And What Comes after Time Travel?

Lewers, Elena; Frentzel-Beyme, Lea

doi:10.21240/mpaed/51/2023.01.26.x

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…However, the usage of emotions in history education is highly discussed within the community of history didactics (e.g., Bunnenberg, 2018;Lewers, 2022;Lewers & Frentzel-Beyme, 2022). History didactics fear that such emotional representations may overwhelm learners (e.g., Bunnenberg, 2018) and decrease the learner's ability to distance themselves from the representation and to be able to separate fact from fiction which is considered to be essential for learning processes (Oswalt, 2012).…”

Section: Emotions In History On Social Mediamentioning

confidence: 99%

#Histagram: Investigating Emotions in Historical Representations on Instagram

Zargar,

Frentzel-Beyme,

Lewers

et al. 2023

Preprint

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In the last years many projects addressing historical topics were launched on social media. Among educating about the past, the aim of such formats is to create subjective, emotional insights into the past. However, making use of emotions in historical learning contexts is broadly debated within the community of history didactics. It is assumed that emotionally charged presentations overwhelm individuals emotionally and reduce their ability to distance themselves from the presentation. However, whether such presentations indeed make use of emotional presentations remains unclear. Therefore, this investigation aimed to examine the amount and extend of emotionality within historical representations on Instagram. We conducted a qualitative content analysis on the nonverbally expressed emotions in historical social media posts, to see if emotions are used and recognizable in such posts at all. We found that in almost all posts in which people are shown emotions were displayed. Building on these findings, we exploratory investigated in a quantitative online experiment (N = 170) whether the presentation of emotions in social media posts of a historical figure could lead related emotions. The results showed that Instagram posts showing negative emotions via nonverbal cues more likely lead to the report of negative emotions than positive and vice versa. Consequently, the study’s findings contribute first empirical evidence to the ongoing debate of history didactics about the usage of emotions in historical social media learning settings and their potential to influence the followers’ emotional states.

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Section: Emotions In History On Social Mediamentioning

confidence: 99%

#Histagram: Investigating Emotions in Historical Representations on Instagram

Zargar,

Frentzel-Beyme,

Lewers

et al. 2023

Preprint

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“…Historical awareness is defined as a multidimensional trait that changes through exposure to history and includes, among others, the awareness of the time (past, present), reality, and morality. It is argued that historical VR might affect historical awareness by blurring the boundaries between the (virtual) past and the present and promoting the attentional focus on the historical virtual environment (e.g., Bunnenberg, 2020;Lewers & Frentzel-Beyme, 2022). For instance, the awareness of reality might be reduced by the experience of presence in historical VR.…”

mentioning

confidence: 99%

Historical time machines: Experimentally investigating potentials and impacts of immersion in historical VR on history education and morality.

Frentzel-Beyme¹,

Krämer²

2023

Technology, Mind, and Behavior

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Virtual reality (VR) is known for its immersive characteristics that enable users the experience of presence in virtual environments. However, the experience of presence in emotionally charged historical VR is controversially discussed as it might decrease the critical, cognitive reflection of the historical content and lead to strong emotional reactions. Therefore, we examined the effects of the VR content's emotionality on presence and emotional response. Following the transportation-imagery model and the model of intuitive morality and exemplars, we investigated the effects of presence and emotional response on the recipients' enjoyment, historical interest, beliefs, awareness, and moral reasoning. Moreover, we tested whether additional information after watching historical VR can support the critical reflection of the historical content. Taking different modalities into account, we conducted two experiments following a 2 (emotionality of the content) × 2 (reception of additional information)-between-subjects design in which participants were exposed to historical VR via a media player (Experiment 1, N = 493) or VR glasses (Experiment 2, N = 99). In line with the assumptions, the recipients' experience of presence and emotional response supported historical interest, enjoyment, and affected moral reasoning. Moreover, findings indicated that additional material promotes the critical reflection of historical VR.

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