Year: 2025
Type: conference-paper
Abstract: This article examines the role of digital reconstructions of historical scenes in the teaching of history, highlighting their theoretical foundations, their methods, and the educational benefits they offer. Drawing from perspectives in educational sciences and digital humanities, we explore how the use of 3D modeling, virtual reality (VR), and augmented reality (AR) can create immersive environments that enhance learners’ engagement, curiosity, and critical thinking. After outlining the epistemological and didactic underpinnings—namely constructivism and the investigative approach to history—we detail the practical steps involved in reconstructing historical scenes (documentary research, iconographic analysis, 3D modeling). Two case studies illustrate how virtual reconstructions can bring historical contexts to life, improve knowledge retention, and encourage interdisciplinary collaboration. We then discuss the benefits for students, including improved understanding, motivation, and the development of critical analysis skills. Finally, we address the limitations and challenges associated with this pedagogical approach, such as technical and financial constraints, scientific validation, and teacher training. We conclude by identifying research perspectives, especially regarding the potential of artificial intelligence and collaborative international projects. Ultimately, digital reconstructions can be a powerful educational tool, enabling learners not only to “see” the past but also to reflect upon its complexities and debates.
Institution: University of Hassan II Casablanca
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4415210650