Strolling through a City of the Roman Empire: An Analysis of the Potential of Virtual Reality to Teach History in Primary Education

Autor/inn/en	Villena Taranilla, Rafael; Cózar-Gutiérrez, Ramón; González-Calero, José Antonio; López Cirugeda, Isabel
Titel	Strolling through a City of the Roman Empire: An Analysis of the Potential of Virtual Reality to Teach History in Primary Education
Quelle	In: Interactive Learning Environments, 30 (2022) 4, S.608-618 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Villena Taranilla, Rafael) ORCID (Cózar-Gutiérrez, Ramón) ORCID (González-Calero, José Antonio) ORCID (López Cirugeda, Isabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1674886
Schlagwörter	Computer Simulation; Educational Technology; Technology Uses in Education; History Instruction; Instructional Effectiveness; Elementary School Students; Academic Achievement; Student Motivation; Grade 4; Teaching Methods; Conventional Instruction; Textbooks; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; History lessons; Geschichtsunterricht; Unterrichtserfolg; Schulleistung; Schulische Motivation; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Spanien
Abstract	Virtual Reality is an emerging educational technology due to its potential immersive, interactive and imaginative characteristics supporting pupils in the learning process towards meaningful learning. Furthermore, the current teaching of history is generally too traditional, making the subject being perceived as pointless and boring by students. These aspects lead to poor academic performance. In this context, this study focuses on analysing the eventual benefits of Virtual Reality in the teaching of history at Primary Education and compares its results with those of traditional teaching resources in two dimensions, academic performance and the motivation of students. Thus, an intervention was performed with 98 fourth graders divided into two groups, control and experimental. For the collection of the data referring to motivation, an adaptation of the Instructional Material Survey instrument from Keller [(2010). "Motivational design for learning and performance: The ARCS model approach." New York, NY: Springer] was used while, in relation to the evaluation of the academic performance, a specific test was designed taking as reference the tests of the coursebooks for the unit of work "The Roman Civilization" of the subject Social Sciences. The results show statistically significant differences in favour of those students who used Virtual Reality, both in motivation and in academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01