Exploring an immersive pedagogical innovation: Teaching history with VR-mnemonics - A case study in Malaysia
The main focus of this study was to explore the usage of the VR-Mnemonik as an immersive pedagogical innovation in the teaching of History. The main objective was to explore the usage of the VR- Mnemonik while the second objective was to explore the effects of the VR-Mnemonik usage in the teaching of History. The approach chosen was the qualitative mode by applying the case study method. 3 informants who had failed their History subject were chosen as the purposive study sample. They were students from a Maktab Rendah Sains MARA in Sabah. The study instrument utilised a document analysis on the support documents and reflective writing. Initial findings discovered that the conventional pedagogy was less effective to assist the informant in mastering the History subject. As such, the VR-Mnemonik was introduced in the teaching of History to help the informants master the History subject. The findings showed that the VR-Mnemonik was an immersive pedagogical alternative which could help students master the History subject with the positive development of the affective aspect. The findings showed that teaching and learning using the VR-Mnemonik was more interactive, fun, easy and provided a virtual reality experience to the students for the History subject.
Downloads
REFERENCES
Azila Abdul Razak, Mohamad Rohieszan Ramdan, Nurhanie Mahjom, Mohd Nazir Md. Zabit, Fidlizan Muhammad, Mohd Yahya Mohd Hussin, Nor Liza Abdullah. (2022). Improving Critical Thinking Skills in Teaching through Problem-Based Learning for Students: A Scoping Review, International Journal of Learning, Teaching and Educational Research Vol. 21, No. 2, pp. 342-362, February 2022 https://doi.org/10.26803/ijlter.21.2.19
Bain, R. B. (2011). Considering the "Hidden" Challenges of Teaching and Learning World History. Historically Speaking, 12(3), 20–22. https://doi.org/10.1353/hsp.2011.0034
Bairagya, S. (2021). A Study On Problems Of Teaching History At Secondary Level. June 2018.
Batha, R., Sampar, A., & Mohamed, S. (2023). Pengetahuan Teknologi Pedagogi Kandungan (TPACK) Guru Prasekolah (Content Pedagogical Technology Knowledge (TPACK) of Preschool Teachers). 8(6).
í‡olak, Kerem & Aydın, Rahman. (2022). The effect of using mnemonics on success in social studies. The Journal of Educational Research. 115. 1-11. 10.1080/00220671.2022.2100861.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Method Aproaches. Thousand Oaks, CA: SAGE Publications
Eng, Chieng & Keong, Tan. (2019). Pengetahuan Teknologi Pedagogi Kandungan di Malaysia: Satu Kajian Meta Analisis. Journal Of ICT In Education. 6. 86-95. 10.37134/jictie.vol6.8.2019.
Ghosh, S., & Bairagya, S. (2018). A Study On Problems Of Teaching History At Secondary Level. 8(June), 512–522.
Gross, M. H., & Terra, L. (2018). What makes difficult history difficult? Phi Delta Kappan, 99(8), 51–56. https://doi.org/10.1177/0031721718775680
Gunawan, A.,Wiranto,N., &Wu, D. (2023).Aplication Of Virtual Reality In Diverse Fields Of Study In Education Sector: A Systematic Literature Review.Procedia Computer Science,227,948-957. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877050923017696
Jiang & Liu. (2023). Research on the Virtual Teaching of History Subject in the Process of Meta-universe. Communications in Computer and Information Science, 1812 CCIS, pp. 606 - 614, DOI: 10.1007/978-981-99-2446-2_55
Johnsdorf M, Pham KA, Schmidt T, Truong VL, Wohnig A, Kisker J, Gruber T and Schí¶ne B (2023) New is not always better: Virtual reality does not necessarily enhance mnemonic processing. Front. Psychol. 14:1089725. doi: 10.3389/fpsyg.2023.1089725
Lembaga Peperiksaan Malaysia, Kementerian Pendidikan Malaysia. (2022). Kupasan Mutu Jawapan Sijil Pelajaran Malaysia. 1–45.
Lembaga Peperiksaan Malaysia, Kementerian Pendidikan Malaysia. (2019). Laporan Analisis Keputusan SPM 2019. http://lp.moe.gov.my/index.php/laporan-analisis-keputusan/900-laporan-analisis-keputusan
Lembaga Peperiksaan Malaysia, Kementerian Pendidikan Malaysia. (2020). Laporan Analisis Keputusan SPM 2019. http://lp.moe.gov.my/index.php/laporan-analisis-keputusan/900-laporan-analisis-keputusan
Lembaga Peperiksaan Malaysia, Kementerian Pendidikan Malaysia. (2021). Laporan Analisis Keputusan SPM 2019. http://lp.moe.gov.my/index.php/laporan-analisis-keputusan/900-laporan-analisis-keputusan
Manzey, D., & Radovi, T. (2019). The Impact of a Mnemonic Acronym on Learning and Performing a Procedural Task and Its Resilience Toward Interruptions. 10(November), 1–17. https://doi.org/10.3389/fpsyg.2019.02522
Miriam Ogah. (2023). Implementation Of Senior High School History Curriculum: A Focus on Teaching Methodology and Resources. Cogen Education, 10:1, DOI: 10.1080/2331186X.2022.2164021
Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Mohammad Saffuan Mat Saad, Ahmad Shobah Mohd Isa, Muhammad Sukri Saud, Nor Fadila Mohd Amin, Hanifah Jambari. (2020). Revolusi Industri dan Masyarakat 5.0. E-Jurnal Penyelidikan Dan Inovasi, VOL.7(Edisi Khas (Disember 2020), 29–44.
Mohammad Saffuan, Ahmad Shobah, Muhammad Sukri, Nor Fadila, H. (2020). Revolusi Industri dan Masyarakat 5.0. E-Jurnal Penyelidikan Dan Inovasi, VOL.7(Edisi Khas (Disember 2020)), 29–44.
Mohammad Saffuan, Ahmad Shobah, Muhammad Sukri, Nor Fadila, H. (2020). Revolusi Industri dan Masyarakat 5.0. E-Jurnal Penyelidikan Dan Inovasi, VOL.7(Edisi Khas (Disember 2020)), 29–44.
Mohd Mahzan Awang, Abdul Razaq Ahmad& Nur Syazwani Abdul Talib (2016). Penggunaan Multimedia Dalam Pendidikan Sejarah Pada Abad Ke-21 Dan Hubungannya Dengan Minat Belajar Sejarah. Jurnal Pemikir Pendidikan, 7, 57–72.
Mohd Nazir Md Zabit, Tirzah Zubeidah Zachariah, Nur Izzati Mohd Shafri, Norwaliza Abdul Wahab & NurulAsyikin Hassan (2023) The Transfer Of 21st Century Students' Knowledge And Skills Using The Cartoon-Based Pbl Framework For The Teaching Of The History Subject In Malaysia, ICERI2023 Proceedings, pp. 2463-2469.
Namamba, A., & Rao, C. (2017). Teaching and learning of history in secondary schools: history teachers' perceptions and experiences inTanzania. European Journal of Education Studies, 3(3), 172–196. https://doi.org/10.5281/zenodo.290606
Ndomondo, E., Mbise, A., & Katabaro, J. (2022). History Teachers' Conceptualization Of Competency-Based Curriculum In Transforming Instructional Practices In Lower Secondary Schools In Tanzania. Social Sciences and Humanities Open, 6(1), 100331. https://doi.org/10.1016/j.ssaho.2022.100331
Ni, L. B. & NurulAsyikin Hassan (2019). The Use of Mnemonic and Mathematical Mnemonic Method in Improving Historical Understanding. February.
Peck, C. L. (2018). "National, Ethnic, and Indigenous Identities and Perspectives in History Education." In The Wiley International Handbook of History Teaching and Learning, 311
Pham, T., & Nguyen, K. T. (2023). International Journal of Social Science And Human Research Research and Application of Project-Based Teaching Methods in History at Can Tho FPT High School. 06(04), 2326–2331. https://doi.org/10.47191/ijsshr/v6-i4-42
Putnam, A. L. (2015). Mnemonics in education: Current research and applications. Translational Issues in Psychological Science, 1(2), 130–139. https://doi.org/10.1037/tps0000023
Remolar, I.; Rebollo, C& Fernández-Moyano, J.A. (2021) Learning History Using Virtual and Augmented Reality. Computers, 10, 146. https://doi.org/10.3390/ computers10110146
Scruggs, T. E., Mastropieri, M. A., Berkeley, S. L., & Marshak, L. (2010). Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence. Intervention in School and Clinic, 46(2), 79–86. https://doi.org/10.1177/1053451210374985
Sebbowa, D. K. (2020). Teaching History in Ways C21 st Students Learn – A Design-Based Research Perspective. 19(9), 259–280.
Skobelev P. O. & Borovik S. Yu. (2017). "On The Way From Industry 4.0 To Industry 5.0: From Digital Manufacturing To Digital Society', Industry 4.0, 6, 307-311.
Stoddard, J. (2022). Difficult knowledge and history education. Pedagogy, Culture and Society, 30(3), 383–400. https://doi.org/10.1080/14681366.2021.1977982
Talin, R., Sabariah Sharif, Sigh, S., Singh, & Mohd Shahudin Bin Karim. (2020). The Quality Personality of Form Six Teachers. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(1), 32–39.
Velayutham, S., & Mohd Mahzan Awang (2023). Why Teaching History Is Difficult. Asian Journal of Research in Education and Social Sciences, 5(1), 273–284. https://doi.org/10.55057/ajress.2023.5.1.25
Vo, C. H., & Nguyen, T. (2020). Some Ways To Create Interest For Students Towards History Subject. July. https://doi.org/10.31838/jcr.07.14.158
Wijayasari, E., Kurniawati, K., & Winarsih, M. (2020). Challenge of History Teachers in Teaching and Learning Higher Order Thinking Skills (HOTS). Paramita: Historical Studies Journal, 30(1), 36–45. https://doi.org/10.15294/paramita.v30i1.20031
Yeo, N. L., White, M. P., Alcock, I., Garside, R., Dean, S. G., Smalley, A. J., & Gatersleben, B. (2020). What is the best way of delivering virtual nature for improving mood? An experimental comparison of high definition TV, 360° video, and computer generated virtual reality. Journal of Environmental Psychology, 72, 101500. Retrieved from https://www.sciencedirect.com/science/article/pii/S0272494420306654
Yulifar, L., & Aman, A. (2023). Resources of history learning in conventional and modern continuum lines. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 42(3), 586-600. DOI: https://doi.org/10.21831/cp.v42i3.63713
Copyright (c) 2026 Nurul Asyikin Hassan, Mohd Nazir Md. Zabit, Septian Aji Permana, Siti Zahrah Mahfood, Dg. Junaidah Awang Jambol
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 230/E/KPT/2022 which is valid for five years since enacted on 30 December 2022.
