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/https://doi.org/10.1007/s10758-026-09959-6
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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 ]

Baumann, T., Tiede, J., Latoschik, M. E., & Grafe, S. (2025). A Pedagogical Concept to Foster Pre-Service Teachers’ Media Education Competence Integrating Social Mixed Reality and Transcultural Education. In J. Cohen & R. Hartshorne (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2025 (pp. 3532-3541). Association for the Advancement of Computing in Education. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/43741/file/Baumann_et_al_2025_Media_Education_Concept_MR_Transculturality_accepted_version.pdf
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Amid digitalization, globalization, and the increasing demand for media education expertise, new pedagogical approaches are essential. As part of a design-based research study, the researchers aim to develop and implement a theory-based pedagogical concept to enhance the media education competence of pre-service teachers. The concept follows action-oriented principles and integrates social mixed reality and transcultural education. On this basis, a semester-long course was implemented in a German university’s initial teacher education program. Qualitative data were collected from the portfolios of 21 participants as a convenience sample. Results indicate that pre-service teachers incorporated teaching and learning components such as extended reality and transcultural education, particularly when designing and reflecting on media education lesson designs. However, more than half prioritized the socialization role of media over its educational significance, and some exhibited limited familiarity with theoretical approaches. Implications for future research and practice in initial teacher education are discussed.
Baumann, T., Latoschik, M. E., & Grafe, S. (2025). Fostering Pre-Service Teachers’ Media Education Competence Integrating Social Mixed Reality and Transcultural Perspectives. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1089-1098). Association for the Advancement of Computing in Education. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/43743/file/Baumann_et_al_2025_Foster_Media_Education_MR_Transculturality_accepted_manuscript.pdf
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With digitalization and globalization increasingly shaping educational contexts, the need to foster media education competence in initial teacher education has grown. In this second iteration of a design-based research study, the researchers refine a theory- and practice-based pedagogical concept that integrates social MR and transcultural perspectives to support the development of these competencies. A semester-long, action-oriented course was implemented at a German university. The empirical evaluation focused on qualitative impact research, analyzing competence-based pre- and post-tests from a convenience sample of 17 pre-service teachers based on media education competence standards. The Wilcoxon signed-rank test was used to support these analyses. Results indicate that post-course elaborations involved XR and transcultural perspectives, particularly in participants’ own lesson designs. The focus was set on action-oriented and racism-critical theoretical approaches, alongside practice-related and normative evaluations, while empirical references remained limited. Implications for future research and practice-oriented perspectives in teacher education are discussed.

2024[ to top ]

Baumann, T., Tiede, J., Latoschik, M. E., & Grafe, S. (2024). Teaching and Learning in Social Mixed Reality Focusing on Transcultural Education: Pre-Service Teachers’ Perspectives. In T. Cherner & R. Blankenship (Eds.), Research Highlights in Technology and Teacher Education 2024 (pp. 68-85). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/224713/
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Digitalization and globalization brought significant challenges to initial teacher education. Against this background, the researchers identify targeted implications for the development and implementation of a pedagogical concept to foster pre-service teachers’ media pedagogical competence. A sample of 15 pre-service teachers from two German universities participated in a teaching and learning scenario within a social mixed reality (MR) environment focusing on transcultural education. Subsequently, their perspectives were shared during focus group discussions and then qualitatively analyzed. Results indicate a wide range of experiences as well as anticipated opportunities and challenges for central teaching and learning components. Conclusions drawn from this study should be considered in future practices and research within initial teacher education.

Conference Talks and Presentations

Transkulturalitätssensible Lehre in und mit Social Mixed Reality – Ein pädagogisches Konzept für die Lehrpersonenbildung. Spotlight Talk, Symposium der Projekte WueDive und QUADIS 2024. Würzburg. 23.05.2024

Teaching and Learning in Social Mixed Reality Focusing on Transcultural Education: Pre-Service Teachers’ Perspectives. Society for Information Technology & Teacher Education International Conference 2014, Association for the Advancement of Computing in Education (AACE). Las Vegas. 26.03.2024

Hubland Nord, Geb. 82

Picture credits