Can virtual environments enhance the learning of historical chronology?
Foreman, Nigel and Boyd Davis, Stephen and Moar, Magnus and Korallo, Liliya and Chappell, Emma (2008) Can virtual environments enhance the learning of historical chronology? Instructional Science, 36 (2). pp. 155-173. ISSN 0020-4277
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Official URL: http://dx.doi.org/10.1007/s11251-007-9024-7
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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. [ABSTRACT FROM AUTHOR]
|Research Areas:||Middlesex University Schools and Centres > School of Health and Education > Health & Education|
Middlesex University Schools and Centres > School of Media and Performing Arts > Media
|Citations on ISI Web of Science:||1|
|Deposited On:||12 Nov 2009 07:09|
|Last Modified:||03 Oct 2014 16:39|
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