Teaching History With Digital Historical Games

McCall, Jeremiah

doi:10.1177/1046878116646693

Cited by 80 publications

(48 citation statements)

References 24 publications

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“…The idea of using video games in teaching history, then, is significant The story telling parts of video games can be utilised in order to foster social education with learning by reflection, letting the learners become active participants in history rather than simply remaining observers (Gilbert, 2019: 112). Simulations, such as the games already discussed have been described by some, such as Wright-Maley (2015: 67), as 'pedagogically mediated', in that they have been moulded by the experts consulted in order to be used as educational aids; although the definitions between historical game and simulation are debateable and complex (Schut, 2007;McCall, 2016). It is this use as a pedagogic resource which has now resulted in literature identifying frameworks for their use and best practice so that historians can begin the uptake of these games in their teaching (McCall, 2016; Metzger and Paxton, 2016).…”

Section: The Potential Of Video Games In Teaching Historymentioning

confidence: 99%

The Potential of Video Games for Enhancing Teaching History

Bass¹

2020

IJMAR

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Section: The Potential Of Video Games In Teaching Historymentioning

confidence: 99%

The Potential of Video Games for Enhancing Teaching History

Bass¹

2020

IJMAR

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“…Encompasses any 3D visualisation that features a heritage object or practice, whether officially recognized heritage or not, as well as historical and archaeological sites. 3D visualisations tend to focus on tangible heritage, but intangible heritage can also be displayed through motion capture (Grau & de Gruyter, 2017) and simulations, such as digital battle re-enactments (McCall, 2016). For the sake of this evaluation, visualisations that focus on archaeological, historical and heritage subjects will be collectively classed under the umbrella of heritage and the analysis will focus on the 3D visualisation of tangible heritage only.…”

Section: D Visualisation Of Heritagementioning

confidence: 99%

Scientific rigour of online platforms for 3D visualization of heritage

Statham

2019

Virtual archaeol. rev.

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3D visualisations –including 3D scans and 3D reconstructions–designed as part of larger archaeology, history or cultural heritage projects are commonly shared with the public through online platforms that were not necessarily designed to host heritage representations and often fail to contextualize them. This paper seeks to evaluate whether five online platforms commonly used today to share 3D visualisations of heritage (Google Arts & Culture, CyArk, 3DHOP, Sketchfab and game engines) offer features that facilitate their scientific rigour and community participation, based on guidelines from International Council on Monuments and Sites(ICOMOS)and United Nations Educational, Scientific, and Cultural Organization(UNESCO). The author starts by summarizing recommendations from 32 international guidelines that are relevant to the 3D visualization of heritage, condensing them into nine key criteria: multi-disciplinary teams, objective-driven methodology and tools, careful documentation, type of reconstruction and level of certainty, authenticity, alternative hypotheses, multiple historical periods, respectful use of the heritage, and community engagement. The author proceeds to review the platforms above comparing their features with these nine recommendations and concludes that, while there are currently available features that could help to elevate the scientific rigour of the 3D visualisations and their contextualization to the public, they are not mandatory and are seldom used. The paper finishes with a recommendation for an information package to support3D visualisations of heritage on public online platforms.Highlights:<ul><li>Online platforms for the 3D visualization of heritage fail to disclose what type of reconstruction it is and its level of certainty, struggling to balance community engagement vs scientific rigour of their contents.</li><li>ICOMOS and UNESCO recommendations regarding heritage are loosely followed on the reviewed platforms, and supporting documentation is often lacking.</li><li>Scientific rigour on these platforms could be elevated with supporting textual fields to disclose further information about each visualisation.</li></ul>

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“…Especialmente interesante para nosotras ha sido el proyecto Proceso de Lana, en el que los docentes generaron un juego de tablero sobre la cultura artesanal peruana basándose en la producción artística de Flora Zárate y sus arpilleras, y los alumnos (la mayoría hijos de inmigrantes latinos en EEUU) participaron de una narrativa lúdica basada en el proceso de confección, distribución y venta de textiles artesanales en Perú, mezclando las condiciones históricas con mitos procedentes de la cultura andina, con el fin de generar una conciencia identitaria a través del acto de jugar (Underberg-Goode y Smith, 2018). Lamentablemente se trata de una excepción: las experiencias lúdicas en el aula para el aprendizaje de la historia emplean, por lo general, juegos ya elaborados (Corbeil y Laveault, 2011;Dennis, Smith y Smith, 2004;Kennedy-Clark y Thompson, 2011;McCall, 2016;Mugueta Moreno y Manzano Andrés, 2016;Neville y Shelton, 2010;Squire, 2004).…”

Section: Teoría Pedagógicaunclassified

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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Teaching History With Digital Historical Games

Cited by 80 publications

References 24 publications

The Potential of Video Games for Enhancing Teaching History

The Potential of Video Games for Enhancing Teaching History

Scientific rigour of online platforms for 3D visualization of heritage

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

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