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ERIC Number: EJ786798
Record Type: Journal
Publication Date: 2008-Mar
Pages: 19
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0020-4277
Can Virtual Environments Enhance the Learning of Historical Chronology?
Foreman, Nigel; Boyd-Davis, Stephen; Moar, Magnus; Korallo, Liliya; Chappell, Emma
Instructional Science: An International Journal of the Learning Sciences, v36 n2 p155-173 Mar 2008
Historical time and chronological sequence are usually conveyed to pupils via the presentation of semantic information on printed worksheets, events being rote-memorised according to date. We explored the use of virtual environments in which successive historical events were depicted as "places" in time-space, encountered sequentially in a fly-through. Testing was via "Which came first, X or Y?" questions and picture-ordering. University undergraduates experiencing the history of an imaginary planet performed better after a VE than after viewing a "washing line" of sequential images, or captions alone, especially for items in intermediate list positions. However, secondary children 11-14 years remembered no more about successive events in feudal England when they were presented virtually compared with either paper picture or 2-D computer graphic conditions. Primary children 7-9 years learned more about historical sequence after studying a series of paper images, compared with either VE or computer graphic conditions, remembering more in early/intermediate list positions. Reasons for the discrepant results are discussed and future possible uses of VEs in the teaching of chronology assessed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)