Project description:

The "KodiLL" research project, funded by the "Stiftung Innovation in der Hochschullehre" with several million euros, is investigating the development of skills through digital teaching and learning scenarios at the University of Augsburg. The aim of sub-project 1, carried out at the Media Reality department, is the conception, production and evaluation of 360-degree videos and other interactive video formats in which phenomena relevant to communication science are authentically presented (e.g. mediatisation, virtualisation, fake news on social media). The interactive learning videos will be used during the course of the project in online teaching at the University of Augsburg, regardless of location and time, and can be used by students from all faculties across all subjects and disciplines.

The 1st educational video is a sequential 360-degree video that illustrates the increasing mediatisation and virtualisation of our everyday lives from several perspectives. The video can be shown in classroom situations on a screen or via VR cardboard boxes and is now available at this link: https://www.youtube.com/watch?v=6hSGdgUEIbE

The 2nd educational video shows the characteristics of virtual and augmented reality as a two-part point-of-view video. It addresses reception phenomena such as the feeling of immersion or physical presence as well as the possibilities of exploring these technologies as a student at the University of Augsburg. The link to the video is now available here: https://www.youtube.com/watch?v=zXgxM9Uwyso&t=98s

Our 3rd learning video illustrates how fake news can be recognised on social media feeds. With the help of an eye tracker, the actor's focus was visualised as a red circle and it was shown how both individual posts and the context of use can direct our attention on social media and influence whether fake news is recognised or not. The video is now available at this link: https://www.youtube.com/watch?v=BXcQd6jEgv8&t=5s

Duration:

2021-2025

Recent publications:

• Schweiger, M. & Wimmer, J. (2024, accepted). Perceiving media change as a form of media literacy. Using a 360-degree-video to analyze the mediatization of our social life. Mediatization Studies 7. 
• Stark, K., Wekerle, C., Bischoff, A., Schweiger, M., Peuschel, K., Proske, K., Weckerle, B., Vettermann, L. & Schindler, A.-K. (2023). A heuristic framework for video-based teaching and learning scenarios in higher education, Journal of Research on Technology in Education
• Elmezeny, A./Edenhofer, N./Wimmer, J. (2018): Immersive Storytelling in 360 Degree-Videos: An analysis of interplay between narrative and technical immersion. In: Journal of Virtual Worlds Research, 11(1). doi: https://doi.org/10.4101/jvwr.v11i1.7298.
• Wimmer, J. (2020): The “ultimate empathy machine” revisited. Challenges of augmented and virtual realities from an ethical perspective. In: Tillmann, A. et al. (Hg.): Ethics and Games. Wiesbaden: Springer VS, 129-142.
• Wimmer, J. (2018): Bildung Half-Real? Das Bildungspotential von Computerspielwelten aus theoretischer und empirischer Perspektive. In: Binder, U. (Hg.): Modernisierung und Pädagogik – ambivalente und paradoxe Interdependenzen. Verlag Julius Klinkhardt, 246-263.
• Wimmer, J. (2017): Moral Dilemmas in Digital Games. In: Clash of Realities (Hg.): Clash of Realities 2015/16. On the Art, Technology and Theory of Digital Games. Bielefeld: Transcript, 311-321.

Team: