Abstract
Currently, Holocaust history education faces two challenges: the authentication and availability of its information and the need for more effective pedagogical methods for Historical and Cultural Learning. This study presents the impact of the Future Memory tablet application which combines the active, embodied exploration of historical information with geo-localised presentation using virtual and augmented reality technology. We report three recent studies where the application was tested with a total of 147 participants. The results confirm that active, embodied exploration of historical information facilitates learning more as compared to standard exhibitions. In addition, our results show that memory consolidation and learning is facilitated by prior knowledge while negative emotions can have a detrimental effect on learning outcomes. Lastly, our results show that combining historical information with a spatialised VR/AR environment leads to significantly better learning outcomes as compared to using a spatial representation alone. These results provide strong support for the model of Historical and Cultural Learning pursued in the Future Memory project, which grounds the learning experience in the situated, active and individualised engagement with historical sources.
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Acknowledgment
The research reported here was supported by the European Commission CEEDS (EC FP7 258749), IcACCESS (HERA JRP-UP 2016), Dutch Ministry of Health, Welfare and Sports, The Future Memory Foundation, SPECS Lab and Eodyne Systems S.L.
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Blancas, M. et al. (2021). Active Learning in Digital Heritage: Introducing Geo-localisation, VR and AR at Holocaust Historical Sites. In: Walden, V.G. (eds) Digital Holocaust Memory, Education and Research. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83496-8_7
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