The use of full-immersive VR learning environments promotes the individual skills and
prior knowledge of students. However, more specific effects on learning and concepts for
integration are not sufficiently studied yet. As part of a BMBF-funded research project,
this article pursues the following question: What are the design and didactical as well
as communicative-interactive differences between full-immersive virtual learning
environments and the usage of tools for video conferences in the context of group work?
The goal is to compare the use of multiplayer VR scenarios with tools for video conferences
for working in groups within the framework of casework and to point out their advantages
and disadvantages. Results show that both formats render advantages and disadvantages
for working in groups, though the implementation of the concept of casework turns out to
be positive in both formats. Consequently, the success of working in groups depends on the
conceptual inclusion of one of the methods in the learning context, so that its performance
is mainly influenced by the way of how it is implemented. Prospectively, specific concepts
for the implementation of VR applications in teaching processes need to be developed and
evaluated.
The full article can be found here.