Lehrstuhl für Schulpädagogik

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Präsentation von Forschungsergebnissen aus dem Horizon 2020 Projekt ARETE auf der IEEE GEM Konferenz

Am 21. November 2023 präsentierte Dr. Jennifer Tiede Forschungsergebnisse aus dem Projekt ARETE auf der IEEE CTSoc Konferenz „Gaming, Entertainment and Media“ (GEM) an der University of the West Indies in Barbados. Im Fokus der Studie stand eine Untersuchung der motivationalen Wirkung gamifizierter Augmented Reality-Lern-Apps für MINT-Fächer.

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Hochschuldidaktische Weiterbildung „Virtuelle Lernräume“

Im Rahmen des WueDive Pilotprojekt "Virtuelle Lernräume" findet am 30.11. und am 07.12.2023 die nächste Weiterbildung für Dozierende zur Nutzung von Virtual Reality im Rahmen einer diversitätssensiblen Lehre statt.

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Präsentation von Forschungsergebnissen auf der Abschlusstagung des Projekts CoTeach

Das Team des Lehrstuhls für Schulpädagogik hat ein Konzept für die Weiterbildung von Dozierenden in der Lehrer:innenbildung unter Nutzung von social VR auf der Abschlusstagung des BMBF-geförderten Projekt CoTeach auf der Abschlusstagung am 04. November 2033 vorgestellt.

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2023[ to top ]

Tiede, J., Förster, K., Grafe, S., & Mangina, E. (2023). Augmented Reality in Primary Education: Teachers’ Perspectives on Potential and Barriers. Proceedings of 17th International Technology, Education and Development Conference (INTED 2023), 1283-1292. https://doi.org/10.21125/inted.2023.0369
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Research findings suggest that Augmented Reality (AR) can be a beneficial tool for teaching and learning practices but brings about certain challenges at the same time. Teachers are central stakeholders in the educational use of AR; given their daily classroom practice, they are also experts in the evaluation of the advantages and disadvantages of respective innovative educational technologies. Yet, few studies systematically analysed teachers’ opinions and experiences about the advantages and problems in the educational use of AR technologies so far. In response to this desideratum, the following paper presents results from a systematic and category-based qualitative content analysis based on an interview study. The input was collected from a heterogeneous and international convenience sample of n=11 teachers after they had piloted one out of three AR-enhanced learning apps in their daily classroom practice. The results confirm that increased student motivation and classroom engagement and advanced learning achievements are considered the predominant advantages and that issues with software and technology were perceived as the biggest problems in the pilot study. Furthermore, dimensions of motivation and classroom engagement are considered in detail to achieve an in-depth analysis and to bring forward important recommendations for further developments and for teachers’ future educational use of AR technologies.
Förster, K., Grafe, S., Hicks, T., Cakmak, E., Hahn, J., & Hobbs, R. (2023). Designing a Transnational Professional Development Program for Educators as a Virtual Community of Practice. Proceedings of AERA Annual Meeting, forthcoming.
Förster, K., & Grafe, S. (2023). Fostering Teacher Educators’ Media-Related Intercultural Competencies Using a Social VR Environment. Proceedings of SITE 2023 Conference, 2547-2557. https://www.learntechlib.org/p/221901/
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This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ media related intercultural competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-posttest and a focus group was interpreted through qualitative content analysis. Findings validated the pedagogical concept and showed intercultural competence development in several domains as well as increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.
ARETE. (2023). Report on Evaluations for Pilot 4. Zenodo. https://doi.org/10.5281/zenodo.7704282
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ARETE. (2023). D6.5 Pilots Performance Analysis. Zenodo. https://doi.org/10.5281/zenodo.7940994
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2022[ to top ]

Tiede, J., Treacy, R., Grafe, S., & Mangina, E. (2022). Fostering Learning Motivation of Students with Reading and Spelling Difficulties by an AR-Enhanced Gamified Educational App for Literacy Learning. Proceedings of IEEE GEM Conference 2022, 1-6. https://doi.org/10.1109/GEM56474.2022.10017825
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Students with special educational needs benefit from carefully designed learning approaches that consider both their individual learning requirements and the advances in teaching and learning methods and tools. This paper presents the initial exploratory results from a pilot study on the advancement of literacy skills through an innovative Augmented Reality (AR)-enhanced gamified educational app for students diagnosed with reading / spelling difficulties or dyslexia. A sample of 5 teachers and 23 students worked with the AR app for the duration of a school term and filled in standardized scales on student motivation upon completion of the pilot study. The analysis of the results indicates that both groups of teachers and students found the AR app motivating to a certain degree. However, there were challenges within the pilot implementation that impeded the successful app use and potentially delimited the perceived motivational effects. Conclusions and outlooks of research perspectives for further development highlight the necessity for further research in this important field
Tiede, J., Grafe, S., & Mangina, E. (2022). Teachers’ Attitudes and Technology Acceptance towards AR Apps for Teaching and Learning. Proceedings of the 8th International Conference of the Immersive Learning Research Network (iLRN), 1-8. https://doi.org/10.23919/iLRN55037.2022.9815918

URL Video Presentation: https://www.youtube.com/watch?v=N3MRxKHo7qw&ab_channel=ImmersiveLearningResearchNetwork
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Teacher attitudes and technology acceptance towards Augmented Reality (AR) are important constructs because their development has an impact on the teachers’ use of AR applications in classroom practice. The present study focusses on these two constructs and analyses them from a theoretical and empirical perspective. In this context, results from a pre-test from the European H2020 project ARETE are introduced. In this study, n=129 teachers from 13 countries responded to an online survey which included questions on demographic data as well as two scales to measure teacher attitudes towards AR and teacher technology acceptance towards AR. The results show a mostly highly motivated sample and very positive attitudes towards AR among the participating teachers. An analysis of correlations and predictors was performed by calculating the Pearson Correlation coefficient and a regression analysis, which indicated that teacher attitudes and technology acceptance towards AR are highly correlated. Additionally, the teachers’ previous experience with AR and, in case of technology acceptance, the self-assessed expertise in using digital media for teaching and learning are significant predictors for the two constructs in question.
Seufert, C., Oberdörfer, S., Roth, A., Grafe, S., Lugrin, J.-L., & Latoschik, M. E. (2022). Classroom management competency enhancement for student teachers using a fully immersive virtual classroom. Computers & Education, 179, 104410. https://doi.org/10.1016/j.compedu.2021.104410
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The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course. Participants were pre-service teachers (n = 55) of the University of Würzburg who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used the virtual classroom Breaking Bad Behaviors (BBB) during the term (n = 39), and the comparison group’s learning was video-assisted (n = 16). The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen’s d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen’s d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen’s d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers’ CM competencies.

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Präsentation von Forschungsergebnissen aus dem Horizon 2020 Projekt ARETE auf der IEEE GEM Konferenz

Hochschuldidaktische Weiterbildung „Virtuelle Lernräume“

Präsentation von Forschungsergebnissen auf der Abschlusstagung des Projekts CoTeach

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Präsentation von Forschungsergebnissen aus dem Horizon 2020 Projekt ARETE auf der IEEE GEM Konferenz

Hochschuldidaktische Weiterbildung „Virtuelle Lernräume“

Präsentation von Forschungsergebnissen auf der Abschlusstagung des Projekts CoTeach

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