Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking
Abstract
:Featured Application
Abstract
1. Introduction
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- How can an educational intervention programme, based on an active teaching methodology including the theory of historical thinking and the implementation of augmented reality techniques, influence the perception of high school students?
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- What level of historical knowledge results from comparing the methodology with which these students are taught, although similar epistemological conceptions and contents are followed?
2. Review of the Literature
2.1. Moving through Augmented Reality: A Different View of Technology
2.2. Thinking Historically: An Unfinished Business
3. Materials and Methods
3.1. Objectives of the Research
- To describe the degree of perception of student motivation and satisfaction before and after the didactic intervention.
- To describe the students’ degree of historical knowledge before and after the didactic intervention.
- To compare the degree of perception and knowledge between the experimental group and the control group after the implementation of the programme.
3.2. Design and Participants
3.3. Teaching Process with the Two Groups
3.4. Instruments
3.4.1. Perception of Secondary School Students (PALUSE)
3.4.2. Evaluation of World War II (ESEGMU)
4. Results
4.1. Objective 1
4.2. Objective 2
- Insufficient (In): 0–4.99 points.
- Sufficient (Sf): 5.00–5.99 points.
- Acceptable (Ac): 6.00–6.99 points.
- Notable (Nt): 7.00–8.99 points.
- Outstanding (Ot): 9.00–10.00 points.
4.3. Objective 3
5. Discussion
6. Conclusions
7. Limitations and Practical Socio-Educational Implications
- We are aware of the imbalances in the sample. However, it is important to note that these are intact groups, i.e., they were not randomly created or their participants randomly assigned to any group. What was randomised was the choice of which group would receive the intervention programme. Thus, it is believed that this decision reduces potential sources of invalidity. Furthermore, the groups had similar characteristics and belonged to an identical socio-cultural context.
- It is important to emphasise that, given the small size and geographical characteristics of the participants, the results should be taken with caution and cannot be representative of the population as a whole. On the contrary, this study presents research results obtained with a specific group of participants, from which a specific contribution to science is made. The aim was to gain a better understanding of the reality of these classes. Consequently, the research can and should be replicable and can be improved with further studies of similar characteristics that contribute to improving this field of knowledge.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Research Group | Gender | N 1 | % 2 |
---|---|---|---|
Experimental | Male | 18 | 52.9 |
Female | 16 | 47.1 | |
Control | Male | 25 | 42.4 |
Female | 34 | 57.6 |
Sessions | Curricular Contents | Groups | Implementation |
---|---|---|---|
1. Initial assessment | All contents | Both | Completion of the PALUSE-EH and the ESEGMU tests (pretest). Introduction and background knowledge. |
2. Origins and causes of war | Origins of the conflict and general characteristics | Exp. | Work with causal narratives to reconstruct the conflict. |
Ctrl. | Explanation of the causes of the conflict. | ||
3. German offensives | Development of the war | Exp. | Virtual AR tour on German expansionism. |
Ctrl. | Development of German victories by reproducing the school textbook. | ||
4. Globalisation of conflict and change of direction | Development of the war | Exp. | Interactive quizzes on Allied victories and narratives developing historical perspective. |
Ctrl. | Diagrams on the blackboard on the change of course and Allied victories. | ||
5. Technical innovation, military tactics and capitulation | Characteristics and consequences of the war | Exp. | Characteristics through work with sources and discourse analysis. |
Ctrl. | Oral explanation and activities from the book on the characteristics of the conflict. | ||
6. Germanisation and genocide | Anti-Semitism: The Holocaust | Exp. | Interactive worksheet and discussion on the Holocaust using original sources |
Ctrl. | Master class on the Holocaust, supported by the book. | ||
7. Consequences | Peace plans and the UN | Exp. | Research on the peace process, the founding and consequences of the UN via a digital AR project based on the processes of change. |
Ctrl. | Teacher’s outline of the human, moral, economic and political consequences. | ||
8. Final assessment | All contents | Both | Completion of the PALUSE-UH and the ESEGMU tests (posttest). |
Block I. Motivation with Teaching and Learning | |||||
---|---|---|---|---|---|
Items | Inst. | Groups | Md | M | Sd |
1. Motivation to learn more about history | Pretest | Exp. | 3 | 3.26 | 1.163 |
Ctrl. | 3 | 3.15 | 1.157 | ||
Posttest | Exp. | 4 | 4.18 | 0.758 | |
Ctrl. | 3 | 3.19 | 1.224 | ||
2. Motivation to learn and try harder | Pretest | Exp. | 3 | 2.97 | 1.141 |
Ctrl. | 3 | 3.05 | 1.105 | ||
Posttest | Exp. | 4 | 4.18 | 0.758 | |
Ctrl. | 3 | 3.19 | 1.252 | ||
3. Motivation to better understand the socio-cultural reality | Pretest | Exp. | 3 | 3.23 | 1.130 |
Ctrl. | 4 | 3.56 | 1.022 | ||
Posttest | Exp. | 4 | 4.09 | 0.668 | |
Ctrl. | 4 | 3.46 | 1.164 | ||
4. Motivation to get better grades. | Pretest | Exp. | 4 | 3.50 | 1.261 |
Ctrl. | 4 | 3.42 | 1.133 | ||
Posttest | Exp. | 4 | 4.06 | 0.788 | |
Ctrl. | 4 | 3.42 | 1.262 | ||
5. Motivation to be able to contribute my point of view or my own knowledge | Pretest | Exp. | 3 | 3.26 | 1.136 |
Ctrl. | 3 | 3.07 | 1.127 | ||
Posttest | Exp. | 4 | 3.70 | 0.938 | |
Ctrl. | 3 | 3.08 | 1.193 | ||
6. Motivation for the use of varied resources | Pretest | Exp. | 4 | 3.50 | 1.161 |
Ctrl. | 4 | 3.32 | 1.195 | ||
Posttest | Exp. | 5 | 4.44 | 0.660 | |
Ctrl. | 3 | 3.20 | 1.399 |
Block II. Satisfaction with Teaching and Learning | |||||
---|---|---|---|---|---|
Items | Inst. | Groups | Md | M | SD |
7. Satisfaction with my role as a student | Pretest | Exp. | 4 | 3.70 | 1.115 |
Ctrl. | 4 | 3.68 | 1.105 | ||
Posttest | Exp. | 5 | 4.38 | 0.779 | |
Ctrl. | 4 | 3.76 | 0.916 | ||
8. Satisfaction with the work environment in the classroom | Pretest | Exp. | 4 | 3.85 | 0.989 |
Ctrl. | 4 | 3.63 | 1.128 | ||
Posttest | Exp. | 4 | 4.03 | 0.870 | |
Ctrl. | 4 | 3.63 | 0.908 | ||
9. Satisfaction with group work | Pretest | Exp. | 4 | 3.56 | 1.106 |
Ctrl. | 3.5 | 3.29 | 1.108 | ||
Posttest | Exp. | 4 | 3.85 | 1.048 | |
Ctrl. | 3 | 3.29 | 1.204 | ||
10. Satisfaction with my learning | Pretest | Exp. | 4 | 3.82 | 0.834 |
Ctrl. | 4 | 3.71 | 1.130 | ||
Posttest | Exp. | 5 | 4.35 | 0.884 | |
Ctrl. | 4 | 3.59 | 1.219 | ||
11. Satisfaction with the way topics are taught | Pretest | Exp. | 4 | 3.97 | 1.087 |
Ctrl. | 4 | 4.02 | 0.991 | ||
Posttest | Exp. | 5 | 4.47 | 0.615 | |
Ctrl. | 4 | 3.69 | 1.263 |
Inst | Groups | N | In | Sf | Ac | Nt | Ot | Md | M | SD | |
---|---|---|---|---|---|---|---|---|---|---|---|
Pretest | Exp | Freq. | 34 | 28 | 6 | 0 | 0 | 0 | 2.65 | 3.13 | 1.372 |
% | 100 | 82.4 | 17.6 | 0 | 0 | 0 | |||||
Ctrl. | Freq. | 59 | 55 | 3 | 1 | 0 | 0 | 3.40 | 3.20 | 1.372 | |
% | 100 | 93.2 | 5.1 | 1.7 | 0 | 0 | |||||
Posttest | Exp. | Freq | 34 | 9 | 5 | 5 | 12 | 3 | 6.58 | 6.44 | 1.779 |
% | 100 | 26.5 | 14.7 | 14.7 | 35.3 | 8.8 | |||||
Ctrl. | Freq | 59 | 35 | 17 | 7 | 0 | 0 | 4.33 | 4.34 | 1.382 | |
% | 100 | 59.3 | 28.8 | 11.9 | 0 | 0 |
Variables and Groups | Motivation | Satisfaction | Knowledge | ||||||
---|---|---|---|---|---|---|---|---|---|
Gr md | Gr M | SD | Gr md | Gr M | SD | Gr md | Gr M | SD | |
Exp. | 4.13 | 4.14 | 0.519 | 4.26 | 4.22 | 0.631 | 6.58 | 6.44 | 1.780 |
Ctrl. | 3.29 | 3.26 | 1.043 | 3.68 | 3.59 | 0.800 | 4.31 | 4.34 | 1.382 |
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López-García, A.; Maquilón-Sánchez, J.J.; Miralles-Sánchez, P. Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking. Appl. Sci. 2024, 14, 3910. https://doi.org/10.3390/app14093910
López-García A, Maquilón-Sánchez JJ, Miralles-Sánchez P. Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking. Applied Sciences. 2024; 14(9):3910. https://doi.org/10.3390/app14093910
Chicago/Turabian StyleLópez-García, Alejandro, Javier J. Maquilón-Sánchez, and Pedro Miralles-Sánchez. 2024. "Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking" Applied Sciences 14, no. 9: 3910. https://doi.org/10.3390/app14093910
APA StyleLópez-García, A., Maquilón-Sánchez, J. J., & Miralles-Sánchez, P. (2024). Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking. Applied Sciences, 14(9), 3910. https://doi.org/10.3390/app14093910