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Abstract

The increasing integration of digital technology in elementary education and the need to enhance students’ spatial and historical understanding have driven the exploration of digital mapping tools in history learning. This systematic literature review examines the effectiveness of digital mapping tools, particularly Google Maps and related technologies, in elementary school history education. The study synthesizes findings from 16 peer-reviewed articles published between 2020-2025, analyzing their impact on student engagement, comprehension, and learning outcomes. The review employed a systematic approach following PRISMA guidelines, with inclusion criteria focusing on digital mapping tools in elementary history education. Results indicate that digital maps significantly enhance student motivation, spatial literacy, and historical understanding, with studies reporting improvement rates ranging from 20-30% in learning outcomes. Google Earth and Story Maps emerged as the most effective tools, combining interactive visualization with contextual learning experiences. Key advantages include real-time location connectivity, visual representation of historical events, and alignment with digital-native learning preferences. However, implementation challenges persist, including teacher readiness, infrastructure limitations, and the need for technical training. The review identifies three primary themes: pedagogical effectiveness, technological accessibility, and integration sustainability. Findings suggest that systematic curriculum integration, comprehensive teacher training programs, and gradual implementation strategies are essential for successful adoption. This review contributes to educational technology literature by providing evidence-based recommendations for integrating location-based media in primary history education, highlighting both opportunities and constraints in contemporary digital learning environments.

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