Game-based Learning for History: Student Perceptions and Preferences.
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| Title: | Game-based Learning for History: Student Perceptions and Preferences. |
|---|---|
| Authors: | Hellerstedt, Andreas1 andreas.hellerstedt@miun.se, Mozelius, Peter1 peter.mozelius@miun.se |
| Source: | Proceedings of the European Conference on Games Based Learning. 2024, Vol. 18 Issue 1, p378-384. 7p. |
| Subject Terms: | *Educational games, *History education, *History students, *Action research, *Higher education |
| Abstract: | With the rapid development of games in the 21st century, the panoply of games on history shows a wide variety. Backstories from most historical eras have been implemented in different game genres and modalities. Furthermore, a growing number of studies have pointed to the didactic potential of historical games as learning tools. This study aims at investigating university students' perceptions of gaming and their game preferences, with a particular focus on history. The research question to answer was: "What types of games do history students play, and how can games, in their view, contribute to learning in their subject?" Educational action research was used as the overall strategy in a study where data was collected from five different university course groups in general history at the basic level. Students answered questionnaires with open ended questions about gaming preferences and their perceptions of games. The answers were then analysed in an inductive thematic analysis. Findings show that the students play a mix of analogue board games, digital games and hybrid forms. In the transmedial array of games available, important genres include role playing games, strategy games, quizzes and first-person action games. The students frequently provide arguments for the use of games in history education, and they give reasons why they find a particular game useful for this purpose. They describe how these games have a potential to add value to history education. To some extent, they also discuss how this can be implemented. In conclusion, the authors argue that so-called technology tree games are particularly relevant to learning history from a structural perspective, while RPG:s can strengthen interpretive approaches through a subjective historical experience. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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