Exploring an immersive pedagogical innovation: A case study of teaching History with VR-Mnemonics in Malaysia
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The central aim of this study was to explore the implementation of the VR-Mnemonic as an immersive instructional innovation in History education. The primary objective was to examine the integration of the VR-Mnemonic, while a secondary purpose was to determine its effect on history pedagogy. A qualitative design was employed, utilizing the case study approach. Three participants who had not succeeded in their history course were selected as a purposive sample. These subjects were students from a Maktab Rendah Sains MARA in Sabah. The research used document examination of supplementary materials and reflective writing. Initial findings indicated that conventional teaching methods were less effective in helping participants grasp the History subject. To address this, the VR-Mnemonic was introduced to enhance their mastery of the content. Results demonstrated that the VR-Mnemonic served as an engaging instructional alternative that could support students in mastering History, yielding positive effects in the affective domain. The study also identified that teaching and learning with VR-Mnemonic were more interactive, enjoyable, and accessible, providing students with a distinct virtual reality opportunity in History.
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