ERIC Number: EJ786798
Record Type: Journal
Publication Date: 2008-Mar
Reference Count: N/A
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.
Descriptors: Computer Graphics, Semantics, History Instruction, Foreign Countries, Computer Simulation, Undergraduate Students, Secondary School Students, Teaching Methods, Elementary School Students, Instructional Effectiveness, Comparative Analysis
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)