Simulations in Social Studies

Practical Implications from Classroom to Extended Reality

Abstract

This paper examines the use of simulations in social studies education, from traditional classroom methods to extended reality (XR) technologies. Our research explores experiential learning in social studies, ranging from traditional classroom simulations to extended reality (XR). Our research explores the affordances of using both traditional and extended reality (XR) simulations to teach hidden and hard history. Key findings highlight the importance of purposeful instructional design, structured inquiry, and ethical considerations when implementing simulations, particularly for sensitive historical subjects. The research reveals that well-designed XR simulations can enhance student engagement and historical understanding by making the past visible and accessible. However, educators must carefully balance immersive experiences with critical analysis and avoid role-playing traumatic events. The study provides practical implications for educators, including strategies for integrating XR simulations into curricula and addressing the technological challenges of evolving platforms. This research contributes to the ongoing discussion about effective and ethical ways to use experiential learning in social studies education.