The learner is now at the center of the educational process. Educators must acknowledge that it no longer revolves around them. Students are required to play an active role in their learning process, and the educator serves as a facilitator rather than the sole authority
of knowledge, unlike in the past.
For instance, we can identify a generational gap in the VR experience between those born a decade earlier and the younger generations. Educators and participants both engage
as active learners, mutually benefiting from each other's insights. It is a two-way process.
According to research published in March 2022 by the infuture.institute, students show interest in three historical methods:
The Time Machine: 77% expressed a desire to be transported to a specific time in the past, to live as people did then, and to gain firsthand insights into historical life.
Sensory Key: This method involves engaging the senses as a means of learning history. Some individuals may be more visually oriented, while others may be better listeners
or possess a heightened sense of smell. Sensory memory is potent, and emotional connections enhance the understanding of the past.
Figure Framing: This method involves using a mediator, such as a family member,
to establish a connection with the past. In the study, 75% of participants confirmed
a strong interest in the lives of their ancestors and relatives, often through stories shared by their grandparents during their childhood. It is beneficial for students to take the lead
in interviews, further involving them in the process and nurturing a deeper interest
in the subject.
On a more practical note, Ms. Osiadacz described how a typical class is conducted. Firstly, there are explanations about VR, timelines, historical heritage, and similar concepts. Subsequently, participants don VR goggles and are transported to the captivating world
of a specific time period. Following this immersive experience, there is time dedicated
to discussing the emotions they felt during the VR journey, especially since it might be their first time. The next step involves taking them to a specially designed setting where they actively engage in a real-world search for specific elements.
For instance, they may be tasked with locating the radio station from the Polish-Soviet War and deciphering information that they received from another group. This approach teaches them essential competencies like teamwork and communication skills. It underscores
the importance of obtaining information in their lives, as access to information can significantly influence the outcomes of wars, especially when it comes to having access
to satellites or enemy plans.
Ms. Margaliot refined the idea of using senses and emotions to educate about
the Holocaust. She suggested that engaging the senses might be suitable for exploring pre-war history when things felt secure, but it might not be appropriate when discussing the traumatic period of the Holocaust. Some senses, like smell, can be particularly problematic. The key question to consider is the added value this approach provides.
The aim is to educate students about critical thinking. They should be encouraged
to question the information they receive: What information is being presented to me,
and why? What actions should I take based on this information? Asking questions should be at the heart of our educational approach, fostering a habit of not taking anything
for granted.