Publikationen

• Halsch, A., Tiede, J., & Grafe, S. (2024). Fostering Media Education Competence of Preservice Teachers Focusing on Diversity. In J. Cohen & G. Solano (Hrsg.), Society for Information Technology & Teacher Education International Conference 2024 (S. 17-25). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/223996/
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  Teachers need to foster their students’ media competencies while acknowledging diversity. Hence, there exists a research desideratum concerning the advancement of respective competencies in initial teacher education. In this study, an action-oriented pedagogical concept of higher education was developed based on existing theory to support preservice teachers’ media education competence focusing on diversity. Empirically, dimensions of diversity considered by preservice teachers while developing media education lesson designs were evaluated. The convenience sample included 28 preservice teachers from a German university. Data were collected in the form of student portfolios and analyzed. The results showed that preservice teachers referred to different dimensions of diversity and prioritized various foci: in particular, interests/recreational habits, age, and mental/physical abilities. They addressed these attributes with regard to digital media. Subsequently, conclusions were drawn regarding the development of an action-oriented pedagogical concept of higher education and a respective outlook concerning research and practice in initial teacher education was presented.
• 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 (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference 2024 (S. 146-155). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224132/.
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  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.
• 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 J. Cohen & G. Solano (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference 2024 (S. 136-145). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224123/
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  Digitalization and globalization brought significant challenges to initial teacher education. Against this background, this article targeted implications for the development and implementation of a pedagogical concept to foster pre-service teachers’ media pedagogical competence. A sample comprising 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 on it were shared in focus group discussions and, thereafter, qualitatively analyzed. Results revealed 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.

• Grafe, S., Trefzger, T., Eisenmann, M., Siller, H.-S., Dreßler, J., Hennecke, M., Heurich, T., Nord, I., Pohlmann-Rother, S., Ratz, C., & Richter, T. (2023). DigiLLab@JMU an der Professional School of Education der Julius-Maximilians-Universität Würzburg. In M. Meiner, G. Greefrath, M. Hammann, R. Wodzinski, & K. Ziepprecht (Hrsg.), Lehr-Lern-Labore und Digitalisierung, Edition Fachdidaktiken (S. 155-159). https://doi.org/https://doi.org/10.1007/978-3-658-40109-2_13
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  In den DigiLLabs@JMU werden digitalisierungsbezogene Kompetenzen von Lehramtsstudierenden gefördert und eine begleitende fachbezogene und interdisziplinäre medienbezogene Professionalisierungs- und Unterrichtsforschung durchgeführt. Durch die Zusammenarbeit von fünf fachgruppenbezogenen Netzwerken, welche die an der Lehrerinnen- und Lehrerbildung beteiligten Fächer und Schulformen vollständig abdecken, wird eine große Reichweite erzielt.
• ARETE. (2023). D6.5 Pilots Performance Analysis. Zenodo. https://doi.org/10.5281/zenodo.7940994
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• Oberdörfer, S., Elsässer, A., Grafe, S., & Latoschik, M. E. (2023). Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment. In M.-L. Bourguet, J. M. Krüger, D. Pedrosa, A. Dengel, A. Peña-Rios, & J. Richter (Hrsg.), 2023 9th International Conference of the Immersive Learning Research Network (iLRN). https://doi.org/http://dx.doi.org/10.1007/978-3-031-47328-9_26
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  The widespread availability of smartphones facilitates the integration of digital, augmented reality (AR), and tangible augmented reality (TAR) learning environments into the classroom. A haptic aspect can enhance the user’s overall experience during a learning process. To investigate further benefits of using TAR for educational purposes, we compare a TAR and a smartphone learning environment with a traditional worksheet counterpart in terms of learning effectiveness, emotions, motivation, and cognitive load. 64 sixth-grade students from a German high school used one of the three conditions to learn about frog anatomy. We found no significant differences in learning effectiveness and cognitive load. The TAR condition elicited significantly higher positive emotions than the worksheet, but not the smartphone condition. Both digital learning environments elicited significantly higher motivation, in contrast to the worksheet. Thus, our results suggest that smartphone and TAR learning environments are equally beneficial for enhancing learning.
• 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, 1-11. https://doi.org/https://doi.org/10.3102/2012169
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  The global pandemic created new opportunities for the professionalization of educators. In this exploratory case study, we report on a transnational professional development program, focused in Germany and the United States (yet welcoming educators around the world) as a virtual Community of Practice. Using a design-based research process, the program aimed to create opportunities for dialogue about media literacy education and contemporary propaganda. Using mixed methods data collected through surveys and observations, research results show that participants were motivated primarily by the perceived value and usefulness of the program. Many participants were able to collaborate effectively with a peer, developing an original project focused on media literacy education in their own teaching contexts.
• ARETE. (2023). Report on Evaluations for Pilot 4. Zenodo. https://doi.org/10.5281/zenodo.7704282
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• 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.

• Dengel, A., Iqbal, M. Z., Grafe, S., & Mangina, E. (2022). A Review on Augmented Reality Authoring Toolkits for Education. Frontiers in Virtual Reality, 3. https://doi.org/https://doi.org/10.3389/frvir.2022.798032
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  Creating pedagogically sound, interactive Augmented Reality (AR) experiences supporting situated and experiential learning remains a challenge to teachers without programming skills. To integrate AR in the everyday classroom, teachers need to be capable of designing their own immersive experiences for their students, which is why an analysis of existing authoring toolkits is necessary to identify suitable tools for educational application development and future research directions in terms of educational AR. We identified “easy access”, “GUI-based design”, and “interactive contents” as needs of teachers for designing AR content for the classroom. Based on these needs, we conducted a literature review of 835 documents. Of 80 relevant articles, we included 43 peer-reviewed articles from ACM Digital Library, DBLP, IEEExplore, Scopus, Web of Science, Google Scholar, and miscellaneous other sources in our analysis. We identified 69 different AR authoring toolkits and classified these with regard to their accessibility, their degree of required programming knowledge, and their interactivity. The results show a divergent research landscape with a lack of empirical evaluation. Of 26 openly accessible toolkits, we identified five toolkits addressing the defined needs of teachers for designing interactive AR experiences for the classroom without requiring extensive programming knowledge. We conclude that there are only few tools for the straightforward design of educational AR experiences addressing the needs of teachers and suggest using research-informed and evidence-based criteria for developing AR authoring toolkits for education.
• Seyferth-Zap, M., & Grafe, S. (2022). Individuell fördern im Rahmen medienpädagogischer Lehr- und Lernprozesse unter besonderer Berücksichtigung der kulturellen Dimension. In K. Kramer & B. Hoyer (Hrsg.), INDIVIDUELL FÖRDERN - wissenschaftlicher Hintergrund sowie Ansatzpunkte aus und für die Praxis (Bde. 8, S. 69-84). FAU University Press. https://doi.org/https://doi.org/10.25593/978-3-96147-602-2
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  Die zunehmende Diversität von Kindern und Jugendlichen in den Klassenzimmern fordert Schule heraus, didaktische Konzepte zu entwickeln, die dieser Realität gerecht werden können. Wissenschaftliche Arbeiten sowie Ansatzpunkte aus der Praxis zur individuellen Förderung von Schülerinnen und Schülern, die in diesem Buch vorgestellt werden, unterstützen diesen Prozess und fördern den Aufbau von Diversitykompetenz für die schulische Praxis.
• 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.
• Oberdörfer, S., Krop, P., Straka, S., Grafe, S., & Latoschik, M. E. (2022). Fly My Little Dragon: Using AR to Learn Geometry. Proceedings of the IEEE Conference on Games (CoG ’22), 528-531. https://doi.org/http://dx.doi.org/10.1109/CoG51982.2022.9893601
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  We present the gamified AR learning environment ARES. During the gameplay, learners guide the little dragon called “Ares” through dungeons. Using AR, ARES three-dimensionally integrates the dungeons in the real-world. Each dungeon represents a coordinate system with obstacles that ultimately create mathematical exercises, e.g. rotating a door to let the dragon fly through it. Overcoming such a challenge requires a learner to spatially analyze the exercise and apply the fundamental mathematical principles. ARES displays a debriefing screen at the end of a dungeon to further support the learning process. In a preliminary qualitative user study, pre-service and in-service teachers saw great potential in ARES for providing further practical and motivating exercises to deepen the knowledge in the classroom and at home.
• Breitschwerdt, L., Beu, V., Egetenmeyer, R., & Grafe, S. (2022). Digital Media in Adult and Continuing Education in Germany. Excellence and Innovation in Learning and Teaching - Open Access, 7(2), Article 2. https://doi.org/https://doi.org/10.3280/exioa2-2022oa15075
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  Digital media are important elements in the didactic planning and design of provisions and programmes in adult and continuing education. Based on questionnaire and interview data from organizations and umbrella organizations active in adult and continuing education in Germany, the article examines how adult educators use digital media and what reasons they give for using them. The article distinguishes between types of digital media, digital tools, and didactically structured digital media offerings. The analysis shows that educators use digital media in settings combining micro- and macrodidactics. Overall, didactic considerations are shifting more to the macrodidactic planning level, emphasizing the role of organizations and umbrella organizations. This is accompanied by changing demands on cooperation between planning staff and instructors. Moreover, the roles of staff expand and diversify with the use of digital media.

• Oberdörfer, S. (2021). Better Learning with Gaming: Knowledge Encoding and Knowledge Learning Using Gamification. https://doi.org/10.25972/OPUS-21970
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  Computer games are highly immersive, engaging, and motivating learning environments. By providing a tutorial at the start of a new game, players learn the basics of the game’s underlying principles as well as practice how to successfully play the game. During the actual gameplay, players repetitively apply this knowledge, thus improving it due to repeti- tion. Computer games also challenge players with a constant stream of new challenges which increase in difficulty over time. As a result, com- puter games even require players to transfer their knowledge to master these new challenges. A computer game consists of several game me- chanics. Game mechanics are the rules of a computer game and encode the game’s underlying principles. They create the virtual environments, generate a game’s challenges and allow players to interact with the game. Game mechanics also can encode real world knowledge. This knowledge may be acquired by players via gameplay. However, the actual process of knowledge encoding and knowledge learning using game mechanics has not been thoroughly defined, yet. This thesis therefore proposes a the- oretical model to define the knowledge learning using game mechanics: the Gamified Knowledge Encoding. The model is applied to design a seri- ous game for affine transformations, i.e., GEtiT, and to predict the learning outcome of playing a computer game that encodes orbital mechanics in its game mechanics, i.e., Kerbal Space Program. To assess the effects of different visualization technologies on the overall learning outcome, GEtiT visualizes the gameplay in desktop-3D and immersive virtual reality. The model’s applicability for effective game design as well as GEtiT’s overall design are evaluated in a usability study. The learning outcome of play- ing GEtiT and Kerbal Space Program is assessed in four additional user studies. The studies’ results validate the use of the Gamified Knowledge Encoding for the purpose of developing effective serious games and to predict the learning outcome of existing serious games. GEtiT and Ker- bal Space Program yield a similar training effect but a higher motivation to tackle the assignments in comparison to a traditional learning method. In conclusion, this thesis expands the understanding of using game me- chanics for an effective learning of knowledge. The presented results are of high importance for researches, educators, and developers as they also provide guidelines for the development of effective serious games.
• Oberdörfer, S., Birnstiel, S., Latoschik, M. E., & Grafe, S. (2021). Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design. Frontiers in Education, 6, 233. https://doi.org/10.3389/feduc.2021.693012
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  The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.
• Oberdörfer, S., Elsässer, A., Grafe, S., & Latoschik, M. E. (2021). Grab the Frog: Comparing Intuitive Use and User Experience of a Smartphone-only, AR-only, and Tangible AR Learning Environment. Proceedings of the 23rd International Conference on Mobile Human-Computer Interaction (MobileHCI ’21). https://doi.org/10.1145/3447526.3472016
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  The integration of Augmented Reality (AR) in teaching concepts allows for the visualization of complex learning contents and can simultaneously enhance the learning motivation. By providing Tangible Augmented Reality (TAR), an AR learning environment receives a haptic aspect and allows for a direct manipulation of augmented learning materials. However, manipulating tangible objects while using handheld AR might reduce the intuitive use and hence user experience. Users need to simultaneously control the application and manipulate the tangible object. Therefore, we compare the differences in intuitive use and user experience evoked by varied technologies of knowledge presentation in an educational context. In particular, we compare a TAR learning environment targeting the learning of the anatomy of vertebrates to its smartphone-only and AR-only versions. The three versions of the learning environment only differ in their method of knowledge presentation. The three versions show a similar perceived intuitive use. The TAR version, however, yielded a significantly higher attractiveness and stimulation than AR-only and smartphone-only. This suggests a positive effect of TAR learning environments on the overall learning experience.
• Oberdörfer, S., Heidrich, D., Birnstiel, S., & Latoschik, M. E. (2021). Measuring the Effects of Virtual Environment Design on Decision-Making. Proceedings of the 28th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR ’21), 442-443. https://doi.org/10.1109/VRW52623.2021.00103
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  Recent research indicates an impairment in decision-making in im- mersive Virtual Reality (VR) when completing the Iowa Gambling Task (IGT). There is a high potential for emotions to explain the IGT decision-making behavior. The design of a virtual environment (VE) can influence a user’s mood and hence potentially the decision- making. In a novel user study, we measure decision-making using three virtual versions of the IGT. The versions differ with regard to the degree of immersion and design of the VE. Our results re- vealed no significant impact of the VE on the IGT and hence on decision-making.
• Oberdörfer, S., Heidrich, D., Birnstiel, S., & Latoschik, M. E. (2021). Enchanted by Your Surrounding? Measuring the Effects of Immersion and Design of Virtual Environments on Decision-Making. Frontiers in Virtual Reality, 2, 101. https://doi.org/10.3389/frvir.2021.679277
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  Impaired decision-making leads to the inability to distinguish between advantageous and disadvantageous choices. The impairment of a person’s decision-making is a common goal of gambling games. Given the recent trend of gambling using immersive Virtual Reality it is crucial to investigate the effects of both immersion and the virtual environment (VE) on decision-making. In a novel user study, we measured decision-making using three virtual versions of the Iowa Gambling Task (IGT). The versions differed with regard to the degree of immersion and design of the virtual environment. While emotions affect decision-making, we further measured the positive and negative affect of participants. A higher visual angle on a stimulus leads to an increased emotional response. Thus, we kept the visual angle on the Iowa Gambling Task the same between our conditions. Our results revealed no significant impact of immersion or the VE on the IGT. We further found no significant difference between the conditions with regard to positive and negative affect. This suggests that neither the medium used nor the design of the VE causes an impairment of decision-making. However, in combination with a recent study, we provide first evidence that a higher visual angle on the IGT leads to an effect of impairment.
• Oberdörfer, S., Straka, S., & Latoschik, M. E. (2021). Effects of Immersion and Visual Angle on Brand Placement Effectiveness. Proceedings of the 28th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR ’21), 440-441. https://doi.org/10.1109/VRW52623.2021.00102
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  Typical inherent properties of immersive Virtual Reality (VR) such as felt presence might have an impact on how well brand placements are remembered. In this study, we exposed participants to brand placements in four conditions of varying degrees of immersion and visual angle on the stimulus. Placements appeared either as poster or as puzzle. We measured the recall and recognition of these placements. Our study revealed that neither immersion nor the visual angle had a significant impact on memory for brand placements.
• Plabst, L., Oberdörfer, S., Happel, O., & Niebling, F. (2021, Dezember). Visualisation methods for patient monitoring in anaesthetic procedures using augmented reality. 27th ACM Symposium on Virtual Reality Software and Technology (VRST ’21). https://doi.org/10.1145/3489849.3489908
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  In health care, there are still many devices with poorly designed user interfaces that can lead to user errors. Especially in acute care, an error can lead to critical conditions in patients. Previous research has shown that the use of augmented reality can help to better monitor the condition of patients and better detect unforeseen events. The system created in this work is intended to aid in the detection of changes in patient and equipment-data in order to increase detection of critical conditions or errors.
• 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...
• Foerster, K., Hein, R., Grafe, S., Latoschik, M. E., & Wienrich, C. (2021). Fostering Intercultural Competencies in Initial Teacher Education. Implementation of Educational Design Prototypes using a Social VR Environment. In T. Bastiaens (Hrsg.), Proceedings of Innovate Learning Summit 2021 (S. 95-108). Association for the Advancement of Computing in Education (AACE). https://www.researchgate.net/publication/356192788_Fostering_Intercultural_Competencies_in_Initial_Teacher_Education_Implementation_of_Educational_Design_Prototypes_using_a_Social_VR_Environment
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  The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and pre-service teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of pre-service teachers. The proposed pedagogical concept utilizes a social VR framework since related work on the characteristics of VR indicate that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based-research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on TETC 8. TETC provide a suitable competence framework capable of aligning both requirements for media-related as well as intercultural competencies. In an exploratory study with student teachers we designed...
• Foerster, K., & Grafe, S. (2021). ICT-related Educational Competencies of Teacher Educators from an Intercultural Perspective. A Systematic Analysis of Competency Frameworks. In E. Langran & L. Archambault (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference 2021 (S. 1586-1595). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/219321
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  Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT-related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse...
• Fernes, D., Oberdörfer, S., & Latoschik, M. E. (2021, Dezember). Recreating a Medieval Mill as a Virtual Learning Environment. 27th ACM Symposium on Virtual Reality Software and Technology (VRST ’21). https://doi.org/10.1145/3489849.3489899
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  Historic buildings shown in open-air museums often lack a good accessibility and visitors rarely can interact with them as well as dis- played tools to learn about processes. Providing these buildings in Virtual Reality could be a great supplement for museums to provide accessible and interactive offers. To investigate the effectiveness of this approach and to derive design guidelines, we developed an in- teractive virtual replicate of a medieval mill. We present the design of the mill and the results of a preliminary usability evaluation.
• Egetenmeyer, R., Kröner, S., & Thees, A. (2021). Digitalisierung in Angeboten der Erwachsenenbildung/Weiterbildung. ZfW, 44, 115-132. https://doi.org/https://doi.org/10.1007/s40955-021-00185-4
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  Digitalisierung und Mediatisierung prägen die Gesellschaft und auch die Erwachsenenbildung/Weiterbildung. Der Beitrag geht der Frage nach, wie Digitalisierung in Angeboten der Erwachsenenbildung/Weiterbildung gelingt. Damit wird ein Fokus auf den Einsatz digitaler Medien gelegt. Dazu werden die Angebotsentwicklung für Adressatinnen und Adressaten sowie Teilnehmende, medienbezogene Inhalte, Lehr- und Lernarrangements mit digitalen Medien, der Einsatz digitaler Medien und die Zugänglichkeit von Lehr- und Lernmaterialien als relevante Merkmale identifiziert. Insgesamt zeigen die analysierten Interviewdaten, dass der Einsatz digitaler Medien in Angeboten eine Erweiterung der didaktischen Aufgaben darstellt, da Angebote mit digitalen Medien zielgenau auf die Bedarfe und Möglichkeiten von Adressatinnen und Adressaten sowie Teilnehmenden abgestimmt werden müssen.
• 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. (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".
• Egetenmeyer, R., Lechner, R., & Grafe, S. (2021). Der Blick auf Herausforderungen in Einrichtungen der Erwachsenenbildung/Weiterbildung: Wann gelingt Digitalisierung?. Weiterbildung- Zeitschrift für Grundlagen Praxis Und Trends, 3, 12-15.

• Preußer, A. (2020). Videos im Unterricht. Sinnvoll einsetzen - selbst produzieren - fair bewerten. AOL-Verlag.
• 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.
• Oberdörfer, S., Heidrich, D., & Latoschik, M. E. (2020). Think Twice: The Influence of Immersion on Decision Making during Gambling in Virtual Reality. Proceedings of the 27th IEEE Virtual Reality Conference (VR ’20), 483-492. https://doi.org/10.1109/VR46266.2020.00069
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  Immersive Virtual Reality (VR) is increasingly being explored as an alternative medium for gambling games to attract players. Typically, gambling games try to impair a player’s decision making, usually for the disadvantage of the players’ financial outcome. An impaired decision making results in the inability to differentiate between ad- vantageous and disadvantageous options. We investigated if and how immersion impacts decision making using a VR-based realization of the Iowa Gambling Task (IGT) to pinpoint potential risks and ef- fects of gambling in VR. During the IGT, subjects are challenged to draw cards from four different decks of which two are advantageous. The selections made serve as a measure of a participant’s decision making during the task. In a novel user study, we compared the effects of immersion on decision making between a low-immersive desktop-3D-based IGT realization and a high immersive VR version. Our results revealed significantly more disadvantageous decisions when playing the immersive VR version. This indicates an impair- ing effect of immersion on simulated real life decision making and provides empirical evidence for a high risk potential of gambling games targeting immersive VR.
• Oberdörfer, S., Elsässer, A., Schraudt, D., Grafe, S., & Latoschik, M. E. (2020). Horst – The Teaching Frog: Learning the Anatomy of a Frog Using Tangible AR. Proceedings of the 2020 Mensch Und Computer Conference (MuC ’20), 303-307. https://doi.org/10.1145/3404983.3410007
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  Learning environments targeting Augmented Reality (AR) visualize complex facts, can increase a learner’s motivation, and allow for the application of learning contents. When using tangible user inter- faces, the learning process receives a physical aspect improving the overall intuitive use. We present a tangible AR system targeting the learning of a frog’s anatomy. The learning environment is based on a plushfrog containing removable markers. Detecting the markers, replaces them with 3D models of the organs. By extracting indi- vidual organs, learners can inspect them up close and learn more about their functions. Our AR frog further includes a quiz for a self-assessment of the learning progress and a gamification system to raise the overall motivation.
• 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.
• Masneri, S., Dominguez, A., Wild, F., Pronk, J., Heintz, M., Tiede, J., Nistor, A., Chiazzese, G., & Mangina, E. (2020). Work-in-progress-ARETE-An Interactive Educational System using Augmented Reality. In D. Economou, A. Klippel, H. Dodds, A. Pena-Rios, M. J. W. Lee, D. Beck, J. Pirker, A. Dengel, T. M. Peres, & J. Richter (Hrsg.), 2020 6th International Conference of the Immersive Learning Research Network (iLRN) (S. 283-286). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.23919/iLRN47897.2020.9155186
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  ARETE (Augmented Reality Interactive Educational System) is a European project, which aims to develop an interactive toolkit for Augmented Reality (AR) content. In this work in progress paper, we describe the system which is currently being developed. The ARETE system follows human-centered interaction design practices and has a strong focus in interactive, multi-user and multi-lingual technologies. On completion, the system will be evaluated across three pilot studies. The three pilots will involve more than 3000 students across ten European countries and they will assess the impact of usage of the ARETE system and the educational value of AR for English literacy skills, STEM (Science, Technology, Engineering and Math) skills and in the implementation of Positive Behaviour Support in Schools (PBIS). ARETE will also be involved in the implementation of new standards for the creation of cross platform content and services as well as the creation of learning experience data repositories.
• Seufert, C. M., & Grafe, S. (2020). Förderung der Klassenführungskompetenzen von Lehramtsstudierenden unter Verwendung eines virtuellen Klassenzimmers. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 39(Orientierungen), 142–169. https://doi.org/10.21240/mpaed/39/2020.12.09.X
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  Klassenführungskompetenzen sind bedeutsam für professionelles Handeln von Lehrpersonen. Die systematische Förderung der Klassenführungskompetenzen von Lehramtsstudierenden stellt ein Desiderat dar. Im vorliegenden Beitrag wird eine praxis- und theorieorientierte Entwicklung und Evaluation eines pädagogischen Konzeptes zur Förderung der Klassenführungskompetenzen von Lehramtsstudentinnen und -studenten in der Hochschullehre unter Verwendung eines vollimmersiven virtuellen Klassenzimmers vorgestellt. Auf der Basis einer Analyse theoretischer und empirischer Grundlagen zur Klassenführung und zu pädagogischen Konzepten zu deren Förderung unter besonderer Berücksichtigung der Potenziale von virtueller Realität (VR) wird ein Konzept für die Hochschullehre entwickelt. Im Konzept sind ein handlungsorientierter Ansatz und die Verwendung eines vollimmersiven Klassenzimmers bedeutsame Vorgehensweisen. Eine quasiexperimentelle Evaluationsstudie im Prä- und Posttestdesign bestätigt die höhere Wirksamkeit der Intervention im Vergleich zu einem handlungsorientierten Vorgehen ohne Einsatz eines virtuellen Klassenzimmers sowie zu einem Vorgehen, bei dem ausschliesslich die Erarbeitung von wissenschaftlicher Literatur zur Klassenführung zum Einsatz kam.
• 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.
• Seyferth-Zapf, C., & Grafe, S. (2020). Die Gestaltung von Counter-Narrativen aus Perspektive der Medienkritikfähigkeit. Medienimpulse, 58(3), Article 3. https://doi.org/https://doi.org/10.21243/mi-03-20-14
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  Verschwörungstheorien und Onlinepropaganda treten vielfältig und zahlreich in der Medienlandschaft auf. Die Gestaltung von Counter-Narrativen bietet ein hohes Potenzial, den kritischen Umgang von Jugendlichen mit medialen Beeinflussungs- und Steuerungsversuchen zu fördern. Basierend auf einer gestaltungsorientierten Bildungsforschung werden in diesem Beitrag theoretische Grundlagen zur Mediengestaltung unter medienkritischer Perspektive sowie zu Counter-Narrativen aufgearbeitet, bevor ein auf den Annahmen der handlungs- und entwicklungsorientierten Didaktik entwickeltes Unterrichtskonzept zur Gestaltung von Counter-Narrativen dargestellt wird. Im Rahmen eines qualitativen Untersuchungsdesigns wurden die gestalteten Beiträge hinsichtlich ihrer Medienmerkmale, medienkritischer Implikationen und Narrativitätsfaktoren inhaltsanalytisch ausgewertet. Die Analyse der Medienmerkmale verweist z.B. auf den re-kontextualisierenden Charakter schriftlicher Texte für bild- und symbolhafte Darstellungen. Überdies konnten medienkritische Praktiken unabhängig vom jeweiligen Grad der Narrativität identifiziert werden.
• Bucher, K., Oberdörfer, S., Grafe, S., & Latoschik, M. E. (2020). Von Medienbeiträgen und Applikationen - ein interdisziplinäres Konzept zum Lehren und Lernen mit Augmented und Virtual Reality für die Hochschullehre. In T. Knaus & O. Merz (Hrsg.), Schnittstellen und Interfaces - Digitaler Wandel in Bildungseinrichtungen (Bde. 7, S. 225-238). kopaed. http://downloads.hci.informatik.uni-wuerzburg.de/2020-framediale-medienbeitraege-preprint.pdf
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  Augmented Reality (AR) und Virtual Reality (VR) finden zunehmend Eingang in die Bildungspraxis. Mit ihrem Einsatz sind sowohl Potentiale als auch mögliche Problemlagen für Lehr- und Lernprozesse verbunden. Daher ist es Aufgabe der Lehrerbildung, (angehenden) Lehrpersonen einen Kompetenzerwerb für die Einbindung von AR und VR in Lehr- und Lernprozesse zu ermöglichen. Vor diesem Hintergrund wurde ein interdisziplinäres Konzept für die Hochschullehre entwickelt und hinsichtlich der Zielerreichung empirisch evaluiert. Im Beitrag werden zunächst bedeutsame Gestaltungsaspekte des Konzepts sowie erste Befunde aus einer Pilotuntersuchung vorgestellt. Im Anschluss werden handlungspraktische Erfahrungen der interdisziplinären Zusammenarbeit reflektiert und diskutiert.
• Egetenmeyer, R., Lechner, R., Treusch, N., & Grafe, S. (2020). Dimensions for successful digitalisation and mediatisation in adult and continuing education: Initial empirical findings on institutional andorganisational contexts. In J. P. Egan (Hrsg.), Adult Education in Global Times. An International Research Conference. 4.-7. June 2020. Online-Proceedings (S. 178-186). University of British Colombia. https://edst-educ.sites.olt.ubc.ca/files/2020/06/aegt_proceedings_upload.pdf
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• Egetenmeyer, R., Lechner, R., Treusch, N., & Grafe, S. (2020). Digitalisierung und Mediatisierung in der Erwachsenenbildung/Weiterbildung. Gelingensdimensionen auf der Ebene von Dachorganisationen und Einrichtungen. Hessische Blätter fürVolksbildung, 70(3), 24-33. https://doi.org/10.3278/HBV2003W003
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  Im Beitrag werden Gelingensdimensionen von Digitalisierung und Mediatisierungin der Erwachsenenbildung/Weiterbildung untersucht. Dazu werden Daten von acht Fokusgruppen aus zwei Dachorganisationen und sechs Einrichtungen der Erwachsenenbildung/Weiterbildung in Deutschland inhaltsanalytisch analysiert. Die Ergebnisse zeigen, dass die Zusammenarbeit in Dachorganisationen grundlegend für das Gelingen von Digitalisierung ist. Für die Einrichtungen bedeutet Digitalisierung nicht nur eine Erweiterung ihres Angebots, sondern auch die Weiterentwicklung von Organisationsstrukturen und Arbeitskulturen.

• Heidrich, D., Oberdörfer, S., & Latoschik, M. E. (2019). The Effects of Immersion on Harm-Inducing Factors in Virtual Slot Machines. Proceedings of the 26th IEEE Virtual Reality Conference (VR ’19), 793-801. https://downloads.hci.informatik.uni-wuerzburg.de/2019-ieeevr-gambling-vr-preprint.pdf
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  Slot machines are one of the most played games by pathological gamblers. New technologies, e.g. immersive Virtual Reality (VR), offer more possibilities to exploit erroneous beliefs in the context of gambling. However, the risk potential of VR-based gambling has not been researched, yet. A higher immersion might increase harmful aspects, thus making VR realizations more dangerous. Measuring harm-inducing factors reveals the risk potential of virtual gambling. In a user study, we analyze a slot machine realized as a desktop 3D and as an immersive VR version. Both versions are compared in respect to effects on dissociation, urge to gamble, dark flow, and illusion of control. Our study shows significantly higher values of dissociation, dark flow, and urge to gamble in the VR version. Presence significantly correlates with all measured harm-inducing factors. We demonstrate that VR-based gambling has a higher risk potential. This creates the importance of regulating VR-based gam- bling.
• Oberdörfer, S., & Latoschik, M. E. (2019). Knowledge Encoding in Game Mechanics: Transfer-Oriented Knowledge Learning in Desktop-3D and VR. International Journal of Computer Games Technology, 2019. https://doi.org/10.1155/2019/7626349
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  Affine Transformations (ATs) are a complex and abstract learning content. Encoding the AT knowledge in Game Mechanics (GMs) achieves a repetitive knowledge application and audiovisual demonstration. Playing a serious game providing these GMs leads to motivating and effective knowledge learning. Using immersive Virtual Reality (VR) has the potential to even further increase the serious game’s learning outcome and learning quality. This paper compares the effectiveness and efficiency of desktop-3D and VR in respect to the achieved learning outcome. Also, the present study analyzes the effectiveness of an enhanced audiovisual knowledge encoding and the provision of a debriefing system. The results validate the effectiveness of the knowledge encoding in GMs to achieve knowledge learning. The study also indicates that VR is beneficial for the overall learning quality and that an enhanced audiovisual encoding has only a limited effect on the learning outcome.
• Oberdörfer, S., & Latoschik, M. E. (2019). Predicting Learning Effects of Computer Games Using the Gamified Knowledge Encoding Model. Entertainment Computing, 32. https://doi.org/10.1016/j.entcom.2019.100315
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  Game mechanics encode a computer game’s underlying principles as their internal rules. These game rules consist of information relevant to a specific learning content in the case of a serious game. This paper describes an approach to predict the learning effect of computer games by analyzing the structure of the provided game mechanics. In particular, we utilize the Gamified Knowledge Encoding model to predict the learning effects of playing the computer game Kerbal Space Program (KSP). We tested the correctness of the prediction in a user study evaluating the learning effects of playing KSP. Participants achieved a significant increase in knowledge about orbital mechanics during their first gameplay hours. In the second phase of the study, we assessed KSP’s applicability as an educational tool and compared it to a traditional learning method in respect to the learning outcome. The results indicate a highly motivating and effective knowledge learning. Also, participants used KSP to validate complex theoretical spaceflight concepts.
• Oberdörfer, S., Heidrich, D., & Latoschik, M. E. (2019). Usability of Gamified Knowledge Learning in VR and Desktop-3D. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI ’19), 175:1-175:13. https://doi.org/10.1145/3290605.3300405
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  Affine Transformations (ATs) often escape an intuitive approach due to their high complexity. Therefore, we developed GEtiT that directly encodes ATs in its game mechanics and scales the knowledge's level of abstraction. This results in an intuitive application as well as audiovisual presentation of ATs and hence in a knowledge learning. We also developed a specific Virtual Reality (VR) version to explore the effects of immersive VR on the learning outcomes. This paper presents our approach of directly encoding abstract knowledge in game mechanics, the conceptual design of GEtiT and its technical implementation. Both versions are compared in regard to their usability in a user study. The results show that both GEtiT versions induce a high degree of flow and elicit a good intuitive use. They validate the effectiveness of the design and the resulting knowledge application requirements. Participants favored GEtiT VR thus showing a potentially higher learning quality when using VR.
• Grafe, S. (2019). Medienbildung. In E. Kiel, B. Herzig, U. Maier, & U. Sandfuchs (Hrsg.), Handbuch Unterrichten an allgemeinbildenden Schulen (S. 384-391). Julius Klinkhardt. https://doi.org/10.36198/9783838553085
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• Grafe, S., & Bucher, K. (2018). Gestaltung von Media Labs für die Lehrerinnen- und Lehrerbildung am Beispiel des MEET@JMU. Synergie. Fachmagazin für Digitalisierung in Der Lehre, 06, 56-59. https://uhh.de/4vnk3
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  Angesichts einer durch Mediatisierung und Digitalisierung geprägten Welt ist die Förderung der Medienkompetenz von Schülerinnen und Schülern eine bedeutsame Aufgabe. Neben einer lernförderlichen Medienausstattung ist die Expertise der Lehrpersonen eine wichtige Voraussetzung. Die Förderung medienpädagogischer Kompetenzen in der Lehrerinnen und Lehrerbildung ist hierfür eine wichtige Grundlage. Der Beitrag zeigt auf, welche Gestaltungsprinzipien und Nutzungsfunktionen für eine Infrastruktur zur Förderung medienpädagogischer Kompetenzen von Lehramtsstudierenden bedeutsam sind. Am Beispiel des Media Education and Educational Technology Lab – MEET@JMU der Julius-Maximilians-Universität Würzburg (JMU) wird beispielhaft beschrieben, wie entsprechende Prinzipien und Funktionen umgesetzt wurden und wie das Lab von Studierenden und Lehrenden eingeschätzt wird.
• Hobbs, R., Seyferth-Zapf, C., & Grafe, S. (2018). Using Virtual Exchange to Advance Media Literacy Competencies through Analysis of Contemporary Propaganda. Journal of Media Literacy Education, 10(2), 152-168. https://mediaeducationlab.com/sites/default/files/Using%20Virtual%20Exchange%20for%20Propaganda%20Education.pdf
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  With the rise of so-called fake news as a global phenomenon, interest in propaganda analysis has advanced along with the recognition of the fundamentally social process of interpretation. In this essay, we explore the use of cross-national dialogue among German and American undergraduate students who are seeking to better understand how media messages are interpreted and how they inform and guide the civic actions of citizens. We describe and analyze five lessons that used a virtual exchange comprised of a variety of digital media platforms, texts, and technologies to support the cross-national study of contemporary propaganda. We observed that cross-national dialogue enables students to gain sensitivity to the role of cultural context in interpreting propaganda. Rather than conceptualize propaganda education as an ideologically benign set of context-free skills, pedagogies that include opportunities for cross-national dialogue foreground the importance of cultural specificity as a means to unpack the complex discursive context of propaganda as digital political communication.
• Bucher, K., & Grafe, S. (2018). Designing Augmented and Virtual Reality Applications with Pre-service Teachers. Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games ’18), 1-8. https://doi.org/https://doi.org/10.1109/VS-Games.2018.8493415
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  Numerous Studies and new applications like Google Expeditions or Anatomy 4D point to a great potential of Augmented and Virtual Reality for its use for educational purposes. However, related research concerning technology integration in the classroom has shown that a valuable medium alone does not automatically lead to its successful use. It is therefore the aim of the paper to present an approach by which competencies of pre-service teachers for a successful and appropriate integration of Augmented and Virtual Reality-applications in the classroom are fostered - the own design of Augmented and Virtual Reality applications. We will begin with a short discussion of prominent findings and related work in regard to teaching and learning with and about Augmented and Virtual Reality in the first part before introducing the main goals and aspects of the presented pedagogical concept and the seminar in the second part of the paper. In the third part, two applications created in the seminar and qualitative data from an explorative study based on focus group interviews and participant observation will be presented. We close with a discussion of our findings and an outlook to future work.
• Oberdörfer, S., & Latoschik, M. E. (2018). Effectivity of Affine Transformation Knowledge Training Using Game Mechanics. In IEEE (Hrsg.), Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games ’18) (S. 1-8). IEEE. https://doi.org/10.1109/VS-Games.2018.8493418
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  The Gamified Training Environment for Affine Transformation (GEtiT) was developed as a demonstrator for the Gamified Knowledge Encoding model (GKE). The GKE is a novel framework that defines knowledge training using game mechanics (GMs). It describes the process of directly encoding learning contents in GMs to allow for an engaging and effective transfer-oriented knowledge training. Overall, GEtiT is developed to facilitate the training process of the complex and abstract Affine Transformation (AT) knowledge. The complexity of the AT makes it hard to demonstrate this learning content thus learners frequently experience issues when trying to develop an understanding for its application. During the gameplay, the application of the AT’s mathematical grounded aspects is required and information about the underlying principles are provided. In this article, a short overview over GEtiT’s structure and the knowledge encoding process is given. Also, this article presents the results of a study measuring the training effectivity and motivational aspects of GEtiT. The results indicate a training outcome similar to a traditional paper-based training method but a higher motivation of the GEtiT players. Hence, GEtiT yields a higher learning quality.
• Oberdörfer, S., Fischbach, M., & Latoschik, M. E. (2018). Effects of VE Transition Techniques on Presence, IVBO, Efficiency, and Naturalness. Proceedings of the 6th Symposium on Spatial User Interaction (SUI ’18), 89-99. https://doi.org/10.1145/3267782.3267787
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  Several transition techniques (TTs) exist for Virtual Reality (VR) that allow users to travel to a new target location in the vicinity of their current position. To overcome a greater distance or even move to a different Virtual Environment (VE) other TTs are required that allow for an immediate, quick, and believable change of location. Such TTs are especially relevant for VR user studies and storytelling in VR, yet their effect on the experienced presence, illusion of virtual body ownership (IVBO), and naturalness as well as their efficiency is largely unexplored. In this paper we thus identify and compare three metaphors for transitioning between VEs with respect to those qualities: an in-VR head-mounted display metaphor, a turn around metaphor, and a simulated blink metaphor. Surprisingly, the results show that the tested metaphors did not affect the experienced presence and IVBO. This is especially important for researchers and game designers who want to build more natural VEs.
• Lugrin, J.-L., Oberdörfer, S., Latoschik, M. E., Wittmann, A., Seufert, C., & Grafe, S. (2018). VR-Assisted vs Video-Assisted Teacher Training. Proceedings of the 25th IEEE Virtual Reality Conference (VR ’18), 625-626. https://doi.org/10.1109/VR.2018.8446312
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  This paper compares teacher training in Virtual Reality (VR) to traditional approaches based on videos analysis and reflections. Our VR-assisted teacher training targets classroom management (CM) skills, using a low cost collaborative immersive VR platform. First results reveal a significant improvement using the VR approach.
• Lugrin, J.-L., Charles, F., Habel, M., Dudaczy, H., Oberdörfer, S., Matthews, J., Porteous, J., Wittmann, A., Seufert, C., Grafe, S., & Latoschik, M. E. (2018). Benchmark Framework for Virtual Students’ Behaviours. Proceedings of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS ’18), 2236-2238. https://downloads.hci.informatik.uni-wuerzburg.de/2018-acm-aamas-lugrin-preprint.pdf
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  This paper demonstrates the integration and evaluation of different atmosphere models into Virtual Reality (VR) training for teacher education. We developed three behaviour models to simulate dif- ferent levels of class discipline. We evaluated their performances using a combination of objective and subjective measurements. Our initial results suggest that the more believable and distinguishable classroom atmospheres are produced by creating more consistent be- haviours across virtual students. Our results confirm the importance of similar behaviours to elicit a particular atmosphere.

• Lorenz, R., Bos, W., Endberg, M., Eickelmann, B., Grafe, S., & Vahrenhold, J. (2017). Schule digital - der Länderindikator 2017. Schulische Medienbildung in der Sekundarstufe I mit besonderem Fokus auf MINT-Fächer im Bundesländervergleich und Trends von 2015-2017. Waxmann. https://doi.org/https://doi.org/10.25656/01:15656
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  Der Länderindikator 2017 stellt zum dritten Mal für Deutschland repräsentative Befunde zur schulischen Medienbildung in der Sekundarstufe I vor. Mit diesem Bildungsmonitoring kann der Stand der Implementation digitaler Medien in Lehr- und Lernprozessen auf Bundeslandebene erfasst werden, sodass auch spezifische Entwicklungsimpulse gegeben werden können. Entwicklungen seit dem Länderindikator 2015 und 2016 können dabei für die Bereiche der schulischen Ausstattung mit digitalen Medien, deren Nutzung im Unterricht sowie für die Förderung der medienbezogenen Kompetenzen von Schülerinnen und Schülern abgebildet werden. Die Selbsteinschätzung der medienbezogenen Kompetenzen der Lehrkräfte kann im Vergleich zu den Befunden des Länderindikators 2016 betrachtet werden. Darüber hinaus wird mit dem Länderindikator 2017 der thematische Schwerpunkt auf die Nutzung digitaler Medien in den MINT-Fächern im Vergleich zu den weiteren Unterrichtsfächern gelegt. Insbesondere werden bei dieser gruppenspezifischen Betrachtung die Bereiche der Medienerziehung, der informatischen Grundbildung sowie Anwendungsbereiche digitaler Medien im Fachunterricht betrachtet. Zudem geben Schulportraits von Schulen mit MINT-Schwerpunkten, die digitale Medien in besonderer Weise einsetzen, praktische Einblicke und Anreize für die schulische Medienbildung.

• Grafe, S., Tiede, J., & Langen, T. (2016). Schlussbericht zum BMBF Verbundprojekt M³K – Modellierung und Messung medienpädagogischer Kompetenz, Teilprojekt: Internationale Facetten medienpädagogischer Kompetenz. Julius-Maximilians-Universität Würzburg, Fakultät für Humanwissenschaften, Institut für Pädagogik. https://www.researchgate.net/publication/329143961_Schlussbericht_zum_BMBF_Verbundprojekt_MK_-_Modellierung_und_Messung_medienpadagogischer_Kompetenz_Teilprojekt_Internationale_Facetten_medienpadagogischer_Kompetenz
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• Lugrin, J.-L., Latoschik, M., Habel, M., Roth, D., Seufert, C., & Grafe, S. (2016). Breaking Bad Behaviors: A New Tool for Learning Classroom Management Using Virtual Reality. Frontiers in ICT, 3. https://doi.org/https://doi.org/10.3389/fict.2016.00026
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  This article presents an immersive virtual reality (VR) system for training classroom management skills, with a specific focus on learning to manage disruptive student behavior in face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3D virtual simulation of a classroom populated by twenty-four semi-autonomous virtual students. The system has been designed as a companion tool for classroom management seminars in a syllabus for primary and secondary school teachers. This will allow lecturers to link theory with practice using the medium of VR. The system is therefore designed for two users: a trainee teacher and an instructor supervising the training session. The teacher is immersed in a real-time 3D simulation of a classroom by means of a head-mounted display and headphone. The instructor operates a graphical desktop console, which renders a view of the class and the teacher whose avatar movements are captured by a marker less tracking system. This console includes a 2D graphics menu with convenient behavior and feedback control mechanisms to provide human-guided training sessions. The system is built using low-cost consumer hardware and software. Its architecture and technical design are described in detail. A first evaluation confirms its conformance to critical usability requirements (i.e., safety and comfort, believability, simplicity, acceptability, extensibility, affordability, and mobility). Our initial results are promising and constitute the necessary first step toward a possible investigation of the efficiency and effectiveness of such a system in terms of learning outcomes and experience.
• Boos, M., Tiede, J., Grafe, S., & Hesse, P. (2016). Developing Students’ Pedagogical Media Competencies and Intercultural Competencies through a U.S.-German Partnership. Global Media Literacy in a Digital Age. Teaching Beyond Borders. Minding the Media, 16, 153-168. https://doi.org/https://doi.org/10.3726/978-1-4539-1728-2/22
  • [ DOI ]
• Latoschik, M. E., Lugrin, J.-L., Habel, M., Roth, D., Seufert, C., & Grafe, S. (2016). Breaking Bad Behavior: Immersive Training of Class Room Management. Proceedings of the 22Nd ACM Conference on Virtual Reality Software and Technology, 317-318. https://doi.org/10.1145/2993369.2996308
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  This article presents a fully immersive portable low-cost Virtual Reality system to train classroom management skills. An instructor controls the simulation of a virtual classroom populated with 24 semi-autonomous virtual agents via a desktop-based graphical user interface (GUI). The GUI provides behavior control and trainee evaluation widgets alongside a non-immersive view of the class and the trainee. The trainee's interface uses an Head-Mounted Display (HMD) and earphones for output. A depth camera and the HMD's built-in motion sensors are used for tracking the trainee and for avatar animation. An initial evaluation of both interfaces confirms the system's usefulness, specifically its capability to successfully simulate critical aspects of classroom management.

• Hobbs, R., & Grafe, S. (2015). YouTube pranking across cultures. First Monday, 20. http://firstmonday.org/ojs/index.php/fm/article/view/5981/4699
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  Online pranking videos are common online and popular among middle-school students, teens and young adults. When we examined 200 YouTube examples of the Scary Maze Game prank, we explored the relationship between perpetrator, victim and witness, finding that while American children under age 12 were commonly featured as victims in Scary Maze Game prank videos, only rarely were German children represented as victims. U.S. videos also lingered on the pain of prank victims, even looping the emotional response of the victim to create an instant replay effect and using post-production techniques, including editing, music and title credits. As an expression of the schadenfreude that people experience when both enacting and viewing bad pranks, online pranking is a dimension of the dark side of participatory culture.
• Hofmann, A. (2015). Buchrezension von Social Media in der Schule. Computer + Unterricht, 25(98), 44.

• Grafe, S., & Breiter, A. (2014). Modeling and Measuring Pedagogical Media Competencies of Pre-Service Teachers (M³K). In C. Kuhn, M. Toepper, & O. Zlatin-Troitschanskaia (Hrsg.), Current International State and Future Perspectives on Competence Assessment in Higher Education – Report from the KoKoHs Affiliated Group Meeting at the AERA Conference from April 4, 2014 in Philadelphia (USA). KoKoHs Working Papers 6 (S. 76-80). Humboldt University of Berlin, Johannes Gutenberg University Mainz. https://www.researchgate.net/publication/328723485_Modeling_and_Measuring_Pedagogical_Media_Competencies_of_Pre-Service_Teachers_MK
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  This paper describes the deductive theory-based development of the areas of pedagogical media competencies and their differentiation into different levels. Furthermore, the approach to achieving content validity through semi-structured expert interviews and the results of the qualitative data content analysis are explained.

• Herzig, B., Schaper, N., Breiter, A., Hartig, J., Grafe, S., Martin, A., Christoph, G., Ossenschmidt, D., Brüggemann, M., & Langen, T. (2013). M³K - Modeling and Measuring Pedagogical Media Competencies of Pre-Service Teachers. In S. Blömeke & O. Zlatkin-Troitschanskaia (Hrsg.), The German funding initiative "Modeling and Measuring Competencies in Higher Education": 23 research projects on engineering, economics and social sciences, education and generic skills of higher education students. KoKoHs Working Papers, 3 (S. 55-57). Humboldt University, Johannes Gutenberg University. https://www.kompetenzen-im-hochschulsektor.de/files/2018/05/KoKoHs_WP3_Bloemeke_Zlatkin-Troitschanskaia_2013_neu.pdf
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• Karpa, D., Eickelmann, B., & Grafe, S. (2013). Digitale Medien und Schule. Zur Rolle digitaler Medien in Schulpädagogik und Lehrerbildung. Prolog.
• Grafe, S. (2013). Digitale Medien im Deutschunterricht. Deutschunterricht, 60(3), 4-8. https://www.fachportal-paedagogik.de/literatur/vollanzeige.html?FId=1008669
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  Im Basisbeitrag des Themenhefts "Texte online" wendet sich die Autorin zwei Leitfragen zu: (1) Wie kann das digitale Medienangebot sinnvoll im Deutschunterricht angewendet werden? (2) Welche Erziehungs- und Bildungsaufgaben ergeben sich aus der Nutzung digitaler Medien? Zu (1): Die Verfasserin skizziert unterschiedliche didaktische Ansätze zur Verwendung digitaler Medien im Deutschunterricht, gibt einen Überblick über den empirischen Forschungsstand zu Fragen der Didaktik der Verwendung digitaler Medien und deren Umfangs und formuliert Anforderungen für die Einbindung didaktischer Medien in den Deutschunterricht. Zu (2): Wünschenswert sind die Erstellung eines schulischen Ziel- bzw. Konzeptrahmens in Bezug auf die Nutzung digitaler Medien sowie die Einbindung digitaler Medien in Projekte.
• Grafe, S. (2013). Wikipedia im Unterricht aus didaktischer und medienpädagogischer Sicht. In N. Kultusministerium (Hrsg.), Wikipedia im Unterricht (S. 34-37). Niedersächsisches Kultusministerium. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwixzYOGxayBAxV_g_0HHa-tCg0QFnoECBQQAQ&url=https%3A%2F%2Fwww.mk.niedersachsen.de%2Fdownload%2F79956%2FWikipedia_im_Unterricht.pdf&usg=AOvVaw04BnjPDo4Uuvn_wauu_wK4&opi=89978449
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• Grafe, S., & Boos, M. (2013). Medienpädagogik in den USA und in Kanada. In D. Meister, F. von Gross, & U. Sander (Hrsg.), Enzyklopädie Erziehungswissenschaften Online (EEO). Fachgebiet Medienpädagogik. Belz Juventa. https://doi.org/10.3262/EEO18130302
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  Fragen, wie Medien in sinnvoller Weise für das Lernen und Lehren genutzt werden können und welche Erziehungs- und Bildungsaufgaben sich aus der umfangreichen Mediennutzung ergeben, werden in den USA und in Kanada aus theoretischer und praktischer Perspektive bearbeitet. Ausgehend von einer Skizze wichtiger ökonomischer und rechtlicher Rahmenbedingungen sowie vorhandener medienpädagogischer Ausbildungs- und Berufsfelder werden in systematischer Sicht mit einzelnen historischen Bezügen fünf unterschiedlich akzentuierte Grundpositionen der Medienpädagogik beschrieben: "media literacy" als "media management" bzw. "health literacy", "media literacy" als "visual literacy", "media literacy" als "empowerment", "media literacy" als "critical literacy" und "media literacy" als "new media literacies". Auf dieser Basis werden aktuelle Entwicklungen bezüglich der Implementierung von Medienpädagogik in Curricula und hinsichtlich des Engagements von Fachgruppen umrissen und Herausforderungen für zukünftige Entwicklungen identifiziert.

• Grafe, S. (2011). Unterrichtsentwicklung am Beispiel des Politikunterrichts in der Sekundarstufe I. In W. Einsiedler (Hrsg.), Unterrichtsentwicklung und Didaktische Entwicklungsforschung (S. 175-180). Julius Klinkhardt. https://www.researchgate.net/publication/328744639_Unterrichtsentwicklung_am_Beispiel_des_Politikunterrichts_in_der_Sekundarstufe_I
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• Grafe, S. (2011). ‘media literacy’ und ‘media (literacy) education’ in den USA: ein Brückenschlag über den Atlantik. In H. Moser, P. Grell, & H. Niesyto (Hrsg.), Medienbildung und Medienkompetenz. Beiträge zu Schlüsselbegriffen der Medienpädagogik (S. 59-80). kopaed. https://doi.org/https://doi.org/10.21240/mpaed/20/2011.09.13.X
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  Trotz einzelner Bemühungen verlaufen die pädagogischen Diskussionen um «media literacy» und «media (literacy) education» sowie um Medienkompetenz und Medienbildung im deutschen Sprachraum und in den USA weitgehend unabhängig voneinander. Vor diesem Hintergrund wird im Beitrag zunächst beschrieben, welche methodischen Herausforderungen eine international vergleichende Betrachtung beinhaltet. Anschliessend werden zentrale Begriffe im Kontext der pädagogischen Diskussion des Lernens mit und über Medien in den USA identifiziert und fünf Bereiche innerhalb der Debatte unterschieden. Der Beitrag schliesst mit einer vergleichenden Betrachtung von Gebieten bzw. Teilgebieten und Konzeptionen des Lernens mit und über Medien im deutschen Sprachraum und in den USA sowie der Begriffe Medienkompetenz und «media literacy».
• Herzig, B., & Grafe, S. (2011). Wirkungen digitaler Medien. In C. Albers, J. Magenheim, & D. Meister (Hrsg.), Schule in der digitalen Welt. Medienpädagogische Ansätze und Schulforschungsperspektiven (S. 67-95). VS. https://doi.org/https://doi.org/10.1007/978-3-531-92850-0_4
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  Lehr- und Lernprozesse lassen sich durch verschiedene konstitutive Faktoren beschreiben, etwa die damit verbundenen Zielvorstellungen, die Zielgruppe und deren Lernvoraussetzungen, die Lehrhandlungen und Lernaktivitäten, die Lernwirkungen, die Inhalte und Sozialformen und die Medien (vgl. Tulodziecki / Herzig / Blömeke 2009: 133 ff.). Dass auch die Medien als konstitutiver Bestandteil von Lehr-Lernprozessen gelten, ist in der Didaktik wenig strittig. Dabei wird normativ impliziert, dass der Einsatz von Medien möglichst zu einer Verbesserung von Lernprozessen beitragen soll, häufig gemessen am kognitiven Lernerfolg. Wie solche Medien zu gestalten und zu verwenden sind, um pädagogische gerechtfertigte Zielvorstellungen zu erreichen, ist die Grundfrage der Mediendidaktik als wissenschaftlicher Disziplin (vgl. Tulodziecki / Herzig 2004; Tulodziecki / Herzig / Grafe 2010). Aufgabe der empirischen Lehr- Lernforschung und der Unterrichtsforschung ist es, die Lernwirksamkeit bestimmter didaktischer Maßnahmen – insbesondere auch der Verwendung von Medien – zu prüfen. Während traditionelle Medien – z.B. Schulbücher – seit langer Zeit in hermeneutischer oder inhaltsanalytischer Weise untersucht werden (vgl. zur Übersicht Olechowski 1995), richtet sich der Fokus bei den so genannten neuen, d.h. digitalen Medien weniger auf inhaltsanalytische Aspekte, sondern insbesondere auf deren generelle Wirksamkeit. Dies hängt vermutlich nicht zuletzt damit zusammen, dass die Investitionsmittel für digitale Medien vergleichsweise hoch angesehen werden und die zur Nutzung solcher Medien erforderlichen Kompetenzen noch nicht als selbstverständlich vorausgesetzt werden können.
• Herzig, B., & Grafe, S. (2011). Medienkompetenz – Grundbegriffe, Kompetenzmodelle und Standards. In K. u.a. Eilerts (Hrsg.), Kompetenzorientierung in Schule und Lehrerbildung aus der Perspektive der Bildungspolitik, der Bildungsforschung und der Mathematik-Didaktik (S. 87-108). Lit. https://www.fachportal-paedagogik.de/literatur/vollanzeige.html?FId=971706
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• Herzig, B., Aßmann, S., & Grafe, S. (2010). Medienbezogene Lernumfelder von Kindern und Jugendlichen. Schlussbericht. Universität, Fakultät für Kulturwissenschaften, Institut für Erziehungswissenschaft. https://kw.uni-paderborn.de/fileadmin-kw/fakultaet/Institute/erziehungswissenschaft/Allgemeine-Didaktik-Schulpaedagogik/Schlussbericht_MeiLe_221110.pdf
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• Aßmann, S., Herzig, B., & Grafe, S. (2010). Entwicklung von Medienkompetenz als schulische Aufgabe. Einblicke in medienbezogene Lernumfelder von Kindern und Jugendlichen. SchulTrends, 1, 2-4. https://www.researchgate.net/publication/328723000_Entwicklung_von_Medienkompetenz_als_schulische_Aufgabe_Einblicke_in_medienbezogene_Lernumfelder_von_Kindern_und_Jugendlichen
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  In vielen bildungspolitischen Verlautbarungen, in Lehrplänen und in der öffentlichen Diskussion wird die Entwicklung und Förderung von Medienkompetenz als bedeutsames Ziel formuliert. Bei häufig anzutreffender Einigkeit im Hinblick auf das grundsätzliche Ziel, stellen sich die Frage nach dem Verständnis von Medienkompetenz und die schulische Umsetzung von Fördermaßnahmen jedoch weit weniger einheitlich dar. Im vorliegenden Beitrag nehmen wir diese Fragen in konzeptioneller und in praxisbezogener Weise auf. Anhand von Daten aus dem Forschungsprojekt „MeiLe – Medienbezogene Lernumfelder von Kindern und Jugendlichen“ (2008-2010, gefördert vom BMBF und ESF) skizzieren wir zunächst Kompetenzverständnisse von Lehrpersonen und erweitern diese anschließend im Sinne eines umfassenden Medienkompetenzmodells. Anhand eines konkreten Falls wird anschließend exemplarisch aufgezeigt, wie im Projekt erhobene Daten zusammengeführt und für Hinweise zur medienbezogenen Unterrichtsentwicklung genutzt werden können. Der Beitrag schließt mit einem Vorschlag für Medieneinsatz im Unterricht, der auf dem dargestellten Kompetenzmodell basiert.
• Herzig, B., & Grafe, S. (2010). Medienpädagogik und die Debatte um Bildungsstandards. In BMBF (Hrsg.), Kompetenzen in einer digital geprägten Kultur (S. 19). BMBF. https://horst-niesyto.de/wp-content/uploads/2020/04/2010_BMBF_Kompetenzen_in_digitaler_kultur.pdf
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• Herzig, B., & Grafe, S. (2010). Entwicklung von Bildungsstandards für die Medienbildung – Grundlagen und Beispiele. In B. Herzig, D. Meister, H. Moser, & H. Niesyto (Hrsg.), Jahrbuch Medienpädagogik (Bde. 8, S. 103-120). VS. https://doi.org/https://doi.org/10.1007/978-3-531-92135-8_6
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• Herzig, B., & Grafe, S. (2010). Digitale Lernwelten und Schule. In K.-U. Hugger & M. Walber (Hrsg.), Digitale Lernwelten. Konzepte, Beispiele und Perspektiven (S. 115-127). VS. https://doi.org/https://doi.org/10.1007/978-3-531-92365-9_7
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  Digitale Medien als pädagogisches Aufgabenfeld stellen inzwischen einen etablierten und anerkannten Bestandteil mediendidaktischer und medienerzieherischer Diskurse im Kontext von Schule dar. Die grundsätzliche Forderung nach einer schulischen Form der Auseinandersetzung mit und über Medien ist – wenngleich die Vorstellungen darüber inhaltlich durchaus divergent sind – inzwischen unstrittig. In der deutschsprachigen Diskussion ist dabei eine Zentrierung um den Begriff der Medienkompetenz (als Zielkategorie im Hinblick auf Schülerinnen und Schüler) und um den Begriff der medienpädagogischen Kompetenz (im Hinblick auf die Lehrpersonen) zu konstatieren. Teilweise in synonymer, teilweise auch in begrifflich differenzierter Weise werden medienerzieherische, mediendidaktische und medienpädagogische Argumentationslinien skizziert, in jüngerer Zeit ergänzt durch Überlegungen zur Medienbildung.

• Schelhowe, H., Grafe, S., & Herzig, B. u.a. (2009). Kompetenzen in einer digital geprägten Kultur. Medienbildung für die Persönlichkeitsentwicklung, für die gesellschaftliche Teilhabe und für die Entwicklung von Ausbildungs- und Erwerbsfähigkeit . Bericht der Expertenkommission des BMBF zur Medienbildung. BMBF. https://www.researchgate.net/publication/265092567_Kompetenzen_in_einer_digital_gepragten_Kultur_-_Medienbildung_fur_die_Personlichkeitsentwicklung_fur_die_gesellschaftliche_Teilhabe_und_fur_die_Entwicklung_von_Ausbildungs-_und_Erwerbsfahigkeit
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• Herzig, B., & Grafe, S. (2009). Digitale Medien in Schule und Alltagswelt. In B. Bachmair (Hrsg.), Medienbildung in neuen Kulturräumen (S. 183-195). VS. https://doi.org/https://doi.org/10.1007/978-3-531-92133-4_13
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• Herzig, B., & Grafe, S. (2009). Bildungsstandards für die Medienbildung in internationaler Sicht. Medienimpulse, 47(1), Article 1. https://doi.org/https://doi.org/10.21243/mi-01-09-04
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• Grafe, S. (2009). Lost? Orientierung in Medienwelten. Konzepte für Pädagogik und Medienpädagogik [Rezension]. Zeitschrift für Pädagogik, 55(6), 959-963. https://doi.org/https://doi.org/10.25656/01:5207
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• Herzig, B., & Grafe, S. (2009). Standards in der Medienbildung in internationaler Perspektive. Medienimpulse Online 1, 47(1), Article 1. https://doi.org/https://doi.org/10.21243/mi-01-09-04
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• Grafe, S. (2008). Förderung von Problemlösefähigkeit beim Lernen mit Computersimulationen. Grundlagen und schulische Anwendungen. Julius Klinkhardt. https://doi.org/https://elibrary.utb.de/doi/book/10.35468/9783781552661
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  Die zentrale Frage dieses Bandes lautet, wie es gelingt im Unterricht Problemlösefähigkeit unter Verwendung von Computersimulationen zu fördern bzw. weiterzuentwickeln. Diese Frage wird vor dem Hintergrund des gegenwärtigen Standes der wissenschaftlichen Diskussion in theoretischer, konzeptioneller, unterrichtspraktischer und empirischer Sicht bearbeitet. Mit der Frage der Problemlösefähigkeit und ihrer Förderung in der Schule nimmt die Autorin eine wichtige didaktische Problemstellung auf. Unter Bezugnahme auf Lehrpläne bzw. gesellschaftliche Anforderungen wird die Bedeutsamkeit dieser Problemstellung und der entsprechenden Aufgaben für Schule und Unterricht herausgearbeitet und damit die Ausgangslage charakterisiert. Es folgen theoretische und empirische Grundlagen zum Problemlöseprozess und zum Lernen mit Computersimulationen sowie zur didaktischen Struktur entsprechender Unterrichtseinheiten. Die theoretischen Überlegungen münden in den Entwurf eines geeigneten Unterrichtskonzeptes und dessen empirische Evaluation mit einer mehrperspektivischen Diskussion der Ergebnisse.
• Grafe, S. (2008). Sammelrezension Medienpädagogik. Pädagogik, 60(6), 50-52.

• Herzig, B., & Grafe, S. (2007). Digitale Medien in der Schule. Standortbestimmung und Handlungsempfehlungen für die Zukunft. Deutsche Telekom AG. https://www.researchgate.net/publication/265092173_Digitale_Medien_in_der_Schule_Standortbestimmung_und_Handlungsempfehlungen_fur_die_Zukunft_Studie_zur_Nutzung_digitaler_Medien_in_allgemein_bildenden_Schulen_in_Deutschland
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• Aßmann, S., & Grafe, S. (2007). Kooperation zwischen Lehrerinnen und Lehrern im Projekt 3 - Ergebnisse einer qualitativen Befragung. In M. für Schule und Weiterbildung des Landes NRW (Hrsg.), Wege zu selbstreguliertem Lernen. Beispiele aus dem mathematisch-naturwissenschaftlichen Unterricht (S. 240-258). Klett. https://www.researchgate.net/publication/328744198_Kooperation_zwischen_Lehrerinnen_und_Lehrern_im_Projekt_3_-_Ergebnisse_einer_qualitativen_Befragung
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• Herzig, B., & Grafe, S. (2006). Zukunftsfähiges Lernen an Freien Lernorten. In S. [Schulen ans Netz e.V.] (Hrsg.), Freie Lernorte - Raum für mehr (S. 24-28). SaN. https://www.researchgate.net/publication/328748402_Zukunftsfahiges_Lernen_an_Freien_Lernorten
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• Grafe, S., & Herzig, B. (2006). Der Medieneinsatz an Freien Lernorten. In S. [Schulen ans Netz e.V.] (Hrsg.), Freie Lernorte - Raum für mehr (S. 42-46). SaN. https://www.researchgate.net/publication/328748482_Der_Medieneinsatz_an_Freien_Lernorten
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• Grafe, S. (2005). Kommunikation und Kooperation. Entwurf eines Konzeptes im Rahmen des Modellversuchs SINUS-Transfer NRW, Projekt 3. LfS.
• Herzig, B., Grafe, S., & Reinhold, P. (2005). Reflexives Lernen mit digitalen Videos. Ein Beitrag zur didaktischen Bearbeitung des Theorie-Praxis-Verhältnisses in der Lehrerausbildung. In M. Welzel & H. Stadler (Hrsg.), Nimm’ doch mal die Kamera! Zur Nutzung von Videos in der Lehrerausbildung - Beispiele und Empfehlungen aus den Naturwissenschaften (S. 45-64). Waxmann. https://doi.org/http://dx.doi.org/10.21240/mpaed/retro/2017.07.12.X
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  Ein bedeutsames Ziel der Ausbildung von Lehrerinnen und Lehrern und gleichzeitig ein konstitutives Merkmal im Zusammenhang ihrer späteren Berufstätigkeit stellt das professionelle Handeln in pädagogischen Kontexten dar. Als eine Station des Professionserwerbs ist auch die universitäre Ausbildung grundsätzlich berufsorientiert, d.h. sie muss nach Formen und Methoden suchen, den Stellenwert des spezifischen Disziplinwissens für entsprechende Berufsfelder durchschaubar und erfahrbar werden zu lassen, und dies mit dem Anspruch einer wissenschaftlichen Ausbildung vereinbaren. Dies bringt nicht zuletzt insbesondere hochschuldidaktische Herausforderungen mit sich.
• Herzig, B., & Grafe, S. (2005). Lernen im Praktikum als Entwicklung einer Reflexionskultur. In A. Hilligus & H.-D. Rinkens (Hrsg.), Zentren für Lehrerbildung - Neue Wege im Bereich der Praxisphasen (S. 149-170). LIT. https://www.researchgate.net/publication/328748587_Lernen_im_Praktikum_als_Entwicklung_einer_Reflexionskultur
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  Ein bedeutsames Ziel der Ausbildung von Lehrerinnen und Lehrern und gleichzeitig ein konstitutives Merkmal im Zusammenhang ihrer späteren Berufstätigkeit stellt das professionelle Handeln in pädagogischen Kontexten dar. Als eine Station des Professionserwerbs ist auch die universitäre Ausbildung grundsätzlich berufsorientiert, d.h. sie muss nach Formen und Methoden suchen, den Stellenwert des spezifischen Disziplinwissens für entsprechende Berufsfelder durchschaubar und erfahrbar werden zu lassen, und dies mit dem Anspruch einer wissenschaftlichen Ausbildung vereinbaren. Dies bringt nicht zuletzt insbesondere hochschuldidaktische Herausforderungen mit sich.
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• Egetenmeyer, R., Grafe, S., Kröner, S., Lechner, R., Treusch, N., & Thees, A. (04.-07.06.2020). Conditions for success of digitalisation in adult and continuing education in Germany. First empirical results from a case study (U. University of British Columbia: AEGT 2020 – Adult Education in Global Times. An International Research Conference, Hrsg.).