@article {,
	title = {Past lives, present learners: Future directions for history education in virtual reality},
	journal = {Computers \& Education: X Reality},
	volume = {7},
	year = {2025},
	chapter = {100114},
	abstract = {<p>This study investigates the relationship between presence and learning outcomes in Virtual Reality (VR) environments, with a focus on both cognitive and affective learning. Using the\&nbsp;<em>Anne Frank VR House</em>, a virtual replica of a hiding place for a group of Jewish people during World War II, 74 university students explored how the feeling of presence affects knowledge acquisition and perspective-taking. The results showed a significant positive correlation between presence and perspective-taking, but no effect on knowledge acquisition, meaning that a higher sense of presence predicted higher perspective-taking, while knowledge scores did not. These findings highlight VR\&$\#$39;s potential to create a sense of presence and thus foster emotional engagement in history education, suggesting that empathy-driven learning may be an effective way to engage students with complex socio-political issues beyond factual knowledge.</p>
},
	keywords = {Anne Frank, head-mounted displays, Learning, presence, virtual reality},
	doi = {https://doi.org/10.1016/j.cexr.2025.100114},
	author = {delsa and Kristian H. Tr{\"a}g and Lilly Kaninski and Lara Rahner}
}
