Lernen in immersiven virtuellen Welten aus der Perspektive der Mediendidaktik

  • Josef Buchner Universität Duisburg-Essen
  • Miriam Mulders
Schlagworte: Virtual Reality (VR) Technologien, Lehrsetting, Lernsetting, technologiegestützten Lernumgebungen, virtuelle Welten, Lernszenarien, Lehrszenarien, VR-Brille

Abstract

Virtual Reality (VR) Technologien können Lehr- und Lernsettings bereichern, oftmals ist der Einsatz jedoch technologiegetrieben. Aus der Perspektive der Mediendidaktik sollte die Konzeptionierung bei technologiegestützten Lernumgebungen nicht ausschließlich auf spezifische Merkmale der Technologie, bei VR etwa die Immersion, fokussieren, sondern ein Bildungsanliegen adressieren und anregende Lernaktivitäten für die Lernenden anbieten. Welche Aktivitäten besonders in immersiven virtuellen Welten ermöglicht werden können, fasst dieser Beitrag zusammen. Weiters skizzieren wir Beispiele aus der Praxis und geben Einblicke in ein spannendes Feld, welches zukünftig für alle Bildungsbereiche bedeutsamer werden wird. Gleichzeitig wollen wir Lehrende und Forschende bereits jetzt dazu ermutigen, VR für eigene Lehr- und Lernszenarien zu nutzen und den Einsatz zu beforschen.

Literaturhinweise

Allmendinger, Katrin (2010): Social Presence in Synchronous Virtual Learning Situations: The Role of Nonverbal Signals Displayed by Avatars, in: Educational Psychology Review, 2010, 22 (1), 41–56.

Ausburn, Lynna/Ausburn, Floyd (2004): Desktop Virtual Reality: A Powerful New Technology for Teaching and Research in Industrial Teacher Education, in: Journal of Industrial Teacher Education, 2004, 41, 1-16

Berg, Leif/Vance, Judy (2017): Industry use of virtual reality in product design and manufacturing: a survey. in: Virtual Reality, 2017, 21 (1), 1–17.

Biocca, Frank/Delaney, Ben (1995): Immersive virtual reality technology. in: Biocca, Frank/Levy, Mark (Hg.): Communication in the age of virtual reality, Hillsdale, NJ: Routledge, 57-124.

Boechler, Patricia/Gautreau, Heather/de Jong, Erik/Sterling, Peter (2018): Towards a Psychological Model for Learning in Avatar-based Virtual Environments: How Important is Spatial Processing?, in: Bastiaens, Theo/Van Braak, Johan/Brown, Mark/Cantoni, Lorenzo/Castro, Manuel/Christensen, Rhonda/Zawacki-Richter, Olaf (Hg.): Proceedings of EdMedia + Innovate Learning 2018, Association for the Advancement of Computing in Education (AACE), 2075–2083, online unter: https://www.learntechlib.org/p/184449 (letzter Zugriff: 14.04.2020).

Burdea, Grigore/Coiffet, Philippe (2003): Virtual Reality Technology, Hoboken (NJ): John Wiley & Sons.

Bunnenberg, Christian (2018): Virtual Time Travels? Public History and Virtual Reality. Public History Weekly, online unter: https://public-history-weekly.degruyter.com/6-2018-3/public-history-and-virtual-reality/ (letzter Zugriff: 14.04.2020).

Dede, Chris (2009): Immersive Interfaces for Engagement and Learning, in: Science, 2009, 323(5910), 66–69.

Dalgarno, Barney/Lee, Mark (2010): What are the learning affordances of 3-D virtual environments? In: British Journal of Educational Technology, 2010, 41 (1), 10–32.

Dickey, Michele (2005): Brave new (interactive) worlds: A review of the design affordances and constraints of two 3D virtual worlds as interactive learning environments, in: Interactive Learning Environments, 2005, 13 (1-2), 121–137.

Fehling, Christian Dominic (2018): Lernen mit Virtual Reality, in: wirAUSBILDER, 2018, 6-9.

Fowler, Chris (2015): Virtual reality and learning: Where is the pedagogy? In: British Journal of Educational Technology, 2015, 46 (2), 412–422.

Fiorella, Logan/Mayer, Richard (2016): Eight Ways to Promote Generative Learning, in: Educational Psychology Review, 2016, 28(4), 717–741.

Fleischhacker, Michael (2018). Minecraft trifft Klimt, online unter: http://flippdenfleischhacker.at/2018/10/08/minecraft-trifft-klimt/ (letzter Zugriff: 14.04.2020).

Foerster, Klaus-Tycho (2017): Teaching spatial geometry in a virtual world: Using minecraft in mathematics in grade 5/6, 2017 IEEE Global Engineering Education Conference (EDUCON), 1411–1418, online unter: https://doi.org/10.1109/EDUCON.2017.7943032 (letzter Zugriff: 14.04.2020).

Gunkel, David (2000): Rethinking virtual reality: Simulation and the deconstruction of the image. in: Critical Studies in Media Communication, 2000, 17 (1), 45–62.

Heim, Michael (1994): The metaphysics of virtual reality. Oxford: Oxford University Press.

Huang, Hsiu-Mei/Rauch, Ulrich/Liaw, Shu-Sheng (2010): Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. in: Computers & Education, 2010, 55 (3), 1171–1182.

Kerres, Michael (2018): Mediendidaktik. Konzeption und Entwicklung digitaler Lernangebote, Oldenbourg: De Gruyter.

Konstantinidis, Andreas/Tsiatsos, Thrasyvoulos/Terzidou, Theodouli/Pomportsis, Andreas (2010): Fostering collaborative learning in Second Life: Metaphors and affordances, in: Computers & Education, 55 (2), 603–615.

Liu, Dejian/Bhagat, Kaushal Kumar/Gao, Yuan/Chang, Ting-Wen/Huang, Ronghuai (2017): The Potentials and Trends of Virtual Reality in Education, in: Virtual, Augmented, and Mixed Realities in Education, 2017, 105-130.

Milgram, Paul/Kishino, Fumio (1994): A Taxonomy of Mixed Reality Visual Displays. in: IEICE Transactions on Information System, 1994, 77(12), 1321–1329.

Minocha, Shailey (2018): Role of Virtual Reality in Geography and Science Fieldwork Education. Knowledge Exchange Seminar Series, Learning from New Technology, online unter: http://www.niassembly.gov.uk/globalassets/documents/raise/knowledge_exchange/presentations/series7/minocha250418ppt.pdf (letzter Zugriff: 14.04.2020).

Ouyang, Yanrong (2016): Virtual Reality Technology Based Vocational Education Study, in: Proceedings of the 2016 International Conference on Management Science and Innovative Education, online unter: https://doi.org/10.2991/msie-16.2016.63 (letzter Zugriff: 14.04.2020).

Parong, Jocelyn/Mayer, Richard (2018): Learning science in immersive virtual reality, in: Journal of Educational Psychology, 2018, 110(6), 785–797.

Peck, Tabitha/Seinfeld, Sofia/Aglioti, Salvatore/Slater, Mel. (2013): Putting yourself in the skin of a black avatar reduces implicit racial bias, in: Consciousness and Cognition, 2013, 22(3), 779–787.

Radianti, Jaziar/Majchrzak, Tim/Fromm, Jennifer/Wohlgenannt, Isabell (2020): A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda, in: Computers & Education, 2020, 147, 103778.

Sander, Pia/Mulders, Miriam/Kerres, Michael (2020, in Druck). VR-training for vehicle painters: A vocational training environment based on the 4C/ID model, EARLI, SIG 6 & 7.

Sherman, William R./Craig, Alan B. (2002): Understanding Virtual Reality: Interface, Application, and Design, Amsterdam: Elsevier.

Shin, Don (2018): Empathy and embodied experience in virtual environment: To what extent can virtual reality stimulate empathy and embodied experience? In: Computers in Human Behavior, 2018, 78, 64–73.

Schwan, Stephan/Buder, Jürgen (2002): Lernen und Wissenserwerb in virtuellen Realitäten, in: Bente, Gary/Krämer, Nicole/Petersen, Anita (Hg.): Virtuelle Realitäten, Göttingen: Hogrefe Verlag für Psychologie, 109–129.

Schwan, Stephan, & Buder, Jürgen (2006). Virtuelle Realität und E-Learning, online unter: https://www.e-teaching.org/materialien/literatur/schwan-buder-2005 (letzter Zugriff: 14.04.2020).

Slater, Mel/ Antley, Angus/Davison, Adam/Swapp, David/Guger, Christoph Barker, Chris/Pistrang, Nancy/Sanchez-Vives, Maria (2006): A Virtual Reprise of the Stanley Milgram Obedience Experiments. in: PLoS ONE, 2006, 1(1), 1–10.

Slater, Mel/Sanchez-Vives, Maria (2016): Enhancing Our Lives with Immersive Virtual Reality, in: Frontiers in Robotics and AI, 2016, 3.

Slater, Mel/Wilbur, Sylvia (1997): A Framework for Immersive Virtual Environments (FIVE): Speculations on the Role of Presence in Virtual Environments, in: Presence: Teleoperators and Virtual Environments, 1997, 6(6), 603–616.

Spanlang, Bernhard/Fröhlich, Torsten/Descalzo, Vanessa/Antley, Angus/Slater, Mel (2007): The Making of a Presence Experiment: Responses to Virtual Fire, in: Annual International Workshop on Presence, 2007, 303–307.

Van Merriënboer, Jeroen/Kirschner, Paul (2018): Ten steps to complex learning: A systematic approach to four-component instructional design, London: Routledge Taylor & Francis Group.

Van Wyk, Etienne/de Villiers, Ruth (2019): An evaluation framework for virtual reality safety training systems in the South African mining industry. in: The Journal of the Southern African Institute of Mining and Metallurgy, 2019, 119.

Winn, William/Hoffman, Hunter/Hollander, Ari/Osberg, Kimberley/Rose, Howard (1997): The Effect of Student Construction of Virtual Environments on the performance of high- and low-ability students, presented at the Annual Meeting of the American Educational Research Association, Chicago.

Wössner, Stephanie (2019). Immersives Fremdsprachenlernen, in: Computer+Unterricht, 2019, 114, 28–31.

Zender, Raphael/Sander, Pia/Weise, Matthias/Mulders, Miriam/Lucke, Ulrike/Kerres, Michael (2020): Action-oriented Learning in a VR Painting Simulator, 4th International Symposium on Emerging Technologies for Education, SETE 2019, Track 2: Emerging Technologies Supported Personalized and Adaptive Learning, Magdeburg, online unter: https://doi.org/10.1007/978-3-030-38778-5 (letzter Zugriff: 14.04.2020).

Veröffentlicht
2020-06-21
Zitationsvorschlag
Buchner, J., & Mulders, M. (2020). Lernen in immersiven virtuellen Welten aus der Perspektive der Mediendidaktik. Medienimpulse, 58(02), 23 Seiten. https://doi.org/10.21243/mi-02-20-22