Under the management of Dr. Malte Albrecht

Deployment in new subject areas (experiences) in at least 2 cities in North Rhine-Westphalia.

North Rhine-Westphalia-wide study to assess the research question. At least 600 persons.


The VR-DIP portal will provide a comprehensive database for empirical evaluation. In this way, we increase the evaluation potential of the project with low personnel costs.

The pilot project will be significantly influenced by the guiding principle “how you feel, how you learn”. In order to prove the effects of emotions on learning and thus on this guiding principle, the following findings from psychological (learning) research are cited.

In 2012, D’Mello and Graesser discovered that negative deactivating emotions such as boredom and hopelessness lead to reduced intrinsic motivation and favour the avoidance of achievement scenarios. Negatively activating emotions such as shame, anger and fear, on the other hand, have complex effects on learning, some of which can be conducive to learning. The emotions of anger and shame lead to an increased risk of being distracted. Fear, on the other hand, can to a certain extent increase motivation and promote learning. (Pekrun, 2006). Transitions are therefore fluid. Minor fear of a forthcoming exam can lead to underestimation of the demands made by the exam and thus to insufficient preparation. A high level of fear can in turn lead to the avoidance of achievement scenarios. A moderate level of anxiety, on the other hand, can be regarded as conducive to performance.

Positive emotions can also have both performance-enhancing and inhibitory effects on learning. Thus, positively deactivating emotions such as relaxation and relief lead to the feeling that the learning effort does not have to be intensified, as everything goes as planned. Positive emotions, on the other hand, lead to an increase in intrinsic motivation and thus have a positive effect on learning. They are also associated with creativity and improved problem-solving skills (Pekrun, Goetz, Titz & Perry, 2002). Overall, research shows that positively activating emotions have a positive influence on learning and should therefore be stimulated within the learning environment.

Objective and Questions

The question the project revolves around is: “Can the use of VR glasses in the learning process increase the current well-being of the refugees and thus increase their motivation for language acquisition and integration?

The objectives are to expand and improve integration policies for refugees in the city of Cologne, to promote fun learning of the German language through cognitive and social experiences, and to experience real language and environmental situations in virtual and didactic visualisations. By encountering German language, culture and the habits of the city of Cologne in a secure, safe and protected learning environment, an inhibition threshold is minimised and the integration and connection to Germany facilitated. 360° learning is facilitated. This means that not only vocabulary or knowledge should be taught, but that learning should be embedded in simulated, real scenes in which the learners can playfully get to know German culture, its values and language in a safe learning environment. Through the gaming nature inherent in the possibilities of VR, the interest in German culture and language as well as the motivation to integrate can be increased.

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