The Historical Empathy Measurement Tool (HEMT)

Crompton, Helen; Nako, Katherina; Burke, Diane

doi:10.1177/23522798231206184

Cited by 1 publication

(1 citation statement)

References 39 publications

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“…This is because they often associate it with memorizing dates, names, and facts in lengthy and tedious lectures [1]. Additionally, they may struggle to comprehend the explanations of events and people that seem distant and lack empathy [2,3].…”

Section: Introductionmentioning

confidence: 99%

Comparative Analysis between Virtual Visits and Pedagogical Outings to Heritage Sites: An Application in the Teaching of History

Corrales,

Rodríguez,

Merchán

et al. 2024

Heritage

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In recent years, the teaching and learning of history have been transformed by the incorporation of active methodologies and digital tools. Virtual reality (VR) is one such tool that is being increasingly used in classrooms. It allows students to visit and experience spaces from other historical periods, even those that have been lost. However, due to its relatively slow adoption in formal educational settings, there is still a paucity of scientific references where this type of experience has been empirically tested to prove its potential benefits. Further research on this issue is therefore needed. This study presents a comparative analysis of the didactic use of historical heritage from the Roman period using two different methodological strategies: an educational visit to a museum and a virtual tour via electronic devices. The main objective is to compare the effectiveness of these two methods in terms of usability, learning outcomes, and emotional responses. The study was conducted with 51 primary school teachers in training. Data were collected using two ad hoc questionnaires, which were based on a previous one. A hybrid analysis methodology was adopted, with SPSS used for interpreting the quantitative data and Atlas Ti for the qualitative information. The results indicate that the two methodologies were perceived by future teachers as valuable resources for learning and teaching history. The emotions they evoked were primarily curiosity, joy, and motivation, with only minor occurrences of frustration, nervousness, or fear. The experience gained from this first application will make it possible to extend the study to other educational levels, to enrich the conclusions obtained and to evaluate the potential scope of using this combination of methods to develop historical competences and improve heritage education.

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Section: Introductionmentioning

confidence: 99%