% IMPORTANT: The following is UTF-8 encoded. This means that in the presence
% of non-ASCII characters, it will not work with BibTeX 0.99 or older.
% Instead, you should use an up-to-date BibTeX implementation like “bibtex8” or
% “biber”.
@PHDTHESIS{Chandra:1015893,
author = {Chandra, Raymond Leonardo},
othercontributors = {Nacken, Heribert and Persike, Malte},
title = {{M}y{S}core: avatar based teaching and learning in higher
education},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
publisher = {RWTH Aachen University},
reportid = {RWTH-2025-06622},
pages = {1 Online-Ressource : Illustrationen},
year = {2025},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University; Dissertation, Rheinisch-Westfälische Technische
Hochschule Aachen, 2025},
abstract = {Virtual Reality (VR) refers to a computer technology that
can facilitate immersive, interactive learning by simulating
three-dimensional spaces. In higher education, VR offers the
chance to reinforce practical and soft skill learning.
However, widespread adoption remains limited due to the high
development cost, technical infrastructure demands, and a
lack of reusable content. This dissertation introduces
MyScore, an open-source, modular VR platform designed to
address these barriers and support scalable,
interdisciplinary teaching. It examines how VR-based
learning scenarios can be integrated into university
teaching in a sustainable and scalable way. MyScore allows
instructors, developers, and other users to create,
customize, and deploy VR scenes. Access to the open-source
code enables full customization to suit individual needs.
The platform was initially developed with only three
scenarios and has since been expanded through collaboration
with national and international partners to support
additional subjects such as sustainability, engineering,
theology, and hospitality. A central aim of this work is to
identify effective ways to incorporate VR technology so that
it complements and enhances traditional teaching and
learning activities. Building on this objective, this
dissertation explores three key research questions: (1)
whether VR-based training enhances quiz performance and
procedural skills compared to video-based instruction, (2)
how role-play in VR affects students’ self-assessed
communication skills, and (3) how does the order of
participation in VR and physical lab influences students'
performance, engagement, and learning perception. Empirical
studies using MyScore evaluated student engagement, task
performance, and learning perception. This work contributes
both a practical software solution and a foundation for
future research in immersive learning. MyScore demonstrates
how open-source principles can make VR a sustainable,
scalable, and adaptable tool for higher education. By
enabling institutions to create, share, and customize
immersive learning experiences, the platform supports the
broader integration of VR in university teaching.},
cin = {314520},
ddc = {624},
cid = {$I:(DE-82)314520_20140620$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2025-06622},
url = {https://publications.rwth-aachen.de/record/1015893},
}
guest ::