Virtual field trips (VFTs) are increasingly recognized as effective educational activities, particularly in technical fields, where they provide remote access to complex locations. However, self-guided VFTs often leave learners with unresolved questions due to the absence of real-time instructional support. While chatbots based on large language models such as ChatGPT might be powerful learning tools, they are prone to inaccuracies due to their reliance on generalized knowledge bases. Thus, this pilot study introduces a retrieval augmented generation (RAG) chatbot specifically designed to generate accurate, contextually relevant responses from a curated set of technical documents related to an VFT environment based on 360° technology. Learners (N=1 0) were exposed to the 3 6 0° VFT environment of a biogas plant, where the chatbot provided real-time assistance. A mixed-methods evaluation was employed to assess the chatbot's impact on learning, including both qualitative user feedback, collected in semi-structured interviews, and quantitative measures. The quantitative measures comprised – based on standardized questionnaires – motivation, emotion, cognitive load, and usability, while learning gains were collected based on a pre-posttest design. The findings demonstrate that the RAG-enabled chatbot supports the accuracy of information retrieval, thereby not overstraining the cognitive load on learners. Participants reported a better understanding of domain-specific information, underlining the potential of RAG-based chatbots in virtual environments.

Virtual field trips (VFTs), which use 360° technologies in particular, have developed into powerful learning tools in recent years. Compared to real field trips, VFTs save time and effort, and compared to other media such as books or websites, VFTs offer a much more authentic learning experience by means of greater visual detail. At present, however, VFTs are typically only based on single-user applications. As a result, the potential positive effects arising from the collaborative aspects of a joint VFTs are not fully exploited. Multi-user environments for VFTs for multiple participants are only occasionally mentioned in the literature. Accordingly, we have implemented a multi-user framework for 360°-based VFTs. In this paper, we describe the basic requirements for such a framework, the technical implementation framework and the results of an evaluation study of a prototypical VFT to a recently built stormwater overflow basin in Germany. As part of the evaluation study, data on presence, motivation, emotion and cognitive load was collected from the study participants (N=7) by using a questionnaire based on standardized instruments. In addition, qualitative feedback and a semi-structured interview with the lecturer were analyzed. Despite its prototypical state, the framework shows its potential by achieving acceptable values for the learning requirements surveyed and leading to positive assessments overall from both lecturers and participants. Accordingly, the study results might be viewed in favor of further development of the framework in order to allow the learning-relevant effects of collaborative VFTs to be investigated further.

Augmented reality (AR) is increasingly substituting traditional methods in urban planning, revolutionizing how we approach this field. This study assesses the mental workload in augmented reality (AR)-based urban planning education compared to traditional methods like paper plans and environmental cues. We employed standardized evaluation instruments, including the NASA Task Load Index (NASATLX), Subjectively Perceived Effort, and Technology Acceptance Model (TAM), in an exploratory pilot study. Focus group interviews revealed the strong potential of the AR application, but quantitative questionnaire responses indicated a high mental workload associated with AR use. Our contribution involves incorporating AR in typical lecture settings, engaging regular students within an outdoor environment. This approach enhances the study’s relevance and applicability to real-world educational contexts. Overall, our study highlights the potential challenges in implementation of AR in real-world educational practices.

In the realm of music we have multiple examples of successful rock stars, composers and producers who describe themselves as self-taught. This suggests there might be a demand in formal music education for learning technologies that support students’ self-propelled discovery. In this theoretical work, we explore the design space of educational music composing games that would allow students to explore and learn music theory concepts at their leisure. We designed four unique tile-based music creation games based on popular contemporary video game genres, and evaluated them from the perspectives of learning and musical expression. This study opens up new avenues in music composing game design, and offers examples of some ways in which games can be harnessed as vehicles to learn music theory and composition.