# Challenges and Implications of Virtual Reality in History Education: A Systematic Review
## 1 Introduction  
Students from different educational stages have identified Social Sciences as one of the most challenging academic areas in terms of comprehension and assimilation. This difficulty is largely attributed to a teaching methodology that fails to adequately address the complexity of the content [1]. Instruction often relies heavily on the rote memorization of dates, names, and facts through lengthy and monotonous presentations [2]. The study of [PERSON] (2011) argues that history instruction follows an excessively traditional approach, emphasizing memorization and repetition rather than fostering a critical and in-depth understanding of historical events and processes [3]. In recent years, research in Social Sciences education, as in other fields, has increasingly highlighted the importance of integrating technology into the classroom [4, 5]. Consequently, the use of technological tools associated with Information and Communication Technologies (ICT) has gained considerable prominence over the past decades. Thesetools not only enhance teaching and learning but also foster the development of new learning environments, pedagogical approaches, and interactive methodologies, thereby improving accessibility to heritage settings and expanding cultural engagement among broader segments of the population [6]. The effective integration of heritage education with emerging technologies has the potential to significantly transform history teaching [7]. The integration of technology into society has led to the emergence of a wide range of new pedagogical possibilities within the field of education, making its incorporation an undeniable reality. The study of [PERSON] et al. (2016) [8] emphasizes that this integration has generated an entirely new landscape, not only for research but also for pedagogical innovation within the educational domain. Among the many emerging technologies, Virtual Reality (VR) and Augmented Reality (AR) stand out, having been highlighted in several prominent international reports, such as The NMC/CoSN Horizon Report K-12 [9; 10] and the Edutrends report by the Educational Innovation Observatory of the Monterrey Institute of Technology [11; 12]. These reports position VR and AR as some of the most promising technological trends for educational contexts in the short to medium term. The growing interest in these technologies is evident from the increasing number of publications [13; 14; 15; 16], reviews [17; 18; 19], and meta-analyses [20; 21; 22; 23] that explore their practical applications in recent years. In the field of history, educators face daily challenges in engaging students with the subject matter. The methodologies and resources currently employed have undergone significant transformations in recent years, particularly with the integration of new technologies into educational environments [24]. In this context, VR and AR technologies are being specifically developed for museums and heritage sites, offering innovative ways to explore and interact with historical elements [25]. The adoption of these technologies represents a key tool, enabling students to access digital scenarios and spaces that would otherwise be inaccessible [26]. These spaces blend the real world with virtual contexts, providing essential information for deeper exploration of topics or allowing students to observe digitally recreated objects and environments [27]. These innovative tools foster interactive and immersive learning environments, facilitating a more profound understanding of historical concepts. VR and AR offer distinct digital experiences that can complement each other. Despite sharing certain characteristics, VR and AR are often conflated. AR enhances the real environment by adding virtual content elements [28]. Rather than replacing the real world, AR complements it with virtual information [29], establishing a spatial connection between virtual data and the physical environment.