Should XR Applications Supplement or Replace History Excursions in Education?

Extended reality (XR) applications serve as powerful pedagogical tools that enhance historical education, yet they function most effectively as a supplement to, rather than a replacement for, traditional physical excursions. By applying the didactic model of Freericks et al. to virtual and augmented reality experiences at the Einhardsbasilika, the research establishes that digital tools provide unique opportunities for explorative, cooperative, and self-directed learning. These technologies bridge the gap between classroom theory and on-site engagement, offering a flexible framework that traditional excursions alone cannot provide.

The study, which involved 11th-grade students, utilized custom VR software for classroom preparation and AR applications powered by the Immersal SDK for on-site navigation. Quantitative and qualitative data from pre- and post-test surveys indicate that while students report significantly higher levels of curiosity and engagement when using XR, they maintain a strong preference for the tangible experience of visiting historical sites. The findings suggest that a hybrid model—leveraging VR to build foundational knowledge and AR to provide contextual depth during physical visits—optimizes learning outcomes.

Successful integration of these technologies requires more than just high-quality software; it necessitates teacher-friendly interfaces and careful management of group dynamics and cognitive load. Because students value the physical presence at historical landmarks, digital tools should be viewed as stimuli that enrich the educational journey rather than substitutes for the site visit itself. Future efforts in educational technology should continue to focus on the intersection of serious game design and established didactic models to ensure that digital interventions remain grounded in effective pedagogical practice.