16. Issue April 2026

Summary

Generative AI, dashboards, generation of feedback, and virtual reality are current drivers of innovation in technology enhanced learning. This issue presents new research results in these areas, augmented by a project report on teacher training for digital teaching and learning, and two dissertations on micro-learnings and course recommenders for students at risk.

Zusammenfassung

Generative KI, Dashboards, Generierung von Feedback, und virtuelle Realität sind aktuelle Treiber für Innovation im Technologie-gestützten Lernen. Diese Ausgabe präsentiert neue Forschungsergebnisse in diesen Bereichen, und ergänzt diese um einen Projektbericht über die Lehrerweiterbildung zum digitalen Lehren und Lernen sowie um zwei Dissertationen zu Micro-Learning und Kurs-Empfehlungssystemen für Studierende mit erhöhtem Abbruchrisiko.

Editorial

This issue presents new research results on different aspects of supporting teachers and learners in e-learning settings. While the first three articles discuss the provision of dashboards, feedback and ChatGPT, the other two focus on virtual and augmented reality settings. The project report in this issue provides insights in the design of a training program for school teachers regarding digital teaching and learning. Two newly published books dealing with the didactical meaningful use of digital media in primary school and the significance of social media for social learning and participation are described. Finally, two dissertations on micro-learning and personalized course recommendations are introduced.

Imke A. M. Meyer presents in her article the evaluation of a dashboard supporting teachers in literacy courses by allowing interactive analysis of competence-oriented data sets. The results show a design dilemma between reducing complexity and provision of detailed information, the importance of domain-specific knowledge for correct interpretation of data, and the need for addressing socio-cultural aspects of the user community.

Maurice Herwig, Norbert Hundeshagen and Martin Lange present the extension of a tool supporting the acquisition of discrete modelling competencies using propositional logic with generic capabilities to generate problem-specific feedback for students. Such feedback enables students to visualize the result of their modelling attempts, and helps students in iterative refinement.

„Andreas Scholl, Daniel Schiffner and Natalie Kiesler present the results of an analysis of ChatGPT chat protocols of students of an Introductory Programming class. They analyzed prompts, frequencies, the chats’ progress, contents, other use patterns, and a survey addressing aspects of ChatGPT use. Results show that students use a wide variety of usage patterns, and emphasize the need for instruction on how to use tools effectively for learning, and how to acknowledge the tools’ limitations and potential pitfalls.

David Mack and Ludger Schmidt focus on support for a complex assembly task through augmented reality instructions with see-through data glasses. They compare a new AR instruction with see-through data glasses, enabling hands-free interaction, with smartphone-based AR instructions and (traditional) paper instructions. While the total assembly time between the see-through data glasses and the smartphone were similar, a comparable number of errors with lower strain for see-through glasses makes them attractive for knowledge transfer.

Frank Wehrmann and Raphael Zender present a systematic review of nonverbal communication in Virtual Reality Environments highlighting the transformative potential of nonverbal communication in VR to approximate face-to-face interaction, promote diversity, and scaffold inclusive education. They synthesize design inclusion guidelines from the review, and also identify a considerable gap in research on the role of nonverbal communication in multi-user virtual reality environments for learning.

Project Reports

Edith Kotitschke and Jörg Stifter describe the design of and experiences with the design of a training program for school teachers regarding digital teaching and learning. Two alternative designs were developed: (1) two workshops in blended learning format introduced tools and didactically motivated usage scenarios, and (2) a Moodle-based online training. Both designs performed similar, but the online version permits later use and may therefore enable transfer to the learner’s daily practice.

Book Descriptions

"Bildung im digitalen Wandel - Die Bedeutung digitaler Medien für soziales Lernen und Teilhabe" is the fourth book of the series "digitalisation in education", and examines social learning , participation and digitalisation in different educational sectors.

“Digitales Lernen in der Grundschule IV - Fachdidaktische Perspektiven auf den Einsatz digitaler Werkzeuge" is the proceedings of the 4th workshop on learning digitally by Birgit Brandt and Leena Bröll (Eds.), and deals with the educational use of digital media in primary schools.

Dissertations

In his dissertation "Design Knowledge on Work-Process-Integrated Microlearnings", Tim Nikolas Weinert presents key insights into contextual factors influencing co-creation processes of learning services integrated into work processes, the design of co-creation systems for developing micro-learnings, especially for VR-based learning environments, and their positive learning impact in higher education as well as on competences of co-creators of such micro-learnings.

Kerstin Wagner presents in her dissertation "Design and Evaluation of Personalized Course Recommendations to Reduce Dropout Risk in Higher Education" the design and evaluation or a recommender system supporting students at risk in their course selection based on an analysis of progress data of successful and unsuccessful students. Her results show the importance of explainability and flexibility in recommender systems.

Joerg M. Haake
Editor-in-Chief, eleed