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A large body of literature is concerned with models of presence— the sensory illusion of being part of a virtual scene— but there is still no general agreement on how to measure it objectively and reliably. For the presented study, we applied contemporary theory to measure presence in virtual reality. Thirty-seven participants explored an existing commercial game in order to complete a collection task. Two startle events were naturally embedded in the game progression to evoke physical reactions and head tracking data was collected in response to these events. Subjective presence was recorded using a post-study questionnaire and real-time assessments. Our novel implementation of behavioral measures lead to insights which could inform future presence research: We propose a measure in which startle reflexes are evoked through specific events in the virtual environment, and head tracking data is compared to the range and speed of baseline interactions.
The increasing heterogenecity of students at German Universities of Applied Sciences and the growing importance of digitization call for a rethinking of teaching and learning within higher education. In the next years, changing the learning ecosystem by developing and reflecting upon new teaching and learning techniques using methods of digitalization will be both - most relevant and very challenging. The following article introduces two different learning scenarios, which exemplify the implementation of new educational models that allow discontinuity of time and place, technology and process in teaching and learning. Within a blended learning apporach, the first learning scenario aims at adapting and individualizing the knowledge transfer in the course Foundations of Computer Science by providing knowledge individually and situation-specifically. The second learning scenario proposes a web-based tool to facilitate digital learning environments and thus digital learning communities and the possibility of computer-supported learning. The overall aim of both learning scenarios is to enhance learning for diverse groups by providing a different smart learning ecosystem in stepping away from a teacher-based to a student-centered approach. Both learning scenarios exemplarily represent the educational vision of Reutlingen University - its development into an interactive university.