Climate change is one of the greatest challenge people face in the 21stcentury. Teaching about it is difficult because its consequences are not directly tangible. Currently, immersive virtual reality (IVR) is expected as an effective educational technology emphasizing the personal relevance of climate change. The aim of this study is to test this expectation by examining the effects of the IVR experience The Shape of Us (TSOU) on sustainability-related attitudes and behavior change. The study applied an evaluative research approach with a pretest posttest design. Participants were 15 male and 16 female students (mean age = 14.94 years, SD = 0.51) from a secondary school in Switzerland. The results show that after experiencing TSOU sustainability-related attitudes and behavior intention were not significantly greater than before the experience. However, the IVR experience generated different presence levels among the students with implications for learning outcomes. Students with higher presence level reported significantly higher sustainability-related attitudes and behavior intention compared to the students with lower presence level. Implications of the findings for theories on immersive learning and the design of IVR applications intended for climate change education are discussed.

As Immersive Learning research gains traction, questions arise about how educational Virtual and Augmented Realities can be transferred from laboratory settings and pilot projects into everyday teaching. This paper analyzes existing pedagogical frameworks to identify influencing factors and challenges relevant to teaching and learning with immersive learning environments. We distinguish Immersive Learning as individual learning processes supported by immersive technology and Immersive Teaching as the process of teaching with immersive technology. We subsume learner-specific influences (micro-level), teacher- and classroom-specific influences (meso-level) and institutional and governmental factors (macro-level) for Immersive Teaching and Learning. We conclude that, while investigating isolated variables is important for basic research, efforts integrating Virtual and Augmented Reality in everyday classrooms raise new challenges and questions for future research on the complex relationship between various factors.

Abstract In this article we describe Augmented Reality (AR) cards for computer science education that were created in the PCBuildAR project. From a technological point of view, we use marker-based AR for the cards so that students can learn and practice at any time with their smartphones. The instructional approach is based on the components content, construction and communication (3C model). The content ensures the acquisition of knowledge, which then is applied via problem-based learning activities (construction). Communication not only takes place between learners, but also with teachers. All materials will be available as open educational resources after the project is completed.

In this work-in-progress paper, the first attempt of the ARI2VE model for Augmented Reality books is presented. The components of the model are based on research on instructional design and multimedia learning as well as previous implementations of AR in books. The components interaction, interplay, visualization and engagement are described in detail and illustrated with an example. Due to the early stage of the model no empirical findings can be reported yet, but first investigations are in progress. A call for international cooperation and joint research is made.