Can virtual environments enhance the learning of historical chronology?

Historical time and chronological sequence are usually conveyed to pupils via the presentation of semantic information on printed worksheets, events being rote-memorised according to date. We explored the use of virtual environments in which successive historical events were depicted as “places” in time–space, encountered sequentially in a fly-through. Testing was via “Which came first, X or Y?” questions and picture-ordering. University undergraduates experiencing the history of an imaginary planet performed better after a VE than after viewing a “washing line” of sequential images, or captions alone, especially for items in intermediate list positions. However, secondary children 11–14 years remembered no more about successive events in feudal England when they were presented virtually compared with either paper picture or 2-D computer graphic conditions. Primary children 7–9 years learned more about historical sequence after studying a series of paper images, compared with either VE or computer graphic conditions, remembering more in early/intermediate list positions. Reasons for the discrepant results are discussed and future possible uses of VEs in the teaching of chronology assessed.     

“Piety Stories”: Muslim Tatar Women’s Identity Performance,Negotiation, and Transformation through Storytelling

This article examines “piety stories”—Muslim Tatar women’s narratives about adopting daily Islamic practices, such as five prayers or headscarves, in Tatarstan, Russia. I argue that sharing piety stories is a communicative way of performing identities, negotiating group memberships, and reaffirming one’s commitment to Muslim piety. These narratives provide a discursive way for the speaker to practice being a Muslim and for the audience, a blueprint for becoming one. By detailing a way of being where Muslim piety becomes one’s moral compass and source of agency, piety stories illustrate a culturally meaningful relationship among identity, Muslim piety, and local communicative practices.