Virtual reality and the teaching of geography and history
DOI:
https://doi.org/10.35869/5889Keywords:
Virtual reality, Inmersive learning, history, geography, educationAbstract
This article explores the pedagogical potential of virtual reality (VR) in the teaching of geography and history, emphasizing its ability to foster meaningful learning through immersive experiences. The initial section examines the theoretical and methodological foundations supporting the use of VR as an educational tool, considering its impact on student motivation, conceptual understanding, and the development of practical knowledge.
The core of the article focuses on a detailed analysis of various VR applications specifically designed for these disciplines. In the case of geography, the study examines experiences that allow students to explore natural, rural, or urban landscapes and spatial dynamics interactively, promoting experiential learning. In history, the analysis evaluates applications that provide historical recreations, time travel experiences, and immersive environments, enabling students to connect with past contexts and fostering a deeper understanding of historical processes.
Finally, the article reflects on the opportunities and challenges of integrating VR into teaching practices, underscoring the importance of a critical approach that evaluates not only technological advances but also their pedagogical implementation. This study aims to provide a practical resource for educators interested in incorporating virtual reality into their classrooms, highlighting its potential as an innovative teaching tool to enrich the learning of geography and history.
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