Towards Inclusive XR-based History Education: Doctoral Research Design and Methodology

Abstract

With an emphasis on inclusivity and emotional engagement, this paper presents a doctoral research project in progress and describes its theoretical framework, research questions, and methodological design for history education and cultural heritage using XR technologies. To illustrate, the study uses three-phase, mixed methods designed to fill in the gaps found in the literature. The theoretical framework is established through a systematic review, and then an XR learning prototype based on Universal Design for Learning (UDL) principles is developed. In order to assess cognitive outcomes, emotional reactions, and accessibility, the last empirical phase entails several comparative studies with students including those with learning disabilities. In this light, the present study will attempt to produce evidence-based guidelines for creating immersive, empathetic and equitable history learning environments that fully exploit the affective and cognitive potential of immersive technologies.