Genres of Historical Games and Academic Standards of History and Social Studies

McCall, Jeremiah

doi:10.4324/9781003272229-4

Cited by 13 publications

(22 citation statements)

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“…As we have argued above, the first focus area is mostly concerned with the sign level of cybermedia objects, while the second predominantly focuses on mechanical systems. Both these dimensions combined configure what McCall (2011McCall ( , 2016 has termed an interactive problem space which players can engage with for educational or other purposes (see also Apperley, 2010).…”

Section: Seeing and Doing: Games As Representations And Simulationsmentioning

confidence: 99%

“…Regardless of how neatly configured a particular game is, player choices will always have a certain impact on how the story is told, unfolds, and can be witnessed by others, including struggles against an "implied player" (Aarseth, 2007) and transgressive attempts to cheat or break the game (Jørgensen & Karlsen, 2018). This fact is the very condition for McCall's (2011McCall's ( , 2016 understanding of games as interactive problem spaces. It also constitutes the core of Pötzsch and Šisler's (2019) model visualizing how constrained player actions lead to the emergence of different representations that are then interpreted to produce meanings that, ultimately, feed back into later acts of configuring, reconfiguring, and interpreting narratives (figure 3).…”

Section: Seeing and Doing: Games As Representations And Simulationsmentioning

confidence: 99%

“…To structure our endeavor, we operationalize the game ontological model by Aarseth and Calleja (2015) to identify four salient areas for critical assessment and intervention -sign system and representation, rules and mechanics, materiality, as well as players. We enrich the evolving template with insights from Pötzsch and Šisler (2019), Bogost (2006), and McCall (2011 regarding media specific aspects of game-use in education and otherwise. Finally, we offer brief analyses of the commercial title Assassin´s Creed: Valhalla (Ubisoft Montreal, 2020) and the free browser game Survive the Century (Beckbessinger, Trisos & Nicholson, 2021) to illustrate the applicability of the template.…”

Section: Introductionmentioning

confidence: 99%

“…Games, including videogames, are well-suited to explore both contentious and difficult issues in a reflective manner (Apperley, 2010;Flanagan & Nissenbaum, 2014;Jørgensen & Karlsen, 2018;Sicart, 2009). This makes them potentially useful tools for teaching and learning (Apperley, 2010;McCall, 2011McCall, , 2016Pötzsch, Holt Hansen and Hammar, 2022), yet also poses the question of how to adequately evaluate the efficacy of specific titles for given educational purposes.…”

Section: Introductionmentioning

confidence: 99%

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Digital Games as Media for Teaching and Learning: A Template for Critical Evaluation

Pötzsch

Hansen²,

Hammar

2023

Simulation & Gaming

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Background Videogames can be useful tools for teaching and learning. To plan educational uses, potential benefits and possible problematic aspects of specific titles need to be critically assessed by teachers and school leaders prior to implementation. Theory and Method Based on game ontological models, we identify salient areas of inquiry in games research and use these to structure a template for evaluation. This way we operationalize foundational games research and put key insights to practical use in the planning and preparation of videogame-based teaching sessions. Aims We develop a template for the evaluation of videogames as tools for and objects of teaching and learning to facilitate critical uses of these technologies in schools and other educational settings. Results We present a template for critical evaluation to facilitate the use of videogames for educational endeavors. The template distinguishes between videogames as tools for and objects of teaching and learning and is structured along the game ontological dimensions of 1) sign system, 2) rules and mechanics, 3) materiality and 4) players, and includes aspects of both representation and simulation. This way, we disentangle a complex phenomenon and make its components amendable for critical analysis and constructive intervention. Discussion and Conclusion We offer illustrating examples for how the template can be used to assess the usability of specific titles in education and discuss advantages and disadvantages. Finally, we suggest steps for implementation and further improvement.

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Section: Seeing and Doing: Games As Representations And Simulationsmentioning

confidence: 99%

Section: Seeing and Doing: Games As Representations And Simulationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Digital Games as Media for Teaching and Learning: A Template for Critical Evaluation

Pötzsch

Hansen²,

Hammar

2023

Simulation & Gaming

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“…The idea of using games to engage learners in the process of active learning is not new. As cited by Cicchino (2015), Game-Based Learning environment enables learners to make meaningful choices within problem (McCall, 2011) and often present learner with ill-structured problems, well-structured rules with ill-structured paths to resolution, students typically work in small groups and construct knowledge through the activation of prior understanding, as well as by engaging in collaborative discourse.…”

Section: Introductionmentioning

confidence: 99%

CMS 21: Integrating Game-Based Learning in Basic Automotive

Angeles¹,

Alvarez²

2023

EPRA

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This study sought to determine the effectiveness of Car Mechanic Simulator 21 (CMS 21) in learning concepts in Automotive. This study described the performance of two groups of students in different skills in Automotive before and after a series of instructions using the two learning interventions (module and CMS 21) using pre-test and post-test design. This study was conducted at Nueva Ecija University of Science and Technology, and Bachelor of Science in Industrial Education (20) students served as subjects. The study used the experimental design of research. Using t-tests, results revealed that i) there is statistical evidence to reject the null hypothesis “There is no significant difference in the performances of subjects under the controlled group in the pre-test and post-test, and ii) there is statistical evidence to reject the null hypothesis There is no significant difference in the performances of subjects under the experimental group in the pre-test and post-test. Lastly, after applying statistical treatments, there is statistical evidence to reject the null hypothesis There is a significant difference in the performances of the students between the two groups after their respective interventions. Thus, the use and implementation of CMS 21 is recommended. KEYWORDS: Basic Automotive; Car Mechanic Simulator 21; Distance Learning; Game-based learning, Modular learning

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Towards a Reconciliation Between Simulational, Ludic, and Historiographical Practices in Research

Marino Carvalho

2024

Simulation & Gaming

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Background Simulations, ludic or otherwise, have so far struggled to gain a foothold in mainstream historiography. Some authors suggest there may be fundamental incompatibilities between history and the language of simulations and scholarly games. Others believe that designing, employing, and validating historical simulations may be simply too costly and/or labor-intensive to justify their widespread adoption. Intervention This paper intends to identify points of friction between historiography and simulation-based research and suggest practical solutions to these issues. Methods My discussion is based on the description and analysis of a case study, the ThomondSim/ The Triumphs of Turlough research project. The initiative consisted of the development and application of an agent-based computational model (ABM) and a scholarly board game to investigate the possible associations between economic, environmental, and military hazards in 13th and 14th centuries Ireland. Results and Discussion Ensuring the simulations matched historical evidence to a standard deemed acceptable by the historiographical community limited their phase space, compromising their capacity to explore emergent phenomena. The intricacy of the underlying conceptual model suited the ABM better than the board game, which struggled to reconcile complexity with good game design practices. The board game, however, proved to be an effective validating tool for the ABM. Limitations and Suggestions for Further Research The project espoused an overt simulation- and game-centric approach, paying little attention to unguided play. Recent literature suggests that fostering, rather than hindering, playful exploration could address some of the pitfalls identified by this project. Conclusion Play could be a means of reconciliation between simulational, ludic, and historiographical practices. However, to ensure that projects adhere to epistemic standards, it is recommended that a methodology is developed to integrate it into research in ways that can be tested and evaluated.

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Genres of Historical Games and Academic Standards of History and Social Studies

Cited by 13 publications

References 0 publications

Digital Games as Media for Teaching and Learning: A Template for Critical Evaluation

Digital Games as Media for Teaching and Learning: A Template for Critical Evaluation

CMS 21: Integrating Game-Based Learning in Basic Automotive

Towards a Reconciliation Between Simulational, Ludic, and Historiographical Practices in Research

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