TURTLE is an interdisciplinary research project involving LMU Munich, FAU Erlangen-Nürnberg, Eberhard Karls University Tübingen, and Heilbronn University of Applied Sciences. Our research focuses on immersive teaching and learning processes. TURTLE, which stands for virTUal RealiTy LErnlandschaft (virtual reality learning landscape), is an immersive educational environment that opens new pathways for teaching and learning. At designated "narrative learning spots," learners can explore educational content interactively and immersively in virtual spaces.
The VR experience, Down the Rabbit Hole, is an interactive, exploratory, and immersive social media experience. Its goal is to raise awareness about the hidden mechanisms of social media algorithms through a virtual reality experience. Participants learn how recommendation algorithms can amplify content that fosters societal polarization. The simulation takes users to a fictional island and a "rabbit hole," exposing them to problematic social media content and teaching them how to navigate and resist such influences.
The Hoffmann Experience is an immersive, interactive, and exploratory VR literary experience inspired by the works of E.T.A. Hoffmann. This unique VR experience invites users to dive into Hoffmann’s fantastical world, solve puzzles, explore virtual settings, meet mysterious characters, and become active participants in the narrative.
The VR Academy is a virtual classroom where users can develop skills to confidently address situations of discrimination. In five scenarios on "controversial topics," users practice anti-discrimination and diversity-sensitive competencies by interacting with AI-controlled students in a virtual space. Afterward, they receive professional feedback to support self-reflection.
DIWA 4.0 – Diversity Competence 4.0 leverages VR technology to create training opportunities for developing anti-racism and diversity-related competencies among public service employees and educators. Participants can experiment as avatars in virtual environments, reflecting on their behavior in a space where change is possible.
Idee und Entstehung der 3D-Zeugnisse
Die Idee für die Erstellung deutschsprachiger digitaler Zeugnisse entstand im Anschluss an die Tagung „Holocaust Education Revisited“, die im Februar 2018 an der LMU München stattfand. Die vielfältigen Diskussionen um Zeugenschaft mündeten in die Entwicklung von „Hologrammen“, um Chancen und Grenzen solcher Zeugnisse für die Vermittlungs- und Bildungsarbeit auszuloten. Seitdem befasst sich ein interdisziplinäres Team mit der Entwicklung der Zeugnisse sowie ihrer transdisziplinären Erforschung unter Zuhilfenahme des Design-Based-Research-Ansatzes.
