Abstract
This theoretical study examines the impact of digital transformation on education systems, with a particular focus on Social Studies instruction, and explores the pedagogical contributions of Mixed Digital Reality (MDR) technologies. As digitalization profoundly transforms how individuals access and utilize information, it necessitates a re-evaluation of traditional educational paradigms. Within this context, the significance of the study lies in the potential of MDR technologies to deepen conceptual understanding in Social Studies and to enhance essential student competencies such as historical empathy and cultural awareness. The study adopts a literature-based approach to present a theoretical framework that explains the relationship between MDR technologies and Social Studies education. Definitions, technical perspectives, and example applications from existing scholarship are examined in detail to articulate how these technologies can be employed within educational contexts. The findings indicate that MDR applications support student-centered, personalized, and experience-based learning processes; enhance the retention of learning materials; and facilitate interaction between physical and digital environments. Tools such as 360-degree videos, augmented reality applications, and virtual field trips enable students to reenact historical events and engage with social phenomena in a multidimensional manner. These technologies are proposed to be functional not only in enhancing student learning but also in teacher preparation programs. Mixed reality simulations allow preservice teachers to develop instructional competencies in safe and controlled environments, while also contributing to the formation of their professional identity. However, it is also emphasized that issues such as technological inequality, user safety, and adherence to ethical standards must be carefully addressed. In conclusion, this study demonstrates the transformative potential of MDR technologies in Social Studies instruction and teacher education, and underscores the necessity of multi-dimensional evaluations—pedagogical, technical, and social—for their effective integration. It is recommended that future research empirically validate these theoretical propositions to support the sustainable implementation of MDR in educational settings.
References
- Aloqaily, M., Bouachir, O., & Karray, F. (2023). Digital twin for healthcare immersive services: Fundamentals, architectures, and open issues. In Digital twin for healthcare (pp. 39-71). Academic Press.
- Azuma, R., Yohan, B., Reinhold, B., Steven, F., Simon, J. & Blair, M. (2001). Recent advances in augmented reality. Computer Graphics and Applications, 21(6), 34-47.http://dx.doi.org/10.1109/38.963459
- Fisher, M. M., & Baird, D. E. (2020). Humanizing user experience design strategies with NEW technologies: AR, VR, MR, ZOOM, ALLY and AI to support student engagement and retention in higher education. In International perspectives on the role of technology in humanizing higher education (pp. 105-129). Emerald Publishing Limited.
- Girvan, C. (2018). What is a virtual world? Definition and classification. Educational Technology Research and Development. 66. 10.1007/s11423-018-9577-y.
- Hanson, K. & Shelton, B. E. (2008). Design and development of virtual reality: Analysis of challenges faced by educators. Educational Technology & Society, 11(1), 118-131.http://www.ifets.info/journals/11_1/9.pdf
- Hayes, M., & Downie, A. (2024). What is augmented reality? IBM. https://www.ibm.com/topics/augmented-reality (Accessed: 26 September 2024).
- Kirkley, S. E. & Kirkley, J. R. (2005). Creating next generation blended learning environments using mixed reality, video games and simulations. TechTrends, 49(3), 42-53.http://dx.doi.org/10.1007/BF02763646
- MacCallum K. & Jamieson J. (2017, October). Exploring Augmented Reality in Education Viewed Through the Affordance Lens.Proceedings of the 8th Annual Conference of Computing and Information Technology Education and Research in New Zealand, 114-120.
- MacCallum, K. & Parsons, D. (2022). Integrating Mobile Mixed Reality to Enhance Learning Before, During, and After Physical Field Trips. International Journal of Mobile and Blended Learning (IJMBL), 14(2), 1-11. https://doi.org/10.4018/IJMBL.304456
- Microsoft. (2023). Mixed reality: Discover. Microsoft. https://learn.microsoft.com/tr-tr/windows/mixed-reality/discover/mixed-reality. Erişim: 11 Kasım 2024.
- Microsoft. (2025). Wie Mixed Reality unsere Arbeitswelt bereichert, https://news.microsoft.com/de-de/features/wie-mixed-reality-unsere-arbeitswelt-bereichert/
- Milgram, P., & Kishino, F., (1994). A Taxonomy of Mixed Reality Visual Displays. IEICE Trans. Information Systems. vol. E77-D, no. 12. 1321-1329. O'Brien, J., Heafner T., (2022). Technology, Digital Learning, and Social Studies, A Position Statement of National Council for the Social Studies, National Council for the Social Studies. https://www.socialstudies.org/position-statements/technology-digital-learning-and-social-studies, 11.11.2024 tarihinde erişilmiştir.
- OpenAI. (2024, November 11). Illustration depicting the use of mixed reality technologies, such as Microsoft HoloLens, for viewing holographic displays of ancient artifacts [Image]. ChatGPT
- Price, M. (2018). Making VR learning a reality. NewsCenter. San Diego State University. Retrieved from https://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=77193
- Rasimah, C. M. Y., Ahmad, A., & Zaman, H. B. (2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27(8).
- S. Piro, J., & O’Callaghan, C. (2018). Journeying Towards the Profession: Exploring Liminal Learning within Mixed Reality Simulations. Action in Teacher Education, 41(1), 79–95. https://doi.org/10.1080/01626620.2018.1534221
Abstract
This theoretical study examines the impact of digital transformation on education systems, with a particular focus on Social Studies instruction, and explores the pedagogical contributions of Mixed Digital Reality (MDR) technologies. As digitalization profoundly transforms how individuals access and utilize information, it necessitates a re-evaluation of traditional educational paradigms. Within this context, the significance of the study lies in the potential of MDR technologies to deepen conceptual understanding in Social Studies and to enhance essential student competencies such as historical empathy and cultural awareness. The study adopts a literature-based approach to present a theoretical framework that explains the relationship between MDR technologies and Social Studies education. Definitions, technical perspectives, and example applications from existing scholarship are examined in detail to articulate how these technologies can be employed within educational contexts. The findings indicate that MDR applications support student-centered, personalized, and experience-based learning processes; enhance the retention of learning materials; and facilitate interaction between physical and digital environments. Tools such as 360-degree videos, augmented reality applications, and virtual field trips enable students to reenact historical events and engage with social phenomena in a multidimensional manner. These technologies are proposed to be functional not only in enhancing student learning but also in teacher preparation programs. Mixed reality simulations allow preservice teachers to develop instructional competencies in safe and controlled environments, while also contributing to the formation of their professional identity. However, it is also emphasized that issues such as technological inequality, user safety, and adherence to ethical standards must be carefully addressed. In conclusion, this study demonstrates the transformative potential of MDR technologies in Social Studies instruction and teacher education, and underscores the necessity of multi-dimensional evaluations—pedagogical, technical, and social—for their effective integration. It is recommended that future research empirically validate these theoretical propositions to support the sustainable implementation of MDR in educational settings.
References
- Aloqaily, M., Bouachir, O., & Karray, F. (2023). Digital twin for healthcare immersive services: Fundamentals, architectures, and open issues. In Digital twin for healthcare (pp. 39-71). Academic Press.
- Azuma, R., Yohan, B., Reinhold, B., Steven, F., Simon, J. & Blair, M. (2001). Recent advances in augmented reality. Computer Graphics and Applications, 21(6), 34-47.http://dx.doi.org/10.1109/38.963459
- Fisher, M. M., & Baird, D. E. (2020). Humanizing user experience design strategies with NEW technologies: AR, VR, MR, ZOOM, ALLY and AI to support student engagement and retention in higher education. In International perspectives on the role of technology in humanizing higher education (pp. 105-129). Emerald Publishing Limited.
- Girvan, C. (2018). What is a virtual world? Definition and classification. Educational Technology Research and Development. 66. 10.1007/s11423-018-9577-y.
- Hanson, K. & Shelton, B. E. (2008). Design and development of virtual reality: Analysis of challenges faced by educators. Educational Technology & Society, 11(1), 118-131.http://www.ifets.info/journals/11_1/9.pdf
- Hayes, M., & Downie, A. (2024). What is augmented reality? IBM. https://www.ibm.com/topics/augmented-reality (Accessed: 26 September 2024).
- Kirkley, S. E. & Kirkley, J. R. (2005). Creating next generation blended learning environments using mixed reality, video games and simulations. TechTrends, 49(3), 42-53.http://dx.doi.org/10.1007/BF02763646
- MacCallum K. & Jamieson J. (2017, October). Exploring Augmented Reality in Education Viewed Through the Affordance Lens.Proceedings of the 8th Annual Conference of Computing and Information Technology Education and Research in New Zealand, 114-120.
- MacCallum, K. & Parsons, D. (2022). Integrating Mobile Mixed Reality to Enhance Learning Before, During, and After Physical Field Trips. International Journal of Mobile and Blended Learning (IJMBL), 14(2), 1-11. https://doi.org/10.4018/IJMBL.304456
- Microsoft. (2023). Mixed reality: Discover. Microsoft. https://learn.microsoft.com/tr-tr/windows/mixed-reality/discover/mixed-reality. Erişim: 11 Kasım 2024.
- Microsoft. (2025). Wie Mixed Reality unsere Arbeitswelt bereichert, https://news.microsoft.com/de-de/features/wie-mixed-reality-unsere-arbeitswelt-bereichert/
- Milgram, P., & Kishino, F., (1994). A Taxonomy of Mixed Reality Visual Displays. IEICE Trans. Information Systems. vol. E77-D, no. 12. 1321-1329. O'Brien, J., Heafner T., (2022). Technology, Digital Learning, and Social Studies, A Position Statement of National Council for the Social Studies, National Council for the Social Studies. https://www.socialstudies.org/position-statements/technology-digital-learning-and-social-studies, 11.11.2024 tarihinde erişilmiştir.
- OpenAI. (2024, November 11). Illustration depicting the use of mixed reality technologies, such as Microsoft HoloLens, for viewing holographic displays of ancient artifacts [Image]. ChatGPT
- Price, M. (2018). Making VR learning a reality. NewsCenter. San Diego State University. Retrieved from https://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=77193
- Rasimah, C. M. Y., Ahmad, A., & Zaman, H. B. (2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27(8).
- S. Piro, J., & O’Callaghan, C. (2018). Journeying Towards the Profession: Exploring Liminal Learning within Mixed Reality Simulations. Action in Teacher Education, 41(1), 79–95. https://doi.org/10.1080/01626620.2018.1534221
Details
| Primary Language | English |
|---|---|
| Subjects | Social Studies Education |
| Journal Section | Systematic Review and Meta Analysis |
| Authors | |
| Publication Date | June 27, 2025 |
| Submission Date | December 18, 2024 |
| Acceptance Date | June 24, 2025 |
| Published in Issue | Year 2025 Volume: 15 Issue: 2 |
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