Work

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

Year: 2025

Type: article

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.

Source: Computers & Education X Reality

DOI: 10.1016/j.cexr.2025.100114

Authors: Miriam Mulders, Kristian H. Träg, Lilly Kaninski, Lara Rahner

Institution: University of Duisburg-Essen

Language: English

Topic: Virtual Reality Applications and Impacts

Subfield: Human-Computer Interaction

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,850