Past lives, present learners: Future directions for history education in virtual reality

Miriam Mulders, Kristian H. Träg, Lilly Kaninski, Lara Rahner
{"title":"Past lives, present learners: Future directions for history education in virtual reality","authors":"Miriam Mulders,&nbsp;Kristian H. Träg,&nbsp;Lilly Kaninski,&nbsp;Lara Rahner","doi":"10.1016/j.cexr.2025.100114","DOIUrl":null,"url":null,"abstract":"<div><div>This study investigates the relationship between presence and learning outcomes in Virtual Reality (VR) environments, with a focus on both cognitive and affective learning. Using the <em>Anne Frank VR House</em>, a virtual replica of a hiding place for a group of Jewish people during World War II, 74 university students explored how the feeling of presence affects knowledge acquisition and perspective-taking. The results showed a significant positive correlation between presence and perspective-taking, but no effect on knowledge acquisition, meaning that a higher sense of presence predicted higher perspective-taking, while knowledge scores did not. These findings highlight VR's potential to create a sense of presence and thus foster emotional engagement in history education, suggesting that empathy-driven learning may be an effective way to engage students with complex socio-political issues beyond factual knowledge.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100114"},"PeriodicalIF":0.0000,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computers & Education: X Reality","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2949678025000224","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

This study investigates the relationship between presence and learning outcomes in Virtual Reality (VR) environments, with a focus on both cognitive and affective learning. Using the Anne Frank VR House, a virtual replica of a hiding place for a group of Jewish people during World War II, 74 university students explored how the feeling of presence affects knowledge acquisition and perspective-taking. The results showed a significant positive correlation between presence and perspective-taking, but no effect on knowledge acquisition, meaning that a higher sense of presence predicted higher perspective-taking, while knowledge scores did not. These findings highlight VR's potential to create a sense of presence and thus foster emotional engagement in history education, suggesting that empathy-driven learning may be an effective way to engage students with complex socio-political issues beyond factual knowledge.
前世今生:虚拟现实历史教育的未来方向
本研究探讨了虚拟现实(VR)环境中存在与学习成果之间的关系,重点关注认知和情感学习。74名大学生利用安妮·弗兰克虚拟现实之家(二战期间一群犹太人的藏身之处的虚拟复制品)探索了存在感如何影响知识获取和观点采纳。结果显示,在场与观点采纳之间存在显著的正相关关系,但对知识获取没有影响,这意味着更高的在场感预示着更高的观点采纳,而知识得分则没有。这些发现强调了虚拟现实在创造存在感,从而促进历史教育中的情感参与方面的潜力,这表明移情驱动的学习可能是一种有效的方式,可以让学生参与事实知识之外的复杂社会政治问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信