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It outlines construction principles for virtual 3D spaces, describes evening-based learning scenarios for mathematics fundamentals, and evaluates advantages and limits using participating-student data and qualitative questionnaire 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universities, we observe a great range of variation in previous knowledge and decreasing mathematical competences of students – partly due to less limited qualification rules at universities in Germany.  \nTo address the challenges which arise by teaching very heterogeneous student groups we use e-tutorials as an addition to traditional classroom teaching. We show how virtual 3D rooms should be constructed for the purpose of etutorials. Based on our experience we discuss advantages and limitations using virtual 3D rooms in university teaching.  \nKeywords: e-learning, e-tutorial, education of mathematics, virtual 3D room  \nIntroduction  \nClassroom teaching is still the traditional method knowledge transfer at universities – partly completed by self-study and further ways. The advantages are obvious: Problems of understanding and misunderstanding concepts can be solved spontaneously in a one-to-one conversation, completed by additional explanations and examples. However, because of the lower conditions of admissions in Germany, we observe increased heterogeneous previous knowledge in computer science especially concerning mathematical skills. But a desirable all-embracing individual face-to-face assistance cannot be realized.  \nHowever, in order to give students more support, there already exist some helpful possibilities – although with certain limitations:  \n􀁸 Online courses: Self-made or - for example - via YouTube. Online courses can be used in addition to classroom teaching. Teaching material can be offered on different levels of difficulty and by different media; the students are able to determine their best learning path. However, it is very time-consuming to create online courses; and in general there is no supervision by a tutor, which could be helpful – especially in the beginning of studying.  \n􀁸 Tutorials are well suited to recapitulate and deepen the learning syllabus in small student groups. However, because of the full timetable  \n􀀍  \n†  \nProfessor, Aalen University, Germany.  \nStudy Support Center, Aalen University, Germany.  \n[https://doi.org/10.30958/aje.3-2-2](https://doi.org/10.30958/aje.3-2-2) doi=10.30958/aje.3-2-2  \n-especially in the first semesters-students sometimes find it difficult to make appointments for common meetings during daytime.  \n􀁸 Individual consultation-hours are very effective for students, but very personnel-intensive.  \nAnother problem at our Aalen University of Applied is its geographical location. The university is located far away from big cities in a rural environment. Most of the students as well as the tutors are not living nearby our university but rather in the surrounding villages. Normally, the daily timetable is filled with only a few gaps, so that there are hardly any opportunities to meet for group activities or for additional events like tutorials. As soon as the lectures are over students usually return home and usually will not come back for an evening meeting.  \nTo address the challenges we use e-tutorials in virtual 3D rooms as an addition to traditional classroom teaching which are all linked by a learning management system (LMS) like Moodle or ILIAS. With this new technique, we offer a new possibility for location-independent teaching (Figure 1) .  \nFigure 1. Possible Learning Sites  \nSource: Prepared by authors.  \nMethodology  \nThe positive effect of using virtual 3D worlds in simulations and training competences has been proved (Moskaliuk, Bertram, & Cress, 2013) . Virtual 3D worlds are used at universities mainly for the visualization and simulation of complex issues (Trindade, Fiolhais, & Almeida, 2002) . The transfer of traditional classroom teaching into a complete virtual environment is still unfamiliar and not often practiced. Our proposition is that learning and working in a virtual 3D environment, in some cases, can improve the learning  \nsuccess or at","cbCaipH5QrZXMuXH","https://ap.wps.com/l/cbCaipH5QrZXMuXH","pdf",766654,16,"English","# Introduction\n# Methodology\n# Evaluation","[{\"question\":\"Why does the document introduce e-tutorials in universities?\",\"answer\":\"It targets challenges from heterogeneous student backgrounds and reduced mathematical competences by adding structured support beyond classroom teaching.\"},{\"question\":\"How are virtual 3D rooms integrated into teaching?\",\"answer\":\"Virtual 3D rooms are linked via an LMS such as Moodle or ILIAS and used for e-tutorial sessions and collaboration in specific lectures.\"},{\"question\":\"How were the effects of the virtual 3D e-tutorials evaluated?\",\"answer\":\"The document uses a qualitative questionnaire covering installation simplicity, network lags, user interface, and perceived learning effect, alongside participation counts across sessions.\"}]","E-Tutorials as an Addition to Higher Education - Learning Scenarios | PDF"]