Evaluating the Effectiveness of Virtual Reality-Based Instruction in Developing Historical Knowledge, Empathy, and Learning Engagement Among University Students

This study aimed to investigate the effectiveness of integrating Virtual Reality (VR) environments in university history education in developing historical knowledge, historical empathy, and learning engagement among female students in the History Department at Imam Abdulrahman bin Faisal University in Saudi Arabia. The study followed a quasi-experimental design with a pre-test, post-test, and follow-up application on two groups: an experimental group taught using VR-based learning and a control group taught through traditional methods. The sample consisted of (80) female students equally distributed between the two groups. To achieve the objectives of the study, three instruments were developed: a Historical Knowledge Test, a Historical Empathy Scale, and a Learning Engagement Scale. A VR-based instructional program was designed and implemented over eight weeks. Data were analyzed using ANCOVA, MANCOVA, paired t-test, and effect size (Partial Eta Squared). The results revealed statistically significant differences in the post-test scores between the experimental and control groups in favor of the experimental group in all dependent variables: historical knowledge, historical empathy, and learning engagement. The results also indicated a high effect size of the VR-based program, demonstrating its strong impact on enhancing deep understanding of historical events, contextual reasoning, and cognitive involvement. Moreover, follow-up testing confirmed the continuity of the program’s impact after four weeks, indicating sustained learning. The study recommends integrating VR environments in history education at the university level, training faculty members on immersive learning strategies, and developing culturally relevant Arabic VR historical content to strengthen historical understanding and engagement in humanities education. Future research is encouraged to explore the impact of VR on historical thinking skills, historical research skills, and digital historical inquiry.