Abstract:

The times of the covid pandemic have fostered innovative teaching methods that are now becoming part of the “new normal” as well. Due to the distance to students during the pandemic, coming closer by digital means has played an important role. Therefore, digitally supported teaching concepts have been immediately implemented in a state of emergency. However, the effectiveness and efficiency of learning can only be partially judged.

While online learning including immersive techniques are continually increasing (cf. Salako et al., 2017), it is necessary to shed light on the assumed positive effects. A comprehensive understanding including evaluation metrics are required. Knowing more about the impact of immersive learning is currently the key to further develop and optimize learning methods. It is therefore necessary to gain more knowledge on what actions have lead to improved, equal or worse learning and how they can be measured. While it is expected that factual knowledge is raised compared to conventional learning, also conceptual and procedural knowledge are assumed to improve (Makransky & Peterson, 2021). The paper addresses different ways of learning and also how to grasp and measure them. As a result, a comprehensive operationalization for a model based on the existing CAMIL framework of Makransky & Peterson is developed, adapted to the example of immersive video teaching and its effects on the learning results. A first data collection is reviewed regarding factor loadings in order to verify the measurement concept.

Keywords:

Learning Evaluation, Teaching Innovation, Immersive Teaching, Virtual Teaching.