Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional con-cepts are missing. The design of iVR-technology-supported learning environ-ments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multi-media Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning.

No abstract

ObjectiveExposure based large-group one-session treatments (LG-OSTs) proved feasible in different situational fears and showed promising short- and long-term outcomes. Based on prior LG-OST protocols we explored feasibility and effectiveness of an LG-OST protocol in four cohorts of individuals highly fearful of heights (N = 104). Moreover, we aimed to identify predictors of LG-OST outcome in order to provide individualized treatment recommendations in the future.MethodsParticipants’ fear of heights was assessed at pre- and post-treatment as well as at 5 months follow-up using questionnaires and a behavioral approach test (BAT). Pre-treatment indices of negative emotional traits and positive mental health, the extent by which fear-evoking expectancies were violated during exposure, and post-treatment group perception processes were assessed in order to predict the outcome.ResultsThe LG-OST procedure proved feasible and effective in terms of both subjective and behavioral fear of heights. Post-treatment effects sizes of questionnaires assessing fear of heights ranged between d = 0.94 – 1.43. After the treatment, about half of the participants (49.5%) were able to ascend an aerial fire ladder up to a maximum of 30 m (vs. pre-treatment 17.3%). Follow up results showed the long-term stability of effects. Among psychological constructs, positive mental health and expectancy violation were the strongest predictors of LG-OST long-term outcome.ConclusionWe conclude that exposure based LG-OSTs are feasible, effective and very efficient compared to individual face-to-face settings. Thus, they represent very promising treatment alternatives for situational fears including fear of heights. Moreover, clinical research may benefit from LG-OST protocols as its high standardization may facilitate the search for mediators and moderators of exposure outcomes.

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.

No abstract