Augmented reality (AR) and virtual reality (VR) are connected with the concept of perspective in many different ways. In this project we are examining digital (educational) media that present users with virtual objects and environments, through various technical means and with different media and content design tools. Such extended reality (XR) technologies are able to influence what and how we see and, with respect to history as a school subject, can shape historical knowledge and thought about the past. However, we still know too little about how learners acquire perspective through AR and VR apps, especially in the context of historical and political education. For this reason we designed an explorative case study using a mixed methods approach, which examines examples of AR and VR products that address the story of Anne Frank, in order to ascertain how students acquire perspective through these applications. Perspective, in the context of XR applications, is a multi-dimensional construct which encompasses both the media product and its usage. The study is being conducted within the project: ‘Interdisciplinary Perspectives on XR in Education‘ (INTERXR), coordinated by the TU Braunschweig
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Aims
The study will generate a deeper understanding of the following points from a cultural studies and subject-specific teaching perspective:
- How students gain perspective on the history of Anne Frank through various XR products.
- How the XR products influence the acquisition of perspective.
- To what extent the depicted and perceived perspective affects the students’ understanding of the Holocaust.
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Methodology
We carried out an explorative case study during two history didactics courses, using a mixed-methods approach. In the GEI’s Digital Lab, ‘The Basement’, trainee history teachers twice trialled a chapter in the application ‘WDR AR 1933–1945‘ called ‘Meine Freundin Anne Frank‘ (My Friend Anne Frank). They then tested the ‘Anne Frank House VR’. The students were encouraged to explore the applications (the former, AR application, on a tablet and the latter, VR application, using VR glasses) as comprehensively as possible in an open setting and to explore them intensively, paying particular attention to media aspects and content. Prior to the run-throughs and immediately afterwards, we used questionnaires to gauge variables relevant to learning about perspective perception. In addition we also carried out semi-structured interviews after the two run-throughs. The interviews were based on our theoretical conceptualisation of perspective in XR products and were carried out in small groups of students in order to gain insight into their appropriation of that perspectivity.
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Results
Initial, exploratory findings are expected to demonstrate how history-based XR products create perspective and how students appropriate such perspective. This will generate differentiated insights into the potential and challenges of selected AR and VR applications in the context of politics and history education. We will publish the findings in academic articles where we will also formulate conclusions for further research and educational practice.
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Presentations
