Position: Student Research Assistant
Phone: +49 391 67-59369
Jonas Mandel, B.Sc.
Publications
2026
Schott, D; Kunz, M; Schrader, C; Ringler, E; Schwadtke, A; Mandel, J; Müller, P; Kleinbeck, C; Roth, D; Albrecht, A; Hansen, C
The Influence of Environmental Fidelity on Virtual Presence, Intrinsic Motivation, Cognitive Load and Learning Outcomes in Medical VR Journal Article
In: IEEE Transactions on Visualization and Computer Graphics, vol. 32, no. 5, pp. 4302-4311, 2026.
@article{nokeyb,
title = {The Influence of Environmental Fidelity on Virtual Presence, Intrinsic Motivation, Cognitive Load and Learning Outcomes in Medical VR},
author = {D Schott and M Kunz and C Schrader and E Ringler and A Schwadtke and J Mandel and P Müller and C Kleinbeck and D Roth and A Albrecht and C Hansen},
url = {https://ieeexplore.ieee.org/document/11475220/},
doi = {10.1109/TVCG.2026.3680702},
year = {2026},
date = {2026-05-01},
urldate = {2026-05-01},
journal = {IEEE Transactions on Visualization and Computer Graphics},
volume = {32},
number = {5},
pages = {4302-4311},
howpublished = {IEEE Conference on Virtual Reality and 3D User Interfaces (VR)},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Sabir, A; Ringler, E; Mandel, J; Hansen, C; Schott, D
Evaluation of a State-Aware Conversational AI Agent for Immersive Anatomy Education Proceedings Article
In: IEEE Conference on Virtual Reality and 3D User Interfaces (VRW), pp. 790-794, 2026.
@inproceedings{Sabir2026,
title = {Evaluation of a State-Aware Conversational AI Agent for Immersive Anatomy Education},
author = {A Sabir and E Ringler and J Mandel and C Hansen and D Schott},
url = {https://ieeexplore.ieee.org/document/11489889},
doi = {10.1109/VRW70859.2026.00151},
year = {2026},
date = {2026-04-30},
urldate = {2026-04-30},
booktitle = {IEEE Conference on Virtual Reality and 3D User Interfaces (VRW)},
pages = {790-794},
abstract = {The dynamic 3D morphology and temporal complexity of embryonic heart development make it difficult to comprehend. We introduce Reinheart, a conversational AI tutor for anatomy education that is state-aware and integrated into a mixed-reality learning environment. The AI tutor uses OpenAI services to provide voice-based tutoring in real-time with interactive 3D visualization. Using a mixed-method analysis, ten anatomy experts assessed pedagogical performance, usability, and trust. The results indicated high ease-of-use and positive social presence, while qualitative feedback revealed limited uncertainty in communication and instability in challenge tasks. Experts supported the tutor’s potential for conceptual reinforcement and guided exploration. To improve contextual reasoning and instructional reliability in MR anatomy learning, future work should extend this framework with domain-specific, uncertainty-aware AI.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
The dynamic 3D morphology and temporal complexity of embryonic heart development make it difficult to comprehend. We introduce Reinheart, a conversational AI tutor for anatomy education that is state-aware and integrated into a mixed-reality learning environment. The AI tutor uses OpenAI services to provide voice-based tutoring in real-time with interactive 3D visualization. Using a mixed-method analysis, ten anatomy experts assessed pedagogical performance, usability, and trust. The results indicated high ease-of-use and positive social presence, while qualitative feedback revealed limited uncertainty in communication and instability in challenge tasks. Experts supported the tutor’s potential for conceptual reinforcement and guided exploration. To improve contextual reasoning and instructional reliability in MR anatomy learning, future work should extend this framework with domain-specific, uncertainty-aware AI.
2024
Schott, D; Kunz, M; Heinrich, F; Mandel, J; Albrecht, A; Braun-Dullaeus, R; Hansen, C
Stand Alone or Stay Together: An In-Situ Experiment of Mixed-Reality Applications in Embryonic Anatomy Education Proceedings Article
In: Proceedings of the 30th ACM Symposium on Virtual Reality Software and Technology, 2024.
@inproceedings{schott_stand_2024,
title = {Stand Alone or Stay Together: An In-Situ Experiment of Mixed-Reality Applications in Embryonic Anatomy Education},
author = {D Schott and M Kunz and F Heinrich and J Mandel and A Albrecht and R Braun-Dullaeus and C Hansen},
url = {https://dl.acm.org/doi/10.1145/3641825.3687706},
doi = {10.1145/3641825.3687706},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
booktitle = {Proceedings of the 30th ACM Symposium on Virtual Reality Software and Technology},
series = {VRST '24},
abstract = {Where traditional media and methods reach their limits in anatomy education, mixed-reality (MR) environments can provide effective learning support because of their high interactivity and spatial visualization capabilities. However, the underlying design and pedagogical requirements are as diverse as the technologies themselves. This paper examines the effectiveness of individual- and collaborative learning environments for anatomy education, using embryonic heart development as an example. Both applications deliver the same content using identical visualizations and hardware but differ in interactivity and pedagogical approach. The environments were evaluated in a user study with medical students (n = 90) during their examination phase, assessing usability, user experience, social interaction/co-presence, cognitive load, and personal preference. Additionally, we conducted a knowledge test before and after an MR learning session to determine educational effects compared to a conventional anatomy seminar. Results indicate that the individual learning environment was generally preferred. However, no significant difference in learning effectiveness could be shown between the conventional approach and the MR applications. This suggests that both can effectively complement traditional seminars despite their different natures. Our study contributes to understanding how different MR settings could be tailored for anatomical education.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Where traditional media and methods reach their limits in anatomy education, mixed-reality (MR) environments can provide effective learning support because of their high interactivity and spatial visualization capabilities. However, the underlying design and pedagogical requirements are as diverse as the technologies themselves. This paper examines the effectiveness of individual- and collaborative learning environments for anatomy education, using embryonic heart development as an example. Both applications deliver the same content using identical visualizations and hardware but differ in interactivity and pedagogical approach. The environments were evaluated in a user study with medical students (n = 90) during their examination phase, assessing usability, user experience, social interaction/co-presence, cognitive load, and personal preference. Additionally, we conducted a knowledge test before and after an MR learning session to determine educational effects compared to a conventional anatomy seminar. Results indicate that the individual learning environment was generally preferred. However, no significant difference in learning effectiveness could be shown between the conventional approach and the MR applications. This suggests that both can effectively complement traditional seminars despite their different natures. Our study contributes to understanding how different MR settings could be tailored for anatomical education.
Schott, D; Kunz, M; Mandel, J; Schwenderling, L; Braun-Dullaeus, R; Hansen, C
An AR-Based Multi-User Learning Environment for Anatomy Seminars Proceedings Article
In: 2024 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), pp. 949–950, IEEE, Orlando, FL, USA, 2024.
@inproceedings{schott_ar-based_2024,
title = {An AR-Based Multi-User Learning Environment for Anatomy Seminars},
author = {D Schott and M Kunz and J Mandel and L Schwenderling and R Braun-Dullaeus and C Hansen},
url = {https://ieeexplore.ieee.org/document/10536568/},
doi = {10.1109/VRW62533.2024.00271},
year = {2024},
date = {2024-03-01},
urldate = {2024-03-01},
booktitle = {2024 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)},
pages = {949–950},
publisher = {IEEE},
address = {Orlando, FL, USA},
abstract = {Understanding the intricate and rapid changes in shape during em-bryonic formation is vital for medical students. Using the example of embryonic human heart development, we introduce an AR-based multi-user approach to enhance understanding and foster a participatory learning environment. Through a user-centered approach, we created a prototype accommodating two player roles and enabling multi-modal inputs to encourage dynamic group discussions. We in-vited four anatomy experts to evaluate three system configurations in an interdisciplinary workshop to assess the feasibility of integration into anatomy seminars. The gathered data and feedback indicate the potential of our collaborative concept for integration into the medical curriculum.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Understanding the intricate and rapid changes in shape during em-bryonic formation is vital for medical students. Using the example of embryonic human heart development, we introduce an AR-based multi-user approach to enhance understanding and foster a participatory learning environment. Through a user-centered approach, we created a prototype accommodating two player roles and enabling multi-modal inputs to encourage dynamic group discussions. We in-vited four anatomy experts to evaluate three system configurations in an interdisciplinary workshop to assess the feasibility of integration into anatomy seminars. The gathered data and feedback indicate the potential of our collaborative concept for integration into the medical curriculum.
Schott, D; Heinrich, F; Kunz, M; Mandel, J; Albrecht, A; Braun-Dullaeus, R; Hansen, C
CardioCoLab: Collaborative Learning of Embryonic Heart Anatomy in Mixed Reality Proceedings Article
In: Eurographics Workshop on Visual Computing for Biology and Medicine, 2024.
@inproceedings{schott_cardiocolab_2024,
title = {CardioCoLab: Collaborative Learning of Embryonic Heart Anatomy in Mixed Reality},
author = {D Schott and F Heinrich and M Kunz and J Mandel and A Albrecht and R Braun-Dullaeus and C Hansen},
url = {https://diglib.eg.org/handle/10.2312/vcbm20241191},
doi = {10.2312/VCBM.20241191},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
booktitle = {Eurographics Workshop on Visual Computing for Biology and Medicine},
abstract = {The complexity of embryonic heart development presents significant challenges for medical education, particularly in illustrating dynamic morphological changes over short time periods. Traditional teaching methods, such as 2D textbook illustrations and static models, are often insufficient for conveying these intricate processes. To address this gap, we developed a multi-user Mixed Reality (MR) system designed to enhance collaborative learning and interaction with virtual heart models. Building on previous research, we identified the needs of both students and teachers, implementing various interaction and visualization features iteratively. An evaluation with teachers and students (N = 12) demonstrated the system's effectiveness in improving engagement and understanding of embryonic heart development. The study highlights the potential of MR in medical seminar settings as a valuable addition to medical education by enhancing traditional learning methods.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
The complexity of embryonic heart development presents significant challenges for medical education, particularly in illustrating dynamic morphological changes over short time periods. Traditional teaching methods, such as 2D textbook illustrations and static models, are often insufficient for conveying these intricate processes. To address this gap, we developed a multi-user Mixed Reality (MR) system designed to enhance collaborative learning and interaction with virtual heart models. Building on previous research, we identified the needs of both students and teachers, implementing various interaction and visualization features iteratively. An evaluation with teachers and students (N = 12) demonstrated the system's effectiveness in improving engagement and understanding of embryonic heart development. The study highlights the potential of MR in medical seminar settings as a valuable addition to medical education by enhancing traditional learning methods.