Previous studies on Virtual Reality (VR)-enriched learning pointed out the advantages of immersive learning for the development of competencies. In the context of vocational education in vehicle painting, training opportunities are severely limited for many reasons. VR can be utilized to develop a comprehensive learning environment with authentic training tasks. Besides the need to train psychomotor skills, vehicle painting procedures are complex tasks requiring incremental training to develop knowledge, skills, and attitudes.This study aims to evaluate a VR training application for vehicle painting, focusing on the development of professional competencies regarding skills, knowledge, and attitudes.47 apprentices participated in the evaluation study. A VR-simulated painting booth was developed based on the 4 C/ID model by van Merriënboer, where they dealt with typical painting jobs on 3D workpieces (e.g., car wings, engine hood).Within the descriptive-inferential study, no significant differences between the types of competencies were revealed. The training application supports the acquisition of skills, knowledge, and attitudes equally. Further results regarding usability, cognitive load, etc., are promising.The essential finding of this study is that the VR training application is generally suitable for supporting craftsmanship within the field of vehicle painting. Since training opportunities for apprentices in this context are often rare, VR offers a unique solution especially for skills training if it follows a proven instructional model for the development of competencies.

Virtual reality (VR) is an emerging technology with a variety of potential benefits for vocational training. Therefore, this paper presents a VR training based on the highly validated 4C/ID model to train vocational competencies in the field of vehicle painting. The following 4C/ID components were designed using the associated 10 step approach: learning tasks, supportive information, procedural information, and part-task practice. The paper describes the instructional design process including an elaborated blueprint for a VR training application for aspiring vehicle painters. We explain the model’s principles and features and their suitability for designing a VR vocational training that fosters integrated competence acquisition. Following the methodology of design-based research, several research methods (e.g., a target group analysis) and the ongoing development of prototypes enabled agile process structures. Results indicate that the 4C/ID model and the 10 step approach promote the instructional design process using VR in vocational training. Implementation and methodological issues that arose during the design process (e.g., limited time within VR) are adequately discussed in the article.

The goal of the current study was to investigate the effects of a virtual reality (VR) simulation of Anne Frank’s hiding place on learning. In a 2 × 2 experiment, 132 middle school students learned about the living conditions of Anne Frank, a girl of Jewish heritage during the Second World War, through desktop VR (DVR) and head-mounted display VR (HMD-VR) (media conditions). Approximately half of each group engaged in an explorative vs. an expository learning approach (method condition). The exposition group received instructions on how to explore the hiding place stepwise, whereas the exploration group experienced it autonomously. Next to the main effects of media and methods, the mediating effects of the learning process variables of presence and flow and the moderating effects of contextual variables (e.g., prior technical knowledge) have been analyzed. The results revealed that the HMD-VR led to significantly improved evaluation, and—even if not statistically significant—perspective-taking in Anne, but less knowledge gain compared to DVR. Further results showed that adding instructions and segmentation within the exposition group led to significantly increased knowledge gain compared to the exploration group. For perspective-taking and evaluation, no differences were detected. A significant interaction between media and methods was not found. No moderating effects by contextual variables but mediating effects were observed: For example, the feeling of presence within VR can fully explain the relationships between media and learning. These results support the view that learning processes are crucial for learning in VR and that studies neglecting these learning processes may be confounded. Hence, the results pointed out that media comparison studies are limited because they do not consider the complex interaction structures of media, instructional methods, learning processes, and contextual variables.

Der Begriff der Immersion wird häufig als Merkmal von Technik verwendet. Doch Immersion wird nicht durch eine bestimmte Technologie (etwa eine VR- oder AR-Brille) erzeugt, sondern ist die Leistung des psychischen Systems und eine Dimension des Erlebens einer visuell dargebotenen Information. Eine solche Klärung lenkt den Blick auf die Determinanten des Immersionserlebens und die Frage, wie die mediendidaktische Gestaltung von Lernanwendungen Immersion nutzen kann, um den Lernprozess zu fördern. Der Artikel setzt das Erleben von Immersion in Beziehung zu anderen Dimensionen der visuellen Wahrnehmung (Raum-, Realitäts-, Bewegungs-, Präsenzerleben), um die Besonderheiten des Immersionserlebens herauszuarbeiten. Vorgestellt wird ein Modell des Erlebens visueller Information beim Lernen, das Merkmale der Technik, des Erlebens, des Lernprozesses und des Lernergebnisses separiert und in ihrer Relation verdeutlicht. Das Modell zeigt auf, wie sich Forschungsfragen zu Implikationen des Immersionserlebens anlegen lassen. Für mediendidaktische Konzepte wird deutlich, dass Immersion nicht durch eine bestimmte Technologie eingelöst wird und nicht automatisch zum Lernerfolg beiträgt. Die verschiedenen Dimensionen des Erlebens visueller Information sind im Hinblick auf den Lernprozess und die Lernergebnisse sehr genau zu prüfen und durch die Gestaltung von Lernumwelten und -aufgaben gezielt anzuregen.

Virtual reality (VR) and augmented reality (AR) are emerging technologies with a variety of potential benefits for sustainability education. Here, learning processes such as flow and presence seem to determine the learning experience. Therefore, this paper presents the results of a mixed-methods study investigating a VR- and AR-based learning application on biodiversity developed by greenpeace. A total of 156 students tested the application addressing the Amazon rainforest and rated its efficacy in terms of effects on knowledge, interest, and attitude. Pre- and post-questionnaires as well as focus groups were used to uncover within-subject effects. The study results revealed that flow and presence had a moderating effect on knowledge and that this effect is strongest in learners with little prior knowledge. Presence also showed a moderating effect on one of three attitude measures. In general, the learning application was able to increase knowledge and improve attitude in this sample. The focus groups also revealed that the students engaged with environmental topics even after the experience. They also formed ideas for more environmentally friendly behavioral change. Moreover, the students described the application as impressive, captivating, and realistic. It can be concluded that presence and flow are crucial processes for learning with VR and AR technologies.

One discussion in the context of education for sustainable development centers around the importance of suitable teaching materials for promoting pro-environmental attitudes. Especially applications that let learners travel to otherwise difficult to reach places seem promising for digital sustainability education that is both accessible and socially just. Applications for German-speaking learners are however rare, and it has often not been checked whether those that exist are fit for classroom use. Therefore, this paper focuses on an investigation of the Virtual Reality (VR) learning application "On Biodiversity’s Tracks", developed by greenpeace, with a focus on the environment of the Amazon rainforest. In an experimental study, (1) VR-based and (2) traditional lesson conditions were compared in terms of their effects on self-appraisal of knowledge, interest, and attitude. Pre- and post-questionnaires were used to uncover between-subject and within-subject effects. 172 students at eight secondary schools in Germany were recruited. The results revealed that both experimental conditions were effective regarding increase of self-appraised knowledge. An increase in interest was barely found in either condition. Changes at the attitudinal level could mostly not be discovered. Further analyses highlighted that, unlike the experimental conditions, there were significant differences in self-rated learning outcomes between the types of schools. In general, our results indicate that VR learning applications can contribute to the teaching of topics such as sustainability and biodiversity in a target group-oriented and meaningful way. However, further research is needed to adequately assess VR learning effectiveness, especially regarding affective learning outcomes, due to their importance for sustainable behaviors of subsequent generations.