Abstract:

Today, western educational institutions on all levels are situated in highly digitally infused societies and the teaching and learning practices have become increasingly permeated by advanced digital technologies. Teachers need to develop necessary digital competencies to seize the classroom opportunities following with new technologies, while also be able to mitigate risks and addressing challenges.
The use of digital technology in history education has so far faced some resistance. However, the emergence of new digital history trends has started an innovative process highlighting the potential in using digital technology in history teaching and learning. Technologies such as databases or searching engines have been documented in the literature as efficient practices in teaching and learning history. Among a broad array of digital technology available, this study focuses on one emergent technology in history education – immersive virtual reality (iVR).
iVR is expected to grow within education environments in the coming years. Considering iVR, some scholars in history didactics have already looked into the opportunities, risks and challenges which this digital technology might bring to history education. Different studies argue that digital open learning environments, like databases, have the potential to cultivate historical thinking and consider a potential to enable learners to engage in historical analysis akin to that of professional historians. However, studies about the pedagogical uses of iVR seem to report an undecided impact for historical thinking (HT) development.
In light of this intricate terrain, the proposed study seeks to explore history educators’ motives of using iVR in their teaching. To do so, eight history educators have been interviewed. The interviewees are settled at different parts of the western world: 2 in Sweden, 1 in the UK, 3 in USA, and 2 in Spain, considering this international perspective essential for comprehending a teaching approach that is global, active, and competence-based. Participants shared two requirements: (1) they worked within history education, and (2) they had experienced history education through iVR. All interviews were on Zoom, transcribed verbatim and analysed using thematic analysis inspired by the Technology Acceptance Model, which has been broadly accepted to explain which factors influence users to adopt a particular technology, such as perceived ease of use and perceived usefulness.
Early results show that the history educators employed iVR as a means to foster their students' historical imagination, facilitating a deeper connection with the past. Notably, some educators also utilized iVR to encourage students to envision potential future scenarios. These motives reflect the educators' intention to shape historical consciousness through the use of iVR. HT is not broadly considered or questioned, and no specific teaching strategies to support it have been broadly found. The history educators’ level of digital competence and level of support from their educational institution seem to affect the way iVR was used and what type of iVR employed.

Keywords:

Digital transformation, immersive virtual reality, history teaching, history education, history-oriented competences, Technology Acceptance Model.