Research Note: Narration vs. Simulation:

Research Note: Narration vs. Simulation:

Kostas Anagnostou
DOI: 10.4018/jgcms.2011040105
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In this paper, the author outlines a framework for videogames in History education. The author analyzes the genre’s features and investigates potential mappings to specific didactic approaches in the context of History education. To guide the analysis, the author briefly reviews didactic approaches for History and identifies qualities that can be projected into game features and systems. Based on the characteristics of those didactic approaches and their requirements for narration and interaction, the author evaluates each videogame genre’s potential for narration and simulation as well as the reflection and assessment opportunities supported. The paper concludes by discussing the implications on serious game design and the integration of games for History education in school environments.
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History Education And Teaching Approaches

The traditional view of History is as a chronological series of facts and events that happened in the past. Accordingly the traditional approach to teaching History is through information transmission from teacher to student via narration (oral or written). Students in such learning environments read textbooks, memorize facts, and recite “ready-made” knowledge (Squire, 2004). This is the “Best Possible Story” approach which conforms to the behaviorist view of learning. This approach focuses on content and often leads to a decreased interest of students in the subject of History (Seixas, 2000; Kee, 2008)

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