{"id":364,"date":"2021-05-02T19:44:59","date_gmt":"2021-05-02T19:44:59","guid":{"rendered":"https:\/\/digitalfueralle.mz.tu-dresden.de\/?p=364"},"modified":"2022-09-07T08:42:26","modified_gmt":"2022-09-07T08:42:26","slug":"domicile-vr-ansaetze-zur-nachhaltigen-implementierung-von-vr-lernumgebungen-in-der-beruflichen-bildung","status":"publish","type":"post","link":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/domicile-vr-ansaetze-zur-nachhaltigen-implementierung-von-vr-lernumgebungen-in-der-beruflichen-bildung\/","title":{"rendered":"DOmIcILE-VR: Approaches to the sustainable implementation of VR learning environments in vocational education"},"content":{"rendered":"

\"VirtualVirtual Reality (VR) learning environments have great potential for vocational training. From a learning psychology perspective, they can \u2013 compared to usually less immersive visualizations on two-dimensional displays \u2013 according to various studies, for example, Increase learners\u2019 interest<\/a>, their motivation and Increase the joy of learning<\/a> and with them the realistic Evoke perception<\/a>that they are currently in a different place or in a different time or world. In this way They often also increase learning success<\/a>. Didactically, VR learning environments allow learners to practice situations in a realistic way that would expose them to greater danger or be very costly if they were to be practiced in the real world. However, they have only been used in a few cases in vocational training so far \u2013 for example at the Erich Gutenberg Vocational College in Cologne<\/a>.<\/p>\n

The research and development project \u201cDigital educational offerings in the real estate industry using virtual reality<\/a>\u201c (DOmIcILE-VR) has set itself the goal of establishing VR learning environments more firmly in vocational education. In order to systematically and sustainably implement suitable media didactic scenarios in vocational education institutions, holistic concepts must be developed that, in addition to designing to promote learning, also take organizational and economic aspects into account. In order to create a theoretical framework for this, the model of the sustainable implementation of e-learning innovations in higher education was developed by Dieter Euler and Sabine Seufert. applied to the context of VR learning environments in vocational education<\/a> (see Figure 1).<\/p>\n

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Figure 1: Theoretical framework for the implementation of VR technologies in educational institutions<\/em><\/p>\n

For the purpose of empirically validating the model and deriving recommendations for action for educational practice, the "DOmIcILE-VR" project is developing and piloting a use case in which trainees and continuing education students from the real estate sector learn in a playful way how to carry out apartment inspections professionally. To do this, virtual rental apartments are dynamically configured using a VR application and entered using a smartphone cardboard system. In a role play with experienced learning companions or other learners, the trainees and continuing education students practice cooperatively assessing the condition of the apartments on the basis of a digital case file, recording their assessment in accordance with the law and communicating appropriately with the tenants - even in the event of a dispute.<\/p>\n

In order to promote its sustainable implementation in vocational training institutions, the design levels of the theoretical framework were considered when designing the learning scenario, among others: addressed as follows<\/a>:<\/p>\n