Introduction: what is historical game studies?

Chapman, Adam; Foka, Anna; Westin, Jonathan

doi:10.1080/13642529.2016.1256638

Cited by 48 publications

(49 citation statements)

References 14 publications

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“…En cuanto al estudio crítico de la historia vinculada a los productos lúdicos, el siglo XXI ha presenciado la aparición de una disciplina que une, por un lado, el estudio de las formas de investigación y comunicación sobre el pasado y, por el otro, las representaciones de éste en el formato lúdico (Copplestone, 2017;Chapman, 2016;Chapman, Foka y Westin, 2017;Elliott y Kapell, 2013;Jiménez Alcázar, 2016;Jiménez Alcázar, Mugueta Moreno y Fabián Rodríguez, 2016;Peñate Domínguez, 2017a, 2017bPlanells de la Maza, 2015;Winnerling y Kerschbaumer, 2014;Venegas, 2016). 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.…”

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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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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“…By not "only" deviating from history through gameplay, but choosing a counterfactual historical starting point, such games are "encouraging reflection on historical rigor by providing a platform for dialogue around plausibility" (Apperley 2013, p. 190). In other words, despite its departure from historical events, The New Colossus obviously deals with history (and especially fascism and colonialism), and there would be many ways to approach the game from within the wide field of historical game studies with its pluralist research interests and methods (Chapman et al 2016), as well as postcolonial game studies (Mukherjee 2017). 2 2 The complex position in game history that The New Colossus occupies would well be worth studying.…”

Section: Aesthetics For Challenging Gamer Masculinitymentioning

confidence: 99%

A Redneck Head on a Nazi Body. Subversive Ludo-Narrative Strategies in Wolfenstein II: The New Colossus

Backe

2018

Arts

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This article argues that Wolfenstein: The New Colossus, a AAA First-Person Shooter, is not only politically themed, but presents in itself a critical engagement with the politics of its genre and its player base. Developed at the height of #Gamergate, the game is interpreted as a response to reactionary discourses about gender and ability in both mainstream games and the hardcore gamer community. The New Colossus replaces affirmation of masculine empowerment with intersectional ambiguities, foregrounding discourses of feminism and disability. To provoke its players without completely alienating them, the game employs strategies of carnivalesque aesthetics-especially ambivalence and grotesque excess. Analyzing the game in the light of Bakhtinian theory shows how The New Colossus reappropriates genre conventions pertaining to able-bodiedness and masculinity and how it "resolves" these issue by grafting the player character's head on a vat-grown Nazi supersoldier-body. The breaches of genre conventions on the narrative level are supported by intentionally awkward and punishing mechanics, resulting in a ludo-narrative aesthetic of defamiliarization commensurate to a grotesque story about subversion and revolt. Echoing the ritualistic cycle of death and rebirth at the heart of carnivalesque aesthetics, The New Colossus is nothing short of an ideological re-invention of the genre.

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“…Education researchers specializing in the school subjects of science and social studies have examined the use of online games and simulations as tools for fostering students’ inquiry and argumentation (Chapman et al, 2017; National Research Council, 2011; Ravenscroft & Matheson, 2002). For example, computer-based conceptual maps have been shown to support young adults’ independent and collaborative development of evidence-based arguments in problem-based science-learning tasks (Belland, 2010).…”

Section: Introductionmentioning

confidence: 99%

How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action

Lawrence

Sherry

2021

Journal of Literacy Research

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Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.

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Introduction: what is historical game studies?

Cited by 48 publications

References 14 publications

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

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

A Redneck Head on a Nazi Body. Subversive Ludo-Narrative Strategies in Wolfenstein II: The New Colossus

How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action

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