Department of English Language, Faculty of Languages and Literature College of Micronesia. P.O. Box 159, Kolonia, Pohnpe
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Abstract
Virtual Reality (VR) has emerged as a promising technology for enriching history education by providing immersive representations of historical environments and supporting students’ engagement with the past. A quasi-experimental pretest-posttest control group design was employed involving 80 high school students, with 40 students assigned to an experimental group and 40 to a control group. Data were collected using instruments measuring historical empathy and contextual understanding and analyzed using descriptive statistics, paired-samples t-tests, independent-samples t-tests, ANCOVA, and Cohen’s d. The results showed that the experimental group demonstrated greater improvements in historical empathy, increasing from a mean score of 64.25 to 82.70, and contextual understanding, increasing from 62.85 to 84.10. The improvements were statistically significant for historical empathy, t(39) = 14.58, p < 0.001, and contextual understanding, t (39) = 15.89, p < 0.001. Between-group comparisons also showed significant differences in gain scores, with large to very large effect sizes. ANCOVA further confirmed significant effects of the learning condition on historical empathy and contextual understanding. Qualitative findings indicated that VR enhanced emotional connection, visualization of historical environments, perspective-taking, understanding of historical circumstances, engagement, and curiosity. The study concludes that VR can serve as an effective complementary medium for history education when integrated with historical evidence, guided inquiry, discussion, and reflection. VR does not enable students to literally experience the past but provides a mediated simulation that can support more concrete, contextual, and evidence-based interpretation of historical events.
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