Augmented Historical Simulation through Adaptive AI: A Learning Model for Developing Historical Thinking and Empathy

Authors

  • Lukman Nadjamuddin
  • Nurgan Tadeko
  • Besse Nirmala
  • Loso Judijanto
  • Johan Wahyudhi
  • Arif Saefudin

Keywords:

augmented historical simulation; artificial intelligence; history education; historical empathy; historical thinking

Abstract

Contemporary history learning is still dominated by linear narratives and rote memorization that limit students’ historical thinking and empathy. This study aimed to develop an Augmented Historical Simulation (AHS) model using adaptive Artificial Intelligence (AI) to improve historical reasoning and empathy. The study employed a sequential explanatory mixed-methods design involving 500 eleventh-grade students from four provinces in Indonesia. Quantitative data were collected using the Historical Thinking Test and Historical Empathy Scale at four measurement stages: pre-test, mid-test, post-test, and delayed post-test. The study adopted a non-equivalent control group quasi-experimental design involving experimental and control groups. The data were subsequently analyzed using ANCOVA and growth curve modeling. In contrast, qualitative data from interaction logs, student reflections, and group discussions were analyzed thematically. The intervention consisted of AI-based AHS activities involving branching historical scenarios, reflective decision-making tasks, source analysis, and AI-guided discussions aligned with the Merdeka Belajar Curriculum. The results showed that the experimental group gained significantly higher historical thinking skills than the control group (M = 85.9 vs. 77.6; F(1,492) = 40.68; p < 0.001; ?² = 0.314) and maintained their achievements at the follow-up stage (M = 84.1 vs. 74.8). Historical empathy also increased significantly (M = 86.5 vs. 79.3; F (1,492) = 37.84; p < 0.001). These findings indicated that AHS could transform history learning from passive information transmission into a reflective inquiry process underpinned by decision-making, thereby strengthening historical literacy and empathy. This study contributes by offering an AI-based adaptive history-learning model to strengthen historical literacy and empathy in a multicultural education context.

https://doi.org/10.26803/ijlter.25.6.23

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2026-06-30

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Nadjamuddin, L. ., Tadeko, N. ., Nirmala, B. ., Judijanto, L. ., Wahyudhi, J. ., & Saefudin, A. . (2026). Augmented Historical Simulation through Adaptive AI: A Learning Model for Developing Historical Thinking and Empathy. International Journal of Learning, Teaching and Educational Research, 25(6), 545–568. Retrieved from https://www.ijlter.net/index.php/ijlter/article/view/2910

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Vol. 25 No. 6 (2026): June 2026

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Copyright (c) 2026 Lukman Nadjamuddin, Nurgan Tadeko, Besse Nirmala, Loso Judijanto, Johan Wahyudhi, Arif Saefudin

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