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Rhetorical Replay and the Challenge of Gamic History: Silencing the Siren Song of Digital Simulation

Rhetorical Replay and the Challenge of Gamic History: Silencing the Siren Song of Digital Simulation

Jerremie V. Clyde, Glenn R. Wilkinson
Copyright: © 2019 |Pages: 17
ISBN13: 9781522579878|ISBN10: 1522579877|ISBN13 Softcover: 9781522599159|EISBN13: 9781522579885
DOI: 10.4018/978-1-5225-7987-8.ch009
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MLA

Clyde, Jerremie V., and Glenn R. Wilkinson. "Rhetorical Replay and the Challenge of Gamic History: Silencing the Siren Song of Digital Simulation." Emerging Technologies in Virtual Learning Environments, edited by Kim Becnel, IGI Global, 2019, pp. 170-186. https://doi.org/10.4018/978-1-5225-7987-8.ch009

APA

Clyde, J. V. & Wilkinson, G. R. (2019). Rhetorical Replay and the Challenge of Gamic History: Silencing the Siren Song of Digital Simulation. In K. Becnel (Ed.), Emerging Technologies in Virtual Learning Environments (pp. 170-186). IGI Global. https://doi.org/10.4018/978-1-5225-7987-8.ch009

Chicago

Clyde, Jerremie V., and Glenn R. Wilkinson. "Rhetorical Replay and the Challenge of Gamic History: Silencing the Siren Song of Digital Simulation." In Emerging Technologies in Virtual Learning Environments, edited by Kim Becnel, 170-186. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7987-8.ch009

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Abstract

This chapter explores the limits of simulations for university-level historical education. The authors develop an alternative gamic mode more fit for purpose by focusing on epistemology and procedural rhetoric. This chapter will start by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught at the post-secondary level. The manner in which history is taught will be contrasted with its evaluation in order to better define what students are actually expected to learn. The simulation will be then examined in the light of learning goals and evaluation. This will demonstrate that simulations are in fact a poor fit for most post-secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric, using games that mirror the structure of the historical argument.

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