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Game-Based Historical Learning

Game-Based Historical Learning

Erik Malcolm Champion
Copyright: © 2009 |Pages: 16
ISBN13: 9781599048086|ISBN10: 1599048086|EISBN13: 9781599048116
DOI: 10.4018/978-1-59904-808-6.ch013
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MLA

Champion, Erik Malcolm. "Game-Based Historical Learning." Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, IGI Global, 2009, pp. 219-234. https://doi.org/10.4018/978-1-59904-808-6.ch013

APA

Champion, E. M. (2009). Game-Based Historical Learning. In R. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 219-234). IGI Global. https://doi.org/10.4018/978-1-59904-808-6.ch013

Chicago

Champion, Erik Malcolm. "Game-Based Historical Learning." In Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, 219-234. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-808-6.ch013

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Abstract

Serious games research typically uses modified computer games as virtual learning environments. Virtual heritage projects typically aim to provide three-dimensional interactive digital environments that aid the understanding of new cultures and languages, rather than merely transfer learning terms and strategies from static prescriptive media such as books. As an intersection between the two fields, game-based historical learning aims to provide ways in which the technology, interactivity, or cultural conventions of computer gaming can help afford the cultural understanding of the self, of the past, or of others with mindsets quite different to our own. This chapter will outline the major technological, pedagogical, and evaluation issues pertinent to game-based historical learning, provide working definitions of virtual learning that may lend themselves to evaluations, and endeavor to explain how specific issues of gamebased historical learning may be addressed. It will also forecast trends and suggest approaches to help focus this diverse field.

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