History and Simulation/Gaming: Living With Two Solitudes

Corbeil, Pierre

doi:10.1177/1046878108325440

Cited by 9 publications

(7 citation statements)

References 3 publications

(2 reference statements)

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“…History-themed games and simulations have been employed in the classroom for more than 50 years (Chin, Dukes, & Gamson, 2009; Duke, 2000; Stasz, 1995) and the use of history-themed video games as tools in the classroom has developed more steadily over the past few decades (Corbeil, 2011). Such video games, though sharing many features with their pen-and-paper relatives, have some important distinctions.…”

mentioning

confidence: 99%

Teaching History With Digital Historical Games

McCall¹

2016

Simulation & Gaming

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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.

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confidence: 99%

Teaching History With Digital Historical Games

McCall¹

2016

Simulation & Gaming

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“…De esta manera, los historical game studies ponen énfasis en las características de los productos interactivos y cómo las necesidades lúdicas ejercen presiones en el discurso histórico que presentan. Merece la pena apuntar que la mayoría de las investigaciones en dicho campo se han centrado en el análisis de productos digitales, esto es, juegos de ordenador, pero las conclusiones extraídas pueden extrapolarse a artefactos analógicos, pues lo que caracteriza en última instancia a ambas tipologías es la naturaleza mediada por reglas de su discurso (Corbeil, 2011;Gonzalo Iglesia, 2016;Köstlbauer, 2013). La forma del discurso, en definitiva, media y condiciona su contenido.…”

Section: Lo Lúdico Y Lo Históricounclassified

Juegos de Paz. Elaboración en el Aula de Juegos Históricos Cooperativos

Domínguez¹,

Ordinas²

2019

RIEJS

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Planteamos el empleo de una metodología novedosa para el aprendizaje del pasado en ámbito universitario con dos objetivos: la educación en la justicia social y la formación de ciudadanos activos en una cultura de paz. El caso de estudio afecta tanto a la narración del pasado (y por consiguiente a procesos identitarios presentes conectados a ese pasado mediante la memoria) como a la conciencia de ciudadanía global y procesos de transición ecológica, especialmente en el antropoceno. Para ello hemos recurrido a categorías y herramientas postcoloniales y feministas, así como a procesos de trabajo de grupo y cooperativos. El caso de estudio consiste en la creación de juegos de mesa cooperativos en el aula en materias del grado de Estudios Internacionales y del grado de Historia en la Universidad Autónoma de Madrid durante tres cursos académicos consecutivos, apoyado en parte por un proyecto de innovación docente. En la introducción planteamos el estado de la cuestión de los métodos pedagógicos lúdicos en ámbito universitario, particularmente su problemática en relación con el tratamiento del pasado y sus consecuencias para la formación en la paz y la justicia social de una ciudadanía activa global. Posteriormente explicamos su relevancia para la historia. Pasamos a exponer la metodología seguida en el estudio de campo, describiendo los materiales y dinámicas empleados. A partir de esos datos discutimos los resultados de la investigación, en relación con los objetivos planteados y las posibles mejoras a realizar. Finalmente concluimos, explicando las ventajas e inconvenientes de aplicar dicho método y sus posibilidades de futuro.Descriptores: Historia; Métodos pedagógicos; Cooperación internacional; Memoria histórica; Juegos.The current paper offers an original methodology in university-based learning on history, focusing on social justice education and the formation of active citizens on peace culture. These deals not only with narratives about the past (identity processes connecting the past with the present through the mechanisms of memory) but also with citizen conscience and process of transition to ecology. Thus, we employ categories and a toolkit drawn from postcolonialism and feminism, while encouraging collaborative work to promote a culture based in peace. The case study is the design of cooperative tabletop games applied in the undergraduate curricula of International Studies and History Grades at Autonomous University of Madrid. In the introduction, we consider the pedagogic methodologies in a context of college education, discussing issues regarding the role of the past in the formation of a globally active citizenship and the training in peace. Secondly, we analyze its relevance for the teaching of history. Thirdly, we explain the methodology followed in our fieldwork and describe both the tools and dynamics employed. The analysis of the resulting data allows us to discuss the results of our research in relation with the initial goals, and how the project can be further improved. Finally, we explain the a...

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“…It has not been judged prudent to submit my books and articles on wargaming to national research assessment exercises, lest they evoke a similar reaction. As Dr Pierre Corbeil (2011) put it recently, 'the power of the game as a tool for the study of possibilities has not been adopted by the historical profession as it exists in the universities of the world' (p. 419).…”

Section: The Stigma Of Wargamingmentioning

confidence: 99%

“…If you search on JSTOR for 'wargames', especially as a means of modelling historical rather than contemporary international conflicts, then the scholarly references dry up. Aside from a few sporadic and rather plaintive articles urging the use of hobby wargames in history classes (Corbeil, 2011;Glick and Charters, 1983), one would scarcely know from the academic literature that wargaming even existed.…”

mentioning

confidence: 99%

Wargaming in higher education: Contributions and challenges

Sabin

2015

Arts and Humanities in Higher Education

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Wargames, especially on historical conflicts, do not currently play much part in the booming academic use of simulation and gaming techniques. This is despite the fact that they offer rich vehicles for active learning and interactive exploration of conflict dynamics. Constraints of time, expertise and resources do make it challenging to employ wargames in academia, but a greater problem is the stigma which wargaming attracts due to its association with childish enthusiasts and its perceived deficiencies as a modelling technique. This article builds on my many years of teaching and research experience with wargames to show how playing and designing them can benefit students and scholars alike.

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History and Simulation/Gaming: Living With Two Solitudes

Cited by 9 publications

References 3 publications

Teaching History With Digital Historical Games

Teaching History With Digital Historical Games

Juegos de Paz. Elaboración en el Aula de Juegos Históricos Cooperativos

Wargaming in higher education: Contributions and challenges

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