Videogames as Effective Teaching Tools
Videogames embody virtual spaces, some of which can give a representation of historical events and even supplement traditional teaching methods. When we think of history and its method of teaching, we often imagine an old professor with glasses and a tweed jacket, droning on about some historical event or another. It is largely not an inaccurate, albeit exaggerated, portrayal. History is a subject that many people allegedly don’t find interesting, and this has spawned alternate forms of teaching to traditional textbooks, all in an effort to bring a fanbase back to the subject. There have been times in school when a teacher has brought in a historical documentary, or Hollywood movie based on history, in which to get students more interested and excited about the material. However, there is another medium that is just as, if not more effective in raising interest in history: videogames.
Videogames are a popular form of interactive entertainment, which are considered by many to be the next evolution of movies. As games become more realistic, production value increases, and actors often lend their personas and voices to a game in order to complement the narrative structure. Many games center around fantasy, whether it is an entirely imagined premise, or based on real life to some degree. For example, Mass Effect is entirely a science fiction game, with little basis in our current reality. However, many games take a different approach and try to include historical bases in fact. All games, it should be noted, teach us something, to a certain degree. One must note that
Age of Empires is a game by Microsoft Studios and is classified as a real-time strategy (RTS) game. The theme is ancient civilizations spanning different ages, starting from the Stone Age and working one’s way up to the Iron Age. During each age, there were military units that could be produced that fit within the appropriate timeline, and, during the single-player campaign, one could actually play missions that were modeled after real-life civilizations and their greatest leaders. Furthermore, “[d]igital-ludic reenactment games reinscribe history with a sense of the human experience that a concern with the larger systems and movements of history can sometimes forget.” (Chapman 2016, 224) That is, the human perspective gleaned from taking an active role in the historic narrative can be a unique and effective way of teaching the significance of said historical event.
Total War is a game by Electronic Arts, Activision, and Sega, respectively, and is classified as an RTS game. The themes introduced are similar to that of Age of Empires, in the sense that we follow different civilizations around on an isometric map. The campaigns are all based on real historical events and iconic battles between nations. The difference in these games is that they introduce you to the conflict, but it is up to you to choose your faction and defeat everyone else. For example, there is a campaign in Rome: Total War 2, where one can take place in the great conquest of the Roman Empire after the brutal murder of Julius Caesar. Mark Antony, Marcus Lepidus, and Octavian all joined together after this event, forming the Second Triumvirate, avenging the late Caesar, and destroying his enemies, before dividing the nations of Rome amongst themselves. However, it wasn’t before long that relations between the allies became strained, and there was a civil war. In the game, one can choose each of these leaders, and champion battles from their perspective. This could mean that Mark Antony could become emperor of Rome, even though this did not occur historically. However, it should be noted that the default option is to play as Octavian/Augustus Caesar, who ultimately won (see FIG 2.). Despite some creative licenses, the game does very well to show us factual historical events and their significance. Games such as Age of Empires and Total War show us that there is an alternative way of approaching history, and seeing glimpses of them from the comfort of our own homes.
Furthermore, it can be stated that these aren’t merely glimpses of history or experiences from the sidelines: these are, in many ways, reenactments. It puts one directly into the action, as stated previously, and gives one a unique perspective that is impossible to achieve through reading or watching source material.
However, one must ask how accurate one can be in representing a nation and its leaders. I would posit that, without direct quotations, our representations of many historical figures aren’t 100% accurate anyway. History is written by the victor, and many current nations have different perspectives on what actually happened during certain historical events. Just look at the United States and the Native Americans. That is a bit of history that always differs in telling, based on who is asked. “Since valid simulation games need not, and indeed cannot, represent each and every historical detail accurately, the criterion for an effective simulation game, instead, is this: Its core gameplay must offer defensible explanatory models of historical systems.” (McCall 2013, 23) Therefore, I would posit that digital representations are perfectly legitimate forms of teaching.
The representation of Lawrence of Arabia in Battlefield 1 (see FIG 3.), for example, portrayed the positives of his work with the Arabs in fighting back the Ottoman Empire. “If the study of the past is to help us understand motivations, actions, and consequences, teachers of history need to seize opportunities to make the past come alive for students, to place documents, images, and facts within a living context.” (McCall 2013, 13) That is, to think of history in only a literary sense is a mistake, and one can forget that even though these people lived ages ago, and are long dead (in some cases), they were regular people like you and me. Video games help create a narrative that puts some humanity back into the nations and people who lived in them, which in turn gives us a better perspective of their goals and motivations. This is why teachers should take advantage of this interactive medium in the teaching world.
Often times the characters in question are given dialogue, some of which I imagine are taken from primary sources, but, regardless, seems to be an effective way of portraying them, regardless of the actual accuracy of the words spoken. That is, while Charlemagne may never have uttered any of the words he does in Age of Empires, his overall goals align with what the character did in real life, according to our understanding. The truth is, no one can create a perfect representation, but one can do well enough to understand their basic motivations and even personalities. “And unsophisticated fictionalist interpretation of the gamer’s use of ‘I’ has considerable intuitive appeal.” (Cogburn and Silcox 2009)
One may ask, why video games? Why not movies? Both are indeed multimedia representations of history. I believe I can answer that quite easily. While movies are a great way to get an audience to witness something in a dramatized vein, it is not necessarily as productive as relinquishing control of the action to the audience itself. Instead of witnessing, one can take part in history directly. As I stated previously, games like Age of Empires and Total War achieve this with seemingly little effort. However, there is another aspect of video games that are essential to teaching. It is almost a hybrid of the textbook and the movie genres. For example, in games like Age of Empires and Sid Meier's Civilization, there are many icons and text that accompany the multimedia experience.
These text boxes and icons often give us information that coincides with the historical events occurring. For example, in Civilization, there is a codex that gives information about the technology at that point in history. That is, one can begin to learn the alphabet, then animal husbandry, then pottery, then literature, etc. There is a brief synopsis of what the technology is, and the purpose of its use. This gives us an idea of how real-life civilizations were formed and grew from uncivilized to civilized. Age of Empires has more of a narrative explanation to its historical processes (see FIG 1.), although Total War is a hybrid of both styles, using narrative also a codex system.
While textbooks and academic journals are arguably the most effective teaching method, they are also the most time-consuming, particularly compared to digital games. Age of Empires, for example, might total a complete playing experience of 20 hours, whereas a lesson plan with reading materials, from college (for example), may take an entire semester, a.k.a. months to finish. 20 hours may seem like a steep amount of time for a learning experience, but one must take into account that each campaign only lasts a few hours. That is, the Saxon campaign may only be two hours out of the entire game. That’s not even taking into account that one can save their game and exit at any time, so the experience is even more convenient. One can learn the general history of an entire civilization in a matter of hours, in a fun and interactive way.
In conclusion, video games are as effective a teaching method as other multimedia mediums, and are a legitimate way of supplementing standard teaching methods. While teachers have found watching videos an effective method of getting people interested in history, video games are just as valid an option, and could be much more fun for students in their learning experience. “Furthermore, the theory of learning in good video games fits better with the modern, high-tech, global world today’s children and teenagers live in than do the theories (and practices) of learning that they see in school.” (Gee 2004, 7) Indeed, the classroom is constantly evolving in our age of digitalization, and it would make sense to explore every avenue of learning, no matter how unorthodox it may appear. It is widely believed that video games “will likely prove to be a critical development in twenty-first-century education.” (McCall 2013, 4) Therefore, I urge everyone to consider playing historical games/simulators to complement, and enhance, their education.
Supplemental Images:
“games, with their multimodal appeal to the senses, are more than simply entertainment. Successful commercial games incorporate sound principles of learning within the designs, and this is a fundamental part of their ability to engage players. Ranging from lightning-fast racing games, to duels with extraterrestrial invaders, puzzles, pet owner simulations, and city builders, games appeal to the desire to solve problems.” (McCall 2013, 4)There are a few games in particular that I’d like to discuss: Age of Empires, and Total War, which are historical simulators and strategy games.
Age of Empires is a game by Microsoft Studios and is classified as a real-time strategy (RTS) game. The theme is ancient civilizations spanning different ages, starting from the Stone Age and working one’s way up to the Iron Age. During each age, there were military units that could be produced that fit within the appropriate timeline, and, during the single-player campaign, one could actually play missions that were modeled after real-life civilizations and their greatest leaders. Furthermore, “[d]igital-ludic reenactment games reinscribe history with a sense of the human experience that a concern with the larger systems and movements of history can sometimes forget.” (Chapman 2016, 224) That is, the human perspective gleaned from taking an active role in the historic narrative can be a unique and effective way of teaching the significance of said historical event.
Total War is a game by Electronic Arts, Activision, and Sega, respectively, and is classified as an RTS game. The themes introduced are similar to that of Age of Empires, in the sense that we follow different civilizations around on an isometric map. The campaigns are all based on real historical events and iconic battles between nations. The difference in these games is that they introduce you to the conflict, but it is up to you to choose your faction and defeat everyone else. For example, there is a campaign in Rome: Total War 2, where one can take place in the great conquest of the Roman Empire after the brutal murder of Julius Caesar. Mark Antony, Marcus Lepidus, and Octavian all joined together after this event, forming the Second Triumvirate, avenging the late Caesar, and destroying his enemies, before dividing the nations of Rome amongst themselves. However, it wasn’t before long that relations between the allies became strained, and there was a civil war. In the game, one can choose each of these leaders, and champion battles from their perspective. This could mean that Mark Antony could become emperor of Rome, even though this did not occur historically. However, it should be noted that the default option is to play as Octavian/Augustus Caesar, who ultimately won (see FIG 2.). Despite some creative licenses, the game does very well to show us factual historical events and their significance. Games such as Age of Empires and Total War show us that there is an alternative way of approaching history, and seeing glimpses of them from the comfort of our own homes.
Furthermore, it can be stated that these aren’t merely glimpses of history or experiences from the sidelines: these are, in many ways, reenactments. It puts one directly into the action, as stated previously, and gives one a unique perspective that is impossible to achieve through reading or watching source material.
“They are still historical representations capable of offering information and arguments in a number of ways, including of course dramatic storytelling. So too, their ludic aspect can have potential in other regards. For example, players of these games can encounter historical decisions (such as ethical dilemmas) that present arguments for the pressing factors involved in these situations…” (Chapman 2016, 224)Building off the unique and fictional narratives introduced in games like Age of Empires, one can experience good storytelling while actually taking part in events firsthand, shaping the outcomes using one’s own judgment, and understanding the motivation behind nations and their leaders. That is, one may be able to see the perspective of Saladin during the Crusades and do battle for his faction, something which would be an impossibility in real life, but easily accomplished in Age of Empires. One not only ends up learning the broad historical events that occurred but also the culture and thought processes behind each nation.
However, one must ask how accurate one can be in representing a nation and its leaders. I would posit that, without direct quotations, our representations of many historical figures aren’t 100% accurate anyway. History is written by the victor, and many current nations have different perspectives on what actually happened during certain historical events. Just look at the United States and the Native Americans. That is a bit of history that always differs in telling, based on who is asked. “Since valid simulation games need not, and indeed cannot, represent each and every historical detail accurately, the criterion for an effective simulation game, instead, is this: Its core gameplay must offer defensible explanatory models of historical systems.” (McCall 2013, 23) Therefore, I would posit that digital representations are perfectly legitimate forms of teaching.
The representation of Lawrence of Arabia in Battlefield 1 (see FIG 3.), for example, portrayed the positives of his work with the Arabs in fighting back the Ottoman Empire. “If the study of the past is to help us understand motivations, actions, and consequences, teachers of history need to seize opportunities to make the past come alive for students, to place documents, images, and facts within a living context.” (McCall 2013, 13) That is, to think of history in only a literary sense is a mistake, and one can forget that even though these people lived ages ago, and are long dead (in some cases), they were regular people like you and me. Video games help create a narrative that puts some humanity back into the nations and people who lived in them, which in turn gives us a better perspective of their goals and motivations. This is why teachers should take advantage of this interactive medium in the teaching world.
Often times the characters in question are given dialogue, some of which I imagine are taken from primary sources, but, regardless, seems to be an effective way of portraying them, regardless of the actual accuracy of the words spoken. That is, while Charlemagne may never have uttered any of the words he does in Age of Empires, his overall goals align with what the character did in real life, according to our understanding. The truth is, no one can create a perfect representation, but one can do well enough to understand their basic motivations and even personalities. “And unsophisticated fictionalist interpretation of the gamer’s use of ‘I’ has considerable intuitive appeal.” (Cogburn and Silcox 2009)
One may ask, why video games? Why not movies? Both are indeed multimedia representations of history. I believe I can answer that quite easily. While movies are a great way to get an audience to witness something in a dramatized vein, it is not necessarily as productive as relinquishing control of the action to the audience itself. Instead of witnessing, one can take part in history directly. As I stated previously, games like Age of Empires and Total War achieve this with seemingly little effort. However, there is another aspect of video games that are essential to teaching. It is almost a hybrid of the textbook and the movie genres. For example, in games like Age of Empires and Sid Meier's Civilization, there are many icons and text that accompany the multimedia experience.
These text boxes and icons often give us information that coincides with the historical events occurring. For example, in Civilization, there is a codex that gives information about the technology at that point in history. That is, one can begin to learn the alphabet, then animal husbandry, then pottery, then literature, etc. There is a brief synopsis of what the technology is, and the purpose of its use. This gives us an idea of how real-life civilizations were formed and grew from uncivilized to civilized. Age of Empires has more of a narrative explanation to its historical processes (see FIG 1.), although Total War is a hybrid of both styles, using narrative also a codex system.
While textbooks and academic journals are arguably the most effective teaching method, they are also the most time-consuming, particularly compared to digital games. Age of Empires, for example, might total a complete playing experience of 20 hours, whereas a lesson plan with reading materials, from college (for example), may take an entire semester, a.k.a. months to finish. 20 hours may seem like a steep amount of time for a learning experience, but one must take into account that each campaign only lasts a few hours. That is, the Saxon campaign may only be two hours out of the entire game. That’s not even taking into account that one can save their game and exit at any time, so the experience is even more convenient. One can learn the general history of an entire civilization in a matter of hours, in a fun and interactive way.
In conclusion, video games are as effective a teaching method as other multimedia mediums, and are a legitimate way of supplementing standard teaching methods. While teachers have found watching videos an effective method of getting people interested in history, video games are just as valid an option, and could be much more fun for students in their learning experience. “Furthermore, the theory of learning in good video games fits better with the modern, high-tech, global world today’s children and teenagers live in than do the theories (and practices) of learning that they see in school.” (Gee 2004, 7) Indeed, the classroom is constantly evolving in our age of digitalization, and it would make sense to explore every avenue of learning, no matter how unorthodox it may appear. It is widely believed that video games “will likely prove to be a critical development in twenty-first-century education.” (McCall 2013, 4) Therefore, I urge everyone to consider playing historical games/simulators to complement, and enhance, their education.
Supplemental Images:
FIG 1. This is a screenshot from Age of Empires, showing the
textual information that I discussed.
FIG 2. This is a screen/ad for the Octavian campaign in
Rome: Total War 2.
FIG 3. This is an in-game portrayal of T.E. Lawrence, a.k.a.
Lawrence of Arabia.
Bibliography:
Chapman, Adam. 2016. Digital Games as History: How Videogames Represent the Past and Offer Access to Historical Practice. New York: Routledge.
Cogburn, Jon, and Mark Silcox. 2009. Philosophy Through Video Games. New York: Routledge.
Gee, James Paul. 2004. What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan.
McCall, Jeremiah. 2013. Gaming the Past: Using Video Games to Teach Secondary History. New York: Routledge.
Chapman, Adam. 2016. Digital Games as History: How Videogames Represent the Past and Offer Access to Historical Practice. New York: Routledge.
Cogburn, Jon, and Mark Silcox. 2009. Philosophy Through Video Games. New York: Routledge.
Gee, James Paul. 2004. What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan.
McCall, Jeremiah. 2013. Gaming the Past: Using Video Games to Teach Secondary History. New York: Routledge.
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