Making the virtual historical using primary sources

Abstract

Purpose

This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.

Design/methodology/approach

This paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.

Findings

Integrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.

Practical implications

This paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.

Originality/value

This paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.

Citation

Miller, N.C. and Kellum, R.L. (2024), "Making the virtual historical using primary sources", Social Studies Research and Practice, Vol. 19 No. 3, pp. 378-391. https://doi.org/10.1108/SSRP-12-2023-0077