Unveiling the power of educational media: enhancing immersion and affective engagement in holocaust education through virtual reality

Virtual reality (VR) is emerging as a transformative tool in education, offering immersive experiences that deeply engage learners. While its use in various educational contexts has been explored, VR’s potential in Holocaust education, a subject requiring sensitive engagement, remains under-researched. This study addresses this gap by comparing the effectiveness of VR and traditional film in Holocaust education, involving 182 university students in Israel. In line with the Cognitive Affective Model of Immersive Learning (CAMIL) (Makransky, Petersen, et al. 2021), the study evaluates the impact of both mediums on immersion and emotional engagement. CAMIL suggests that immersive learning environments, like VR, are most effective when they allow deep emotional and cognitive engagement, particularly with challenging content such as the Holocaust. The findings reveal that VR significantly outperforms traditional film in fostering heightened immersion and evoking emotional responses like interest, inspiration, and pride. These emotions are crucial for fostering empathy and meaningful reflection, which traditional films often struggle to achieve. By immersing students in pivotal historical moments, VR has the potential to revolutionize Holocaust education, promoting deeper empathy and affective involvement, ultimately providing a more impactful learning experience.