Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Universal Education Journal of Teaching and Learning
Verma, Surabhi
Unknown Affiliation
Education Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Seeing the Past or Reasoning About It? Virtual Reality in History Education Kanvaria, Vinod Kumar; Verma, Surabhi
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.182

Abstract

History teaching has been through long-standing criticisms of forcing students to memorize facts and dates, and history's associations as a set body of knowledge that is not useful or relevant. History teaching that is informed by historical thinking has been established by educational research that supports the approach of learning history as making historical judgments from historical evidence, context, and perspective. The compelling qualities of VR technologies are seen as promising educational affordances for history education. This study investigates the potential of VR for use in history education by examining it through a historical thinking lens. This qualitative, conceptual, analytical investigation, based on a literature-based inquiry rather than empirical data collection, provides an overview of the existing literature on historical thinking and the current state of the art in VR-based research in history education. The results describe how VR might be well-suited to historical thinking as an interdisciplinary practice and identify possible affordances in terms of contextualization, historical empathy, historical causation, and evidence-based inquiry. Idealizing is followed by unavoidable risk associated with three things: simplistic reconstitutions of the past, uncritical acceptance of virtual reconstitutions of the past, and novelty overtaking the rigor of a historical investigation. Situated in a history of theories of teaching and learning, we argue that engaging VR can be regarded as an affordance for a disciplined form of historical thinking.
Co-Authors Kanvaria, Vinod Kumar