@inproceedings{FoersterHeinGrafeetal.2021,
  author    = {F{\"o}rster, Kristina and Hein, Rebecca and Grafe, Silke and Latoschik, Marc Erich and Wienrich, Carolin},
  title     = {Fostering Intercultural Competencies in Initial Teacher Education: Implementation of Educational Design Prototypes Using a Social Virtual Reality Environment},
  series = {Proceedings of Innovate Learning Summit},
  booktitle = {Proceedings of Innovate Learning Summit},
  editor    = {Basteans, Theo},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-260586},
  pages     = {95-108},
  year      = {2021},
  abstract  = {The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated 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 teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants' evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group.},
  subject      = {Interkulturelles Lernen},
  language  = {en}
}
@article{HeinWienrichLatoschik2021,
  author    = {Hein, Rebecca M. and Wienrich, Carolin and Latoschik, Marc E.},
  title     = {A systematic review of foreign language learning with immersive technologies (2001-2020)},
  series = {AIMS Electronics and Electrical Engineering},
  volume    = {5},
  journal   = {AIMS Electronics and Electrical Engineering},
  number    = {2},
  doi       = {10.3934/electreng.2021007},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-268811},
  pages     = {117-145},
  year      = {2021},
  abstract  = {This study provides a systematic literature review of research (2001-2020) in the field of teaching and learning a foreign language and intercultural learning using immersive technologies. Based on 2507 sources, 54 articles were selected according to a predefined selection criteria. The review is aimed at providing information about which immersive interventions are being used for foreign language learning and teaching and where potential research gaps exist. The papers were analyzed and coded according to the following categories: (1) investigation form and education level, (2) degree of immersion, and technology used, (3) predictors, and (4) criterions. The review identified key research findings relating the use of immersive technologies for learning and teaching a foreign language and intercultural learning at cognitive, affective, and conative levels. The findings revealed research gaps in the area of teachers as a target group, and virtual reality (VR) as a fully immersive intervention form. Furthermore, the studies reviewed rarely examined behavior, and implicit measurements related to inter- and trans-cultural learning and teaching. Inter- and transcultural learning and teaching especially is an underrepresented investigation subject. Finally, concrete suggestions for future research are given. The systematic review contributes to the challenge of interdisciplinary cooperation between pedagogy, foreign language didactics, and Human-Computer Interaction to achieve innovative teaching-learning formats and a successful digital transformation.},
  language  = {en}
}
@article{WienrichDoellingerHein2021,
  author    = {Wienrich, Carolin and D{\"o}llinger, Nina and Hein, Rebecca},
  title     = {Behavioral Framework of Immersive Technologies (BehaveFIT): How and why virtual reality can support behavioral change processes},
  series = {Frontiers in Virtual Reality},
  volume    = {2},
  journal   = {Frontiers in Virtual Reality},
  doi       = {10.3389/frvir.2021.627194},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-258796},
  year      = {2021},
  abstract  = {The design and evaluation of assisting technologies to support behavior change processes have become an essential topic within the field of human-computer interaction research in general and the field of immersive intervention technologies in particular. The mechanisms and success of behavior change techniques and interventions are broadly investigated in the field of psychology. However, it is not always easy to adapt these psychological findings to the context of immersive technologies. The lack of theoretical foundation also leads to a lack of explanation as to why and how immersive interventions support behavior change processes. The Behavioral Framework for immersive Technologies (BehaveFIT) addresses this lack by 1) presenting an intelligible categorization and condensation of psychological barriers and immersive features, by 2) suggesting a mapping that shows why and how immersive technologies can help to overcome barriers and finally by 3) proposing a generic prediction path that enables a structured, theory-based approach to the development and evaluation of immersive interventions. These three steps explain how BehaveFIT can be used, and include guiding questions for each step. Further, two use cases illustrate the usage of BehaveFIT. Thus, the present paper contributes to guidance for immersive intervention design and evaluation, showing that immersive interventions support behavior change processes and explain and predict 'why' and 'how' immersive interventions can bridge the intention-behavior-gap.},
  language  = {en}
}