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In Folge der Beschr\u00e4nkungen h\u00e4ufig eingesetzte Videokonferenzl\u00f6sungen erwiesen sich f\u00fcr einige Themen als guter Ersatz bei gleichzeitiger Erh\u00f6hung der \u00f6rtlichen Flexibilit\u00e4t. Es wurde aber auch offensichtlich, dass es Lehrformate gibt, die per Videokonferenz nicht ideal umsetzbar sind. Dazu z\u00e4hlen u.\u202fa. Seminare mit starkem Fokus auf Gruppenarbeit oder Kursinhalte, die viel Hilfestellung durch den Dozierenden erfordern. Virtuelle Welten werden in diesen F\u00e4llen aufgrund ihrer sozialen und r\u00e4umlichen Pr\u00e4senz als potenziell bessere Alternative zu Videokonferenzen identifiziert. Als besonders problematisch werden an der Institution, einer deutschen Fernhochschule, zwei Seminare identifiziert, n\u00e4mlich ein Programmierseminar und ein Wirtschaftsplanspiel. Hierf\u00fcr wird eine prototypische L\u00f6sung mit der virtuellen Welt von TriCAT spaces explorativ gestaltet, durchgef\u00fchrt und evaluiert. Wir stellen vor, wie diese beiden Seminare erfolgreich in eine virtuelle Welt portiert werden k\u00f6nnen. Die Evaluierung der Stichprobe (<jats:italic>N<\/jats:italic>\u202f=\u200923) zeigt, dass die Umsetzung in 3D demselben Seminar in Zoom in Bezug auf Flow-Erleben zwar nur leicht \u00fcberlegen ist, allerdings trotzdem die meisten die 3D-Variante vorziehen. Bei der Beobachtung der 3D-Seminare identifizieren wir Verbesserungsm\u00f6glichkeiten f\u00fcr nachfolgende Prototypen und legen den Grundstein f\u00fcr vertiefende Forschungen.<\/jats:p>","DOI":"10.1365\/s40702-023-00976-y","type":"journal-article","created":{"date-parts":[[2023,4,26]],"date-time":"2023-04-26T09:03:34Z","timestamp":1682499814000},"page":"299-310","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Virtuelle Welten in der Fernlehre\u00a0\u2013 Eine Studie der Fernhochschule AKAD University","Virtual Worlds in Distance Learning\u2014A\u00a0Study by AKAD University"],"prefix":"10.1365","volume":"61","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3713-0963","authenticated-orcid":false,"given":"Heidi","family":"Rinn","sequence":"first","affiliation":[]},{"given":"Daniel","family":"Markgraf","sequence":"additional","affiliation":[]},{"given":"Susanne","family":"Robra-Bissantz","sequence":"additional","affiliation":[]}],"member":"93","published-online":{"date-parts":[[2023,4,26]]},"reference":[{"key":"976_CR1","doi-asserted-by":"publisher","first-page":"475","DOI":"10.1007\/978-3-658-30525-3_20","volume-title":"Digitale Bildung und K\u00fcnstliche Intelligenz in Deutschland: Nachhaltige Wettbewerbsf\u00e4higkeit und Zukunftsagenda","author":"M Blumentritt","year":"2020","unstructured":"Blumentritt\u00a0M, Schwinger\u00a0D, Markgraf\u00a0D (2020) Lernpartnerschaften \u2013 Eine vergleichende Erhebung des Rollenverst\u00e4ndnisses von Lernenden und Lehrenden im digitalen Studienprozess. 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