Immersive Virtuelle Realität mit VR-Brillen im Geographieunterricht: Potentiale und Herausforderungen
DOI:
https://doi.org/10.25321/prise.2020.1001Keywords:
Virtuelle Realität (VR), Geographieunterricht, Immersion, PresenceAbstract
Obwohl Lernumgebungen mit Virtueller Realität (VR) in vielen Bereichen gewinnbringend eingesetzt werden, stehen entsprechende Anwendungen in der Schule noch in den Anfängen. Der Beitrag zeigt keine eigenen Forschungsergebnisse, sondern versteht sich als Grundlage und Anstoss für den Einsatz von VR im Geographieunterricht. Er stellt die Frage, inwiefern Anwendungen mit VR-Brillen mit einem Mehrwert eingesetzt werden können. Wie bei allen analogen und digitalen Medien darf VR nicht zu einer Herabsetzung der Realbegegnung und des ausserschulischen Lernens führen, sondern zu einer Ergänzung und Bereicherung. Erste praktische Anwendungen zeigen, dass dies gelingen kann. Es bedarf aber noch grosser Anstrengungen, insbesondere in der didaktischen Aufbereitung und Umsetzung von VR-Anwendungen.
References
Buchner, J. & Aretz, D. (im Druck). Lernen mit immersiver Virtual Reality: Didaktisches Design und Lessons Learned. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung.
Burdea, G. C. & Coiffet, P. (2003). Virtual Reality Technology (2nd Edition). Wiley-IEEE Press.
https://books.google.de/books?id=0xWgPZbcz4AC
Dede, C. (2009). Immersive Interfaces for Engagement and Learning. Science, 323(5910), 66–69.
Dickel, M. und Jahnke, H. (2012): Realität und Virtualität. In: Haversath, J.-B. (ed.): Geographiedidaktik. 236–248
Döbeli, B. et al. (2018): Lehrmittel in einer digitalen Welt. Ilz.
Dörner, R., Broll, W., Jung, B., Grimm, P. & Göbel, M. (2019). Einführung in Virtual und Augmented Reality. In R. Dörner et al. (Eds.), Virtual und Augmented Reality (VR/AR). Grundlagen und Methoden der Virtuellen und Augmentierten Realität (2. Auflage, pp. 1–42). Springer Vieweg. https://doi.org/10.1007/978-3-662-58861-1
Fiorella, L. & Mayer, R. E. (2016). Eight Ways to Promote Generative Learning. Educational Psychology Review, 28(4), 717–741. https://doi.org/10.1007/s10648-015-9348-9
Freina, L. & Ott, M. (2015). A Literature Review on Immersive Virtual Reality in Education: State Of The Art and Perspectives. ELearning and Software Education (ELSE), 7, 273–279. https://doi.org/10.1007/BF00398472
Gebhardt, H. et al. (2020): Geographie. Berlin: Springer.
Jensen, L. & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515–1529.
https://doi.org/10.1007/s10639-017-9676-0
Jitmahantakul, S. & Chenrai, P. (2019): Applying Virtual Reality Technology to Geoscience Classrooms. Rigeo, 9(3), 577-590.
Kerres, M. (2018). Mediendidaktik: Konzeption und Entwicklung mediengestützter Lernangebote (5. Auflage). De Gruyter Oldenbourg Verlag.
Kerres, M., & Witt, C. D. (2003). A Didactical Framework for the Design of Blended Learning Arrangements. Journal of Educational Media, 28(2–3), 101–113. https://doi.org/10.1080/1358165032000165653
Krokos, E., Plaisant, C. & Varshney, A. (2018). Virtual memory palaces: Immersion aids recall. Virtual Reality. https://doi.org/10.1007/s10055-018-0346-3
Lee, E. A.-L. & Wong, K. W. (2014). Learning with desktop virtual reality: Low spatial ability learners are more positively affected. Computers & Education, 79, 49–58. https://doi.org/10.1016/j.compedu.2014.07.010
Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: A review of the literature. Technology, Pedagogy and Education, 1–19.
https://doi.org/10.1080/1475939X.2020.1737210
Mikropoulos, T., Chalkidis, A., Katsikis, A. & Kossivaki, P. (1997). Virtual realities in environmental education: The project LAKE. Education and Information Technologies, 2, 131–142.
Milgram, P. & Kishino, F. (1994). A Taxonomy of Mixed Reality Visual Displays. IEICE Transactions on Information System, 77(12), 1321–1329.
Minocha, S., Tilling, S. & Tudor, A.-D. (2018). Role of Virtual Reality in Geography and Science Fieldwork Education. In: Knowledge Exchange Seminar Series, Belfast.
Parong, J. & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241
Radianti, J., Majchrzak, T. A., Fromm, J. & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Sanchez-Vives, M. V. & Slater, M. (2005). From presence to consciousness through virtual reality. Nature Reviews Neuroscience, 6(4), 332–339. https://doi.org/10.1038/nrn1651
Schwan, S. & Buder, J. (2002). Lernen und Wissenserwerb in virtuellen Realitäten. In G. Bente et al. (Eds.), Virtuelle Realitäten (pp. 109–129). Hogrefe Verlag für Psychologie.
Schwan, S. & Buder, J. (2006). Virtuelle Realität und E-Learning. https://www.e-teaching.org/materialien/literatur/schwan-buder-2005
Slater, M., Antley, A., Davison, A., Swapp, D., Guger, C., Barker, C., Pistrang, N. & Sanchez-Vives, M. V. (2006). A Virtual Reprise of the Stanley Milgram Obedience Experiments. PLoS ONE, 1(1), 1–10.
https://doi.org/10.1371/journal.pone.0000039
Slater, M. & Sanchez-Vives, M. V. (2016). Enhancing Our Lives with Immersive Virtual Reality. Frontiers in Robotics and AI, 3. https://doi.org/10.3389/frobt.2016.00074
Slater, M. & Wilbur, S. (1997). A Framework for Immersive Virtual Environments (FIVE): Speculations on the Role of Presence in Virtual Environments. Presence: Teleoperators and Virtual Environments, 6(6), 603–616. https://doi.org/10.1162/pres.1997.6.6.603
Stein, Ch. (2019): Wie Geographieunterricht Afrika verändern kann. Geographie heute. 343, 35-37.
Stojšić, I., Ivkov Džigurski, A., Maričić, O., Ivanović Bibić, L. & Đukičin Vučković, S. (2016). Possible Application Of Virtual Reality In Geography Teaching. Journal of Subject Didactics, 1(2), 83–96. https://doi.org/10.5281/ZENODO.438169
Sutherland, I. E. (1968). A head-mounted three dimensional display. Proceedings of the December 9-11, 1968, Fall Joint Computer Conference, Part I on - AFIPS ’68 (Fall, Part I), 757.
https://doi.org/10.1145/1476589.1476686
Virtual Reality Society. (2017). When was virtual reality invented? Virtual Reality Society. https://www.vrs.org.uk/virtual-reality/invention.html
Wössner, S. (2019). Immersives Fremdsprachenlernen. Computer+Unterricht, 114, 28–31.
Zender, R., Sander, P., Weise, M., Mulders, M., Lucke, U. & Kerres, M. (2019). Action-oriented Learning in a VR Painting Simulator. Proceedings of the 4th International Symposium on Emerging Technologies for Education, Magdeburg.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 The Author/s
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. The applicable licence is https://creativecommons.org/licenses/by-nc-sa/4.0/, which means
You are free to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material under the following terms:
Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial: You may not use the material for commercial purposes.
ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
