Can Virtual Environments Enhance the Learning of Historical Chronology?

Autor/inn/en	Foreman, Nigel; Boyd-Davis, Stephen; Moar, Magnus; Korallo, Liliya; Chappell, Emma
Titel	Can Virtual Environments Enhance the Learning of Historical Chronology?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 36 (2008) 2, S.155-173 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-007-9024-7
Schlagwörter	Computer Graphics; Semantics; History Instruction; Foreign Countries; Computer Simulation; Undergraduate Students; Secondary School Students; Teaching Methods; Elementary School Students; Instructional Effectiveness; Comparative Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Computergrafik; Semantik; History lessons; Geschichtsunterricht; Ausland; Computersimulation; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10