@article {,
	title = {Past lives, present learners: Future directions for history education in virtual reality},
	journal = {Computers \& Education: X Reality},
	volume = {7},
	year = {2025},
	chapter = {100114},
	abstract = {<p>This study investigates the relationship between presence and learning outcomes in Virtual Reality (VR) environments, with a focus on both cognitive and affective learning. Using the\&nbsp;<em>Anne Frank VR House</em>, a virtual replica of a hiding place for a group of Jewish people during World War II, 74 university students explored how the feeling of presence affects knowledge acquisition and perspective-taking. The results showed a significant positive correlation between presence and perspective-taking, but no effect on knowledge acquisition, meaning that a higher sense of presence predicted higher perspective-taking, while knowledge scores did not. These findings highlight VR\&$\#$39;s potential to create a sense of presence and thus foster emotional engagement in history education, suggesting that empathy-driven learning may be an effective way to engage students with complex socio-political issues beyond factual knowledge.</p>
},
	keywords = {Anne Frank, head-mounted displays, Learning, presence, virtual reality},
	doi = {https://doi.org/10.1016/j.cexr.2025.100114},
	author = {Miriam Mulders and Kristian H. Tr{\"a}g and Lilly Kaninski and Lara Rahner}
}
@conference {,
	title = {Learning about Anne Frank in Virtual Reality: Investigating the Role of Cognitive Load},
	booktitle = {EdMedia + Innovate Learning 2023 Vienna},
	year = {2023},
	publisher = {AACE},
	organization = {AACE},
	address = {Wien},
	abstract = {Learning in VR has become important. Previous research has often focused on relationships that examine the direct effects of different technologies on learning. Little research has been conducted on more complex constellations of learning-related variables. Therefore, this study aims to consider - next to the direct effects of VR technologies - the mediating effects of learning processes (here: cognitive load). 132 students were assigned to different VR technologies (HMD vs. laptop). The VR content dealt with the exploration of the hiding place of Anne Frank. Questionnaires were used to collect data including knowledge gain, evaluation, and cognitive load.  
A significant main effect of VR technology was uncovered. The results differ depending on the learning indicator. Mediating effects through cognitive load were also discovered. Thus, cognitive load can explain the relationships between VR technology and learning.},
	keywords = {Anne Frank, Cognitive Load, virtual reality},
	author = {Miriam Mulders}
}
