Implementation of a Higher Education Pedagogy Concept for Teaching and Learning with Social VR Focusing on Diversity. Society for Information Technology & Teacher Education International Conference 2024, Association for the Advancement of Computing in Education (AACE). Las Vegas. 28.03.2024.

Hubland Nord, Geb. 82

Picture credits