Immersive Malaysian historical storytelling in virtual reality

Ahmad Sanusi, Muhammad Aizat Syamil (2024) Immersive Malaysian historical storytelling in virtual reality. Project Report. Melaka, Malaysia, Universiti Teknikal Malaysia Melaka. (Submitted)

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Abstract

Technology has moved so fast and it has changed many fields including education. Traditional way of teaching history such as textbooks and documentaries often fail to engage modern learners and lead to decline of interest and retention of historical knowledge. This project aims to address this challenge by using Virtual Reality (VR) to create an immersive and interactive educational experience on Malaysian history.In this project, a Virtual Reality environment was created to present significant historical events and cultural heritage of Malaysia. The VR experience will transport users to different historical periods, to explore historical sites, interact with virtual artifacts and engage with dynamic storytelling elements. This immersive approach makes learning more fun and enhances retention of historical information by giving users a first person perspective of historical events. The development of the VR experience went through several stages. First, extensive research was done to identify and curate historical content that is educational and engaging. This content was then adapted into interactive VR narratives using Unreal Engine 5, a powerful tool for creating high fidelity virtual environments. The narratives were designed to be interactive, allowing users to make choices and explore different aspects of Malaysian history at their own pace. To test the VR experience, user engagement and learning outcomes were measured through a series of user tests. Participants, consisting of teenagers and adults, were asked to use the VR application and provide feedback on their experience. The results showed a significant increase in engagement and interest in Malaysian history compared to traditional way of learning. Users also showed higher retention of historical facts and deeper understanding of cultural heritage. The project also developed generic peak engagement metrics to measure the level of user interaction and immersion. These metrics looked at duration of engagement, frequency of interactions and user feedback on the VR experience. The results from the user tests showed that the VR experience grabbed and held users’ attention, a strong case for using VR in historical education. The main advantage of the VR-based approach in this project is its flexibility and scalability. The VR experience can be applied to different historical periods and themes, making it a versatile tool for educational institutions. The VR application can also be easily updated with new content, so it stays relevant and engaging for users over time. Overall, this project shows that Virtual Reality is a powerful tool for historical education. By making history more immersive and interactive, the VR experience makes it more accessible and fun for modern learners. The results of this project is for educators and developers to use in their teaching methods, to innovate education for the digital age.

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