@article{63798, author = {{Vernholz, Mats and Temmen, Katrin}}, issn = {{2199-8825}}, journal = {{die hochschullehre}}, number = {{8}}, pages = {{97--111}}, publisher = {{wbv Publikation}}, title = {{{Motive Ingenieurstudierender für den Besuch (fach-)didaktischer Lehrveranstaltungen im Projekt EduTech Net OWL}}}, doi = {{10.3278/HSL2608W}}, volume = {{12}}, year = {{2026}}, } @inbook{63793, author = {{Vernholz, Mats and Schäfers, Johannes and Jonas-Ahrend, Gabriela and Temmen, Katrin}}, booktitle = {{Smart Technologies for an All-Electric Society. STE 2025. Lecture Notes in Networks and Systems}}, editor = {{Auer, Michael E. and Langmann, Reinhard and May, Dominik and Morales, Manuel}}, isbn = {{9783032073150}}, issn = {{2367-3370}}, publisher = {{Springer Nature Switzerland}}, title = {{{Shaping Tomorrow’s Classrooms: Integrating AI in Technology Teacher Training and VET in Germany}}}, doi = {{10.1007/978-3-032-07316-7_10}}, year = {{2026}}, } @inbook{65515, abstract = {{Abstract This study explores the usability and onboarding process of a Mixed Reality (MR) application called PEARL, designed to prepare students for laboratory work. Originally developed for mobile Augmented Reality (mAR), PEARL was adapted for MR to offer a more immersive and intuitive experience through hand and gesture controls. Since many students lack experience with MR devices, a user-friendly onboarding system is essential. The study aims to redesign PEARL’s user interface and onboarding experience, evaluating how intuitive interaction elements impact usability. First, a literature review will identify existing usability guidelines for MR applications, which will guide the redesign of the interface. This new version will then be tested with students through a user study. Feedback will be collected via an online survey to assess the onboarding and user experience, and the findings will be used to refine the design further. The expected outcome is an improved onboarding process and interface, making PEARL accessible even for MR novices, enhancing their ability to interact with 3D objects in a real-world setting. Ultimately, the study aims to provide best practices for developing intuitive MR interfaces and effective onboarding experiences, especially in educational contexts.}}, author = {{Alptekin, Mesut and Münstermann, Daniel and Temmen, Katrin}}, booktitle = {{Lecture Notes in Networks and Systems}}, isbn = {{9783032073181}}, issn = {{2367-3370}}, keywords = {{Meta Quest 3, Augmented Reality, Mixed Reality, PEARL, Electrical Engineering, Laboratory Training, Onboarding, User Experience, User Interface, Heuristics}}, location = {{Santiago, Chile}}, pages = {{199--211}}, publisher = {{Springer Nature Switzerland}}, title = {{{Designing and Evaluating the Usability and Onboarding for a Mixed-Reality Application: A Case Study with PEARL (Paderborn Electrical Engineering AR Laboratory) and Meta Quest 3}}}, doi = {{10.1007/978-3-032-07319-8_19}}, volume = {{2}}, year = {{2026}}, } @article{65682, author = {{Vernholz, Mats and Sims, Craig and Treagust, David}}, journal = {{Education Sciences}}, number = {{5}}, pages = {{782}}, title = {{{From Time-Saving to Skill-Building: Reframing Generative AI for Lesson-Planning—A Conceptual Design Paper}}}, doi = {{https://doi.org/10.3390/educsci16050782}}, volume = {{16}}, year = {{2026}}, } @inproceedings{66462, abstract = {{Germany is experiencing a shortage of teachers, a situation that is particularly evident in the domain of technical vocational education. In response to this, various pathways into vocational teacher education have been established. These pathways are diverse in their nature but all lead to the same teacher degree as traditional teacher education. In two interview studies (n=22 (pre service) vocational teachers), initial motives of entering teacher education (based on FIT-Choice) as well as retrospective views on the career choice after entering the profession (based on PLP model) are analyzed. The present study compares the reflective views of pre-service teachers and career-changing in-service teachers (CCIT). Although both groups generally perceive their career choice positively, the results raise questions about why CCITs did not enter the field of teacher education in the first place. Additionally, the analysis allows for further discussion about existing teacher education programs in times of teacher shortage.}}, author = {{Vernholz, Mats and Jonas-Ahrend, Gabriela and Temmen, Katrin}}, keywords = {{vocational teacher education, teacher shortage, career-changing teachers, teacher reflections}}, location = {{Boat Viking Glory}}, title = {{{Different Pathways, Shared Challenges: Reflections on Entering Vocational Teaching in Germany }}}, year = {{2026}}, } @inproceedings{66461, author = {{Vernholz, Mats and Schäfers, Johannes and Jonas-Ahrend, Gabriela and Temmen, Katrin}}, title = {{{Shifting Minds or Reinforcing Myths? Empirical Insights into AI-related Affective Changes Among Future Technology Teachers}}}, year = {{2026}}, } @inproceedings{66459, author = {{Guberman, Ainat and Jonas-Ahrend, Gabriela and Arvif-Elyashiv, Rinat and Ben-Yehduah, Gal and Cyprus, Dominik}}, location = {{Los Angeles, CA, USA}}, title = {{{Exploring (De)Motivating Factors over Time: Perspectives of Career Change STEM Teachers from Germany and Israel}}}, year = {{2026}}, } @inproceedings{66599, author = {{Beutner, Marc and Koppius, Sebastian Niklas and Schäfers, Johannes and Temmen, Katrin}}, booktitle = {{bwp@ Spezial HT2025: Nachhaltig – Digital – Chancengerecht. Zukunftsszenarien von Arbeit, Bildung und Beruf }}, editor = {{Hartwich, Katharina and Heisler, Dietmar and Lippegaus, Petra and Schmökel, Michelle and Schwede, Jana and Sommer, Christian}}, issn = {{1618-8543}}, keywords = {{5. Generation des Mobilfunkstandards (5G), Digitaler Reifegrad im Berufsschulunterricht, Best-Practice-Beispiele}}, location = {{Paderborn}}, publisher = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, title = {{{Die Ausbildung von morgen gestalten: mit 5G und für 5G. Unterrichtliche Anwendungsbeispiele für das Lernen mit 5G und für 5G an kaufmännischen und gewerblich-technischen Berufskollegs aus Ostwestfalen-Lippe }}}, year = {{2026}}, } @inproceedings{62042, author = {{Reckmann, Eileen and Blomberg, Tobias and Temmen, Katrin}}, booktitle = {{Entdecken, lehren und forschen im Schülerlabor}}, editor = {{van Vorst, Helena}}, location = {{Bochum}}, title = {{{Neue Wege für das Schülerlabor – Rahmenbedingungen eines mobilen Schülerlabors}}}, volume = {{45}}, year = {{2025}}, } @inproceedings{64145, author = {{Newberry, Melissa and Jonas-Ahrend, Gabriela and Rizvi, Meher and van der Want, Anna}}, location = {{Glasgow}}, title = {{{The Dynamics of Geographic Space when working with International Teacher Educators in Collaborative Research}}}, year = {{2025}}, } @inproceedings{64143, author = {{Guberman, Ainat and Jonas-Ahrend, Gabriela and Arvif-Elyashiv, Rinat and Ben-Yehduah, Gal and Cyprus, Dominik}}, location = {{Belgrad}}, title = {{{Career Changing STEM Teachers` Motivation over Time: Lessons from Israel and Germany}}}, year = {{2025}}, } @inproceedings{64142, author = {{Ratnam, Tara and Jonas-Ahrend, Gabriela and Newberry, Melissa}}, location = {{Denver/CO, USA}}, title = {{{The presence of an Invisible College in the knowledge network of ISATT}}}, year = {{2025}}, } @inbook{62188, author = {{Vernholz, Mats and Jonas-Ahrend, Gabriela and Temmen, Katrin}}, booktitle = {{Zukünfte technischer Bildung}}, editor = {{Wiemer, Tobias and Binder, Martin and Penning, Isabelle}}, location = {{Halle/Saale}}, title = {{{„Und ich sag mal, Theorie und Praxis ist zweierlei“. Wie können Praxisphasen Lehramtsstudierende auf zukünftige Anforderungen vorbereiten? }}}, doi = {{https://doi.org/10.25932/publishup-67926}}, volume = {{26}}, year = {{2025}}, } @inproceedings{62041, author = {{Reckmann, Eileen and Temmen, Katrin}}, booktitle = {{EDULEARN Proceedings}}, editor = {{Gómez Chova, Luis and González Martínez, Chelo and Lees, Joanna}}, issn = {{2340-1117}}, publisher = {{IATED}}, title = {{{Intrinsic Motivation in Stem Outreach: An Analysis of External Factors in Voluntary and School-Based Lab Settings}}}, doi = {{10.21125/edulearn.2025.2462}}, volume = {{1}}, year = {{2025}}, } @inproceedings{64795, author = {{Ebert, Marc and Temmen, Katrin}}, location = {{Oldenburg}}, title = {{{Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema}}}, year = {{2025}}, } @inproceedings{61396, author = {{Nölle, Florian and Schmid, Hans-Joachim and Bentrup, Leon Alexander and Temmen, Katrin}}, booktitle = {{MINT-Symposium}}, location = {{Nürnberg}}, title = {{{Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag)}}}, year = {{2025}}, } @article{61859, author = {{Jonas-Ahrend, Gabriela and Tenberg, Ralf}}, journal = {{Journal of Education for Teaching}}, title = {{{Teacher shortage in Germany - overview and insights}}}, doi = {{https://doi.org/10.1080/02607476.2025.2572577}}, year = {{2025}}, } @phdthesis{60352, abstract = {{Selbstkonzepte werden als mentale Repräsentationen einer Person von sich selbst definiert und stehen aufgrund ihrer Bedeutung für den Berufserfolg von (angehenden) Lehrkräften im Fokus der Forschung zur Professionalisierung von Lehrkräften. Ziel der vorliegenden Arbeit ist die de-taillierte Betrachtung der Ausprägungen akademischer Selbstkonzepte von gewerblich-techni-schen Lehramtsstudierenden im Master of Education zur Analyse der Struktur, Entwicklungsein-flüsse und Beziehungen zwischen verschiedenen Dimensionen akademischer Selbstkonzepte anhand eines sequentiellen Mixed-Methods-Designs. Dieses besteht aus einer quantitativen Studie (n=115), angelehnt an das TPACK-Modell, und einer anschließenden qualitativen Inter-viewstudie (n=18) angelehnt an das PCK-Modell. Es zeigt sich, dass akademische Selbstkonzepte angehender Lehrkräfte anhand von Professionswissensmodellen strukturierbar sind. Dies trifft sowohl auf die Strukturierung anhand des TPACK-Modells als auch anhand des PCK-Modells zu. Als Entwicklungseinflüsse zeigen sich besonders Aspekte: praktische Erfahrungen im schulischen sowie im fachwissenschaftlichen Bereich und auch die Auswirkungen sozialer und dimensionaler Vergleichsprozesse. Bei den Auswirkungen von Vergleichsprozessen fungiert jedoch die wahr-genommene Relevanz der jeweiligen Dimensionen der akademischen Selbstkonzepte als Mode-rator. Abschließend werden forschungsmethodische sowie hochschulbildungspraktische Im-plikationen der Ergebnisse diskutiert.}}, author = {{Vernholz, Mats}}, publisher = {{LibreCat University}}, title = {{{Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse}}}, doi = {{10.17619/UNIPB/1-2266}}, year = {{2025}}, } @inbook{62039, author = {{Vernholz, Mats and Temmen, Katrin}}, booktitle = {{Towards inclusive and egalitarian vocational education and training: Key challenges and strategies from a holistic and multi-contextual approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training}}, editor = {{Quintana-Murci, Elena and Salva-Mut, Francisca and Stalder, Barbara Elisabeth and Nägele, Christof}}, publisher = {{LibreCat University}}, title = {{{Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students' Motives}}}, doi = {{10.5281/ZENODO.15364031}}, year = {{2025}}, } @inproceedings{60892, abstract = {{At Paderborn University, an AR-based app is being developed to prepare electrical engineering students for laboratory work. This paper aims to review the development of AR since 2010, particularly in technical university laboratories, through a systematic literature review. The study investigates AR's relevance in university teaching and examines specific AR applications in laboratory settings. Using a mixed-method approach, the research first employs a web crawler to gather 27,249 articles from the Lens database, followed by a bibliometric analysis. Further, Google Scholar is used to find 374 articles related to AR in scientific and technical laboratories, with 51 significant ones evaluated for application areas, findings, and other criteria. The findings show that AR in education is a growing trend, with a significant increase in publications and citations in recent years. Most studies focus on marker-based mobile AR applications, assessing aspects like motivation and user experience through surveys and interviews. However, there's limited research on AR's learning effectiveness in laboratories, partly due to the scarcity of technical equipment. One study found no significant learning impact from AR.}}, author = {{Alptekin, Mesut and Froese, Lennart and Temmen, Katrin}}, booktitle = {{Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)}}, keywords = {{Augmented Reality, Mixed Reality, Literature Review, Bibliometric Analysis, Education \and Laboratories}}, location = {{Fukuoka, Japan}}, pages = {{427}}, publisher = {{Springer Nature}}, title = {{{Quantitative and Qualitative Literature Review of Augmented Reality in Teaching}}}, volume = {{432}}, year = {{2025}}, }