Digital Gaming Re-imagines the Middle Ages

Kline, Daniel T.

doi:10.4324/9780203097236

Cited by 13 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…SID MEIER’S COLONIZATION, games depicting the American West and those depicting the Second World War have also been considered (Donaldson, 1996; Gish, 2010; Wills, 2008). Several volumes of essays explore a wide variety of intersections between history, the past, and video games including Playing the Past (Whalen & Taylor, 2008), Playing with the Past (Kapell & Elliott, 2013), Greek and Roman Games in the Computer Age (Thorsen, 2013), and Digital Gaming Re-imagines the Middle Ages (Kline, 2014). Additionally, PlaythePast.org since 2010 has been a forum for scholars to discuss games and history.…”

Section: Biases Of Historical Gamesmentioning

confidence: 99%

Teaching History With Digital Historical Games

McCall¹

2016

Simulation & Gaming

View full text Add to dashboard Cite

Background: Writing about the theory and best practices of using history-themed video games in the classroom stretches back at least to the 1980s. However, the literature on the subject is scattered, making it difficult for history educators considering the use of historical games. Purpose: This article provides an introduction for history educators to the use of computer-based historical games in history education. In this article, I provide differing definitions for types of historical games and discuss the importance of such distinctions for the history educator. I provide the strengths and biases inherent in the medium of computer-based historical games. Results: This article surveys best practices from the literature concerning the use of historical games in history class. The article concludes with a brief survey of potentially useful historical games.

show abstract

Section: Biases Of Historical Gamesmentioning

confidence: 99%

Teaching History With Digital Historical Games

McCall¹

2016

Simulation & Gaming

View full text Add to dashboard Cite

show abstract

“…Likewise, WoW has been extensively documented in the scholarship about digital literacies. Researchers have explored aspects of the game such as how it supports situated language learning (Zheng et al, 2012;Rama et al, 2012), how it complements literacy curricula (Alexander, 2009) and how it can be approached from multiple theoretical, methodological and disciplinary perspectives (Corneliussen and Rettberg, 2011;Kline, 2014). Like other MMORPGs, players of WoW create characters and must learn to navigate a fantastical world filled with quests to complete, storylines to explore and dangerous creatures to overcome.…”

mentioning

confidence: 99%

The WoW experience: grounding a graduate English seminar

et al. 2016

View full text Add to dashboard Cite

2016),"Learning how to learn by solving bizarre problems: a playful approach to developing creative and strategic thinking", On the Horizon, Vol. 24 Iss 1 pp. 112-120 http://dx.Access to this document was granted through an Emerald subscription provided by emerald-srm:448207 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to describe the World of Warcraft (WoW) experience, where students in a graduate English seminar played WoW to ground their learning about digital literacies. Through the experience, students developed their own digital literacies and learned to enter academic discourse about games and digital literacies. Design/methodology/approach -In the paper, the instructor and eight students describe the purpose, design and outcomes of the experience. Over the course of a month, the group coordinated logistics and roles, each person created a character, each character reached the threshold level for low-level dungeons, the whole class played several dungeons together and the class engaged in metaconversation about the experience. Findings -The instructor reflects on the problem of practice that the WoW experience addressed and the instructional organization of the experience. The students, who came into the WoW experience with a range of prior knowledge about games and Massively Multiplayer Online Roleplaying Games, reflect on what challenges they faced while learning to play and develop their own digital literacies, how they assembled resources to overcome challenges, how their views of digital literacies and games shifted from the experience and how the experience helped them rethink teaching first-year composition. Originality/value -As the WoW experience illustrates, finding ways to connect games to advanced graduate courses can create fun, frustration and powerful learning experiences for students as they maneuver complex content.

show abstract

Temporality and the Medieval

Bradford¹

The Middle Ages in Children's Literature

View full text Add to dashboard Cite

Digital Gaming Re-imagines the Middle Ages

Cited by 13 publications

References 0 publications

Teaching History With Digital Historical Games

Teaching History With Digital Historical Games

The WoW experience: grounding a graduate English seminar

Temporality and the Medieval

Contact Info

Product

Resources

About