Abstract

Technology-enhanced learning environments (TELEs) are educational tools that enable students to acquire knowledge, improving the quality of their educational experience. Educators face many challenges when teaching difficult histories about French resisters in World War II, such as Lucie Aubrac. Resisters' histories include deep emotions, choices, and hard decisions. There is a need for a new approach for teaching these topics and designing innovative digital tools to encourage educators and students to explore them. The current study designs and evaluates a TELE to teach difficult history via a historical empathy approach that engages students with difficult histories and provides them with means to empathize with historical figures. French academic historians from different universities across the U.S. collaborated and informed the design of the TELE. This study answers two main questions: First, how can a project-based classroom TELE help teach difficult history via a historical empathy approach? And second, in what ways do educators think the final prototype will help in teaching difficult history content, such as the Lucie Aubrac scenario, thematically? The methods used in this study are focus groups and surveys. The outputs of this study are in the form of knowledge and products. These include design principles, the final prototype, and the revised historical narrative of Lucie Aubrac. The results indicate the potential for using the final prototype in classrooms. The significance of this study is found in its contributions to the literature of history, pedagogy, design, and technology.

Notes

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Graduation Date

2021

Semester

Fall

Advisor

Lyons, Amelia

Degree

Doctor of Philosophy (Ph.D.)

College

College of Arts and Humanities

Degree Program

Texts and Technology

Format

application/pdf

Identifier

CFE0008829; DP0026108

Language

English

Release Date

December 2021

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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