[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601567-105":59,"doc-detail-601567-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","exploring-teachers-views-on-using-immersive-virtual-reality-for-teaching-history","Exploring Teachers’ Views on Using Immersive Virtual Reality for Teaching History","","Immersive Virtual Reality (iVR) is increasingly used in education to create vivid, realistic environments that raise engagement and motivation. In history education, iVR is often discussed for supporting emotional connection and empathy, yet its ability to cultivate critical historical thinking—such as source analysis, evaluating perspectives, and recognizing bias—is less emphasized. This qualitative study examines teachers’ perceptions of iVR and how those views shape pedagogical goals, motives, and implementation strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-teachers-views-on-using-immersive-virtual-reality-for-teaching-history/601567/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-teachers-views-on-using-immersive-virtual-reality-for-teaching-history/601567.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study on iVR in history education?","Question",{"text":112,"@type":113},"The study explores teachers’ perceptions of immersive virtual reality in history education and how these perceptions influence pedagogical goals, motives, and implementation strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the research distinguish between different uses of iVR?",{"text":117,"@type":113},"It differentiates emotional uses of iVR from analytical uses, examining how each relates to educational objectives in history classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors shape teachers’ iVR strategies and aims?",{"text":121,"@type":113},"The findings link teachers’ strategies and aims to their digital competence as well as the perceived affordances and constraints of iVR.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601567,1792210480,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Exploring Teachers’ Views on Using Immersive Virtual Reality for Teaching History  \nElisa Serrano-Ausejo1  \n1 Umeå University, Sweden, elisa.serrano@umu.se, [https://orcid.org/0000-0001-7744-779X](https://orcid.org/0000-0001-7744-779X)  \nABSTRACT  \nImmersive Virtual Reality (iVR) is increasingly being used in education for its ability to recreate vivid, realistic environments that enhance engagement and motivation. In history education, iVR is often considered when fostering emotional connection and empathy. However, its potential to support critical historical thinking, such as analysing sources, evaluating perspectives, and understanding bias, is less often emphasised. This study differentiates between emotional and analytical uses of iVR in the history classroom. It investigates teachers’ perceptions of iVR in history education, with a focus on how those perceptions shape pedagogical goals, motives, and implementation strategies. Guided by Affordance Theory and Leontiev’s Activity Theory, the research adopts a qualitative design based on in-depth semi-structured interviews with twelve history teachers who have implemented iVR in their classrooms. Participants were selected based on their expertise in history education, experience with iVR for teaching, and alignment with competency-based curricula. Through thematic analysis, the study found significant variation in teachers’ strategies and aims, closely linked to their digital competence and the perceived affordances and constraints of iVR. Teachers with higher competence aimed for more complex tasks, such as student-led content creation and applied knowledge, while others focused on motivation and visualization. Some educators expressed concerns that poorly scaffolded iVR content risks oversimplifying historical narratives and promoting passive learning. The findings suggest that the effective use of iVR in history education depends less on the technology itself and more on how it is contextualized, critically framed, and pedagogically enacted.  \nKEYWORDS: Immersive virtual reality, History teaching, History education, Historical consciousness , Historical thinking, Immersive learning.  \n1 INTRODUCTION  \n‘Teaching history requires navigating back and forth between different poles: between transmitting knowledge, enabling historical thinking or building up identity, between history and the past as well as between history and memory’(Gautschi et al. , 2019, p. 348) . These challenges affect students on two levels: cognitively, through the methodological framework of history as a discipline, and psychologically, through processes of identity formation, ideological influence, and meaning making. As a result, the goals of history education today have shifted to prioritize the development of historical thinking (HT), in the methodological domain, and historical consciousness (HC), in the psychological (Gómez-Carrasco et al. , 2021; Körber, 2015; Popa, 2022) . It also includes promoting greater tolerance and cross-cultural understanding, as well as aligning history education with universal human rights and a democratic order (Council of Europe, 2018) . This clear departure from traditional goals, which often focused on fostering patriotism and nationalism (Carretero, 2012; De Wever et al. , 2011; Metzger & McArthur Harris, 2018), challenges teaching approaches and creates opportunities for more rigorous criticism and self-reflection (Wineburg, 2001) .  \nThese shifts in historical education call for new teaching methodologies with a focus on competence development. The digital transformation in society offers possibilities for diverse teaching approaches, while also creating new challenges for stakeholders , particularly the need for digital competence and technology acquisition in schools (Fransson et al. , 2020) . As Kalolo (2019) notes, this transformation creates ‘a responsibility to ensure that all related digital technologies are as contextually and culturally relevant as po","cbCaicLIYXdKTByA","https://ap.wps.com/l/cbCaicLIYXdKTByA","pdf",321505,18,"English","# Abstract\n# Introduction\n## Research background and rationale\n## Digital competence and educational change\n## Rationale for studying iVR in history teaching\n## Research questions","[{\"question\":\"What is the main focus of the study on iVR in history education?\",\"answer\":\"The study explores teachers’ perceptions of immersive virtual reality in history education and how these perceptions influence pedagogical goals, motives, and implementation strategies.\"},{\"question\":\"How does the research distinguish between different uses of iVR?\",\"answer\":\"It differentiates emotional uses of iVR from analytical uses, examining how each relates to educational objectives in history classrooms.\"},{\"question\":\"What factors shape teachers’ iVR strategies and aims?\",\"answer\":\"The findings link teachers’ strategies and aims to their digital competence as well as the perceived affordances and constraints of iVR.\"}]","Exploring Teachers’ Views on Using Immersive Virtual Reality for Teaching History | PDF",1792092871,45]