Abstract
This article offers a typological framework for analyzing how video games make use of historical elements, shaping the ways players engage with and think about the past. Phenomenologically induced labels are posited for identifying different deployments of and experiences with historical elements in video games, illustrated by examples drawn from analysis of selected historically oriented, situated, or themed commercial video games. Building on the literature of gaming, popular media, and history education, the authors theorize specifically about the interactions between game design, player response, historical thinking, and historical representations encountered in video games. The goal is to develop vocabulary useful to researchers and educators that attends to the interface between school-based history learning and the extra-curricular influence of video games.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 532-564 |
| Number of pages | 33 |
| Journal | Theory and Research in Social Education |
| Volume | 44 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1 2016 |
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All Science Journal Classification (ASJC) codes
- Education
- Sociology and Political Science
Cite this
}
Gaming History : A Framework for What Video Games Teach About the Past. / Metzger, Scott Alan; Paxton, Richard J.
In: Theory and Research in Social Education, Vol. 44, No. 4, 01.10.2016, p. 532-564.Research output: Contribution to journal › Article
TY - JOUR
T1 - Gaming History
T2 - A Framework for What Video Games Teach About the Past
AU - Metzger, Scott Alan
AU - Paxton, Richard J.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - This article offers a typological framework for analyzing how video games make use of historical elements, shaping the ways players engage with and think about the past. Phenomenologically induced labels are posited for identifying different deployments of and experiences with historical elements in video games, illustrated by examples drawn from analysis of selected historically oriented, situated, or themed commercial video games. Building on the literature of gaming, popular media, and history education, the authors theorize specifically about the interactions between game design, player response, historical thinking, and historical representations encountered in video games. The goal is to develop vocabulary useful to researchers and educators that attends to the interface between school-based history learning and the extra-curricular influence of video games.
AB - This article offers a typological framework for analyzing how video games make use of historical elements, shaping the ways players engage with and think about the past. Phenomenologically induced labels are posited for identifying different deployments of and experiences with historical elements in video games, illustrated by examples drawn from analysis of selected historically oriented, situated, or themed commercial video games. Building on the literature of gaming, popular media, and history education, the authors theorize specifically about the interactions between game design, player response, historical thinking, and historical representations encountered in video games. The goal is to develop vocabulary useful to researchers and educators that attends to the interface between school-based history learning and the extra-curricular influence of video games.
UR - http://www.scopus.com/inward/record.url?scp=85032128176&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85032128176&partnerID=8YFLogxK
U2 - 10.1080/00933104.2016.1208596
DO - 10.1080/00933104.2016.1208596
M3 - Article
AN - SCOPUS:85032128176
VL - 44
SP - 532
EP - 564
JO - Theory and Research in Social Education
JF - Theory and Research in Social Education
SN - 0093-3104
IS - 4
ER -