Abstract

Virtual Field Trips (VFTs) are increasingly recognized as effective tools for engaging students with challenging and complex historical content. This exploratory case study demonstrates how a VFT focused on the Berlin Wall was implemented in a Singapore upper secondary history classroom. Drawing on studies in experiential learning, student motivation, and distributed cognition, this paper demonstrates how VFTs can promote deeper historical thinking, inquiry, and authentic engagement, particularly in teaching Cold War content, such as the Berlin Wall.

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