Publikationen

2021

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). Online, United States: Association for the Advancement of Computing in Education (AACE). Abgerufen von /brokenurl# https://www.learntechlib.org/p/220280
[ Abstract ] [ BibTeX ] [ EndNote ] [ URL ]
 
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...
@inproceedings{RipkGrafLato2021yw, abstract = {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...}, address = {Online, United States}, author = {Ripka, Gabriela and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {Proceedings of Innovate Learning Summit 2021}, editor = {Bastiaens, Theo}, keywords = {Grafe Ripka ViLeArn}, month = {November}, pages = {145–159}, publisher = {Association for the Advancement of Computing in Education (AACE)}, title = {Mapping pre-service teachers' TPACK development using a social virtual reality and a video-conferencing system}, year = 2021 }
%0 Conference Paper %1 RipkGrafLato2021yw %A Ripka, Gabriela %A Grafe, Silke %A Latoschik, Marc Erich %B Proceedings of Innovate Learning Summit 2021 %C Online, United States %D 2021 %E Bastiaens, Theo %I Association for the Advancement of Computing in Education (AACE) %P 145--159 %T Mapping pre-service teachers' TPACK development using a social virtual reality and a video-conferencing system %U /brokenurl# https://www.learntechlib.org/p/220280 %X 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. In EdMedia+ Innovate Learning (S. 602–616). Association for the Advancement of Computing in Education (AACE).
[ Abstract ] [ BibTeX ] [ EndNote ]
 
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".
@inproceedings{ripka2021peer, abstract = {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".}, author = {Ripka, Gabriela and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {EdMedia+ Innovate Learning}, keywords = {Grafe Ripka SocialVR ViLeArn}, organization = {Association for the Advancement of Computing in Education (AACE)}, pages = {602-616}, title = {Peer group supervision in Zoom and social VR-Preparing preservice teachers for planning and designing digital media integrated classes}, year = 2021 }
%0 Conference Paper %1 ripka2021peer %A Ripka, Gabriela %A Grafe, Silke %A Latoschik, Marc Erich %B EdMedia+ Innovate Learning %D 2021 %P 602-616 %T Peer group supervision in Zoom and social VR-Preparing preservice teachers for planning and designing digital media integrated classes %X 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".

2020

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). Abgerufen von https://downloads.hci.informatik.uni-wuerzburg.de/2020-site-preservice-teacher-svr.pdf
[ Abstract ] [ BibTeX ] [ EndNote ] [ URL ]
 
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.
@inproceedings{ripka2020preservice, abstract = {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.}, author = {Ripka, Gabriela and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {SITE Interactive Conference}, editor = {Langran, Elizabeth}, keywords = {Grafe InitialTeacherEducation MediaPedagogicalCompetencies Ripka SocialVR TPACK ViLeArn}, pages = {549–562}, publisher = {Association for the Advancement of Computing in Education (AACE)}, title = {Preservice Teachers' encounter with Social VR – Exploring Virtual Teaching and Learning Processes in Initial Teacher Education}, year = 2020 }
%0 Conference Paper %1 ripka2020preservice %A Ripka, Gabriela %A Grafe, Silke %A Latoschik, Marc Erich %B SITE Interactive Conference %D 2020 %E Langran, Elizabeth %I Association for the Advancement of Computing in Education (AACE) %P 549--562 %T Preservice Teachers' encounter with Social VR – Exploring Virtual Teaching and Learning Processes in Initial Teacher Education %U https://downloads.hci.informatik.uni-wuerzburg.de/2020-site-preservice-teacher-svr.pdf %X With 21st century challenges ahead, higher education teaching and learning need new pedagogical concepts. Technologies like social VR enable student-centered, action-oriented, and situated learning. This paper presents findings of the pedagogical implementation of a distributed social VR prototype, a fully immersive VR learning environment, into an Initial Teacher Education program in Germany. The exploratory study addressed the following research questions: 1) How do preservice teachers perceive teaching and learning activities in fully immersive VR and 2) how should teaching and learning processes using social VR in Teacher Education be designed? It followed a design-based research approach. The pedagogical concept for teaching and learning in social VR was based on principles of action-orientation. A convenience sample of three groups of five students each took part in a 90-minute teaching and learning scenario using a fully immersive VR learning environment. During these seminar units, students engaged in qualitative group interviews and shared their perception of the action-oriented teaching and learning activities in VR. The results showed that preservice teachers had the feeling of being less distracted in social VR. Additionally, during group activities, missing social and behavioral cues made communication procedures more challenging for participants. However, some participants noticed a stronger sense of community while collaborating with others.
Ripka, G., Tiede, J., Grafe, S., & Latoschik, M. E. (2020). Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators.
[ BibTeX ] [ EndNote ]
 
@presentation{ripka2020teaching, author = {Ripka, Grabriela and Tiede, Jennifer and Grafe, Silke and Latoschik, Marc Erich}, keywords = {Grafe Ripka Tiede ViLeArn initialteachereducation socialvr vilearn}, title = {Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators}, year = 2020 }
%0 Generic %1 ripka2020teaching %A Ripka, Grabriela %A Tiede, Jennifer %A Grafe, Silke %A Latoschik, Marc Erich %D 2020 %T Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators